h44444,'44'4',4'fr'i,*i'’4 4 4- *4 4- *4* 4 jg 4 4s 4- 4- 4* 4- 4* •44*-4-S'4-4»4i-4‘ 4s 4 -4 4*4* 4 4* •&- 4* 4 4. 4= 4- 4 4- 4* 4 as**8®8 s/^. 0/ ,3^. ^omas 0/ U Ulanova Villanova College VILLANOVA. PENNSYLVANIA LIBRARY L 111 Class..-*? . 1.381 Accession 27360 ■444+444 444+444444-»'+*: / REPORT OF THE COMMISSIONER OF EDUCATION FOR THE YEA.R 1881. W'i^HOGTO^ GOVERN^NT PRINTING OFFICE- 1883. CONTENTS. L REPORT OF THE COMMISSIONER OF EDUCATION . . General statement of tlie work of the office, with a list of its publications during the year, v-ix; the census in its relations to education, with tables and diagrams, ix- xliii; summary of school age, population, enrolment, attendance, &c., xliii, xliv; summary of the teachers employed in the public schools and their average monthly salaries, xlv, xlvi; summary of annual income and expenditure for public schools, x-lvii, xlviii ; summary of per capita expenditure, xlix, 1 ; statistical generalization by years and topics, with remarks, 1-liv ; the district system, liv, lv ; qualifications and appointment of teachers, lvi-lviii ; school supervision, lviii-lx ; courses of study, lx- lxiii ; tables of illiteracy among minors from the census of 1880, lxiii-lxix ; summary of the educational condition of the States and Territories, lxix-lxxxi; comparative statistics of education in the South, with figures respecting the education of the •colored race and remarks, lxxxi-lxxxix; Peabody fund, xc, xci; summary of school sta¬ tistics of cities, xcii-cvii; school accommodation and attendance in cities, cviii-cx; illiteracy in cities, cxi-cxiii ; city primary schools, cxiv ; city schools of higher grade, cxiv, cxv; evening and special schools in cities, cxv, cxvi; city school finances, moral and physical training, cxvi; summary of normal school statistics, cxvii- cxxii; appropriations for normal schools, with remarks, cxxiii-cxxvii; comparative requirements for admission to normal and to professional schools, cxxvii, cxxviii ; courses of study in normal schools at home and abroad, cxxviii-cxxxi ; teach¬ ers’ institutes, cxxxi, cxxxii ; normal training in the colleges, cxxxii, cxxxiii ; sum¬ mary of statistics of commercial and business colleges, cxxxiii, cxxxiv ; summary of statistics of Kindergarten, cxxxv; public schools and Kindergarten, cxxxvi, xxxvii; normal Kindergarten instruction, cxxxvii, cxxxviii; essential needs of a Kindergarten, cxxxviii; summary of statistics of pupils receiving secondary in¬ struction, with remarks, cxxxviii-cxlv ; summary of statistics of preparatory schools, cxlvi, cxlvii; summary of statistics of institutions for the superior educa¬ tion of women, with remarks, cxlvii-clii; summary of statistics of universities and colleges, with a summary of college entrance examinations, preparatory depart¬ ments, and remarks, clii-clx ; hygiene in college, growth of Yale College, clxi ; •elective systems, clxi-clxiii ; variations in college attendance, clxiii-clxv ; schools of political science, clxv, elxvi ; summary of statistics of schools of science, with remarks, clxvi-clxx; physics and chemistry, clxx-clxxii; instruction in mechanical engineering, clxxii-clxxviii ; manual training schools, clxxviii, clxxix; industrial school for miners and mechanics, clxxix, clxxx ; Royal Agricultural High School of Berlin, clxxx-clxxxii; summary of statistics of schools of theology,* clxxxii-clxxxiv ; summary of statistics of schools of law, with remarks, clxxxiv- elxxxviii; summary of statistics of schools of medicine, dentistry, and pharmacy, clxxxviii-cxci ; courses preparatory to the study of medicine, cxci, cxcii; entrance examinations to medical schools, cxcii, cxciii ; character and progress of medical instruction, cxciii-cxcv; summary of statistics of degrees conferred, cxcv-cc; summary of statistics of publi - libraries, cci; library management, ccii, cciii; libraries and schools, cciii, cciv; catalogues and indexes, cciv; summary of statistics of training schools for nurses, with remarks, ccv, ccvi ; statistics of defective classes in the United States, ccvi-ccviii; summary of statistics of institutions for the deaf and dumb, ccix, ccx; day schools for deafSnutes, ccxi, ccxii; literary and industrial instruction for deaf-mutes, ccxii-ccxiv ; National Deaf-Mute College, ccxiv, ccxv ; summary of statistics of schools for the blind, ccxv ; sketch of the history of schools for the blind, ccxvi, ccxvii ; printing for the blind, ccxvii, ccxviii ; instruction of the blind, ccxviii, ccxix ; summary of statistics of schools for the feeble-minded, ccxix ; classification and instruction of the feeble¬ minded, ccxx, ccxxi ; causes of idiocy, ccxxi ; summary of statistics of reform schools, with remarks, ccxxii-ccxxiv ; reformatory system of Michigan, ccxxiv, ccxxv; the family system in reform schools, ccxxv; New Jersey State Reform School, ccxxv, ccxxvi; institutions for the reformation of girls, ccxxvi-ccxxix ; summary of statistics of orphan homes and asylums, ccxxix-ccxxxi ; summary of educational benefactions, with remarks, ccxxxi-ccxxxiii ; summary of educational publications, ccxxxiii ; summary of patents for improvements in school furniture, ccxxxiv, ccxxxv; education in foreign countries, ccxxxv-cclxxvi ; recommendations, oclxxvi, cclxxvii Page. r-cclxxvii ill IV CONTENTS. Page. Abstracts . . — 1-318 Abstracts of the official reports of the school officers of States, Territories, and cities, with other additional information . 4-307 Educational associations and conventions . 308-318 Statistics of education for the year 1881 . 319-831 Table I. Statistics of the school systems of the States and Territories . 320-327 II. School statistics of cities containing 7,500 inhabitants and over . 328-378 III. Statistics of normal schools . . . 379-396 IV. Statistics of commercial and business colleges . 397-411 V. Statistics of Kindergarten . 412-449 VI. Statistics of institutions for secondary instruction . 450-543 VII. Statistics of preparatory schools . 544-554 VIH. Statistics of institutions for the superior instruction of women . 555-571 IX. Statistics of universities and colleges . 572-607 X. Statistics of schools of science . . 608-613 XI. Statistics of schools of theology. . - . 620-631 XII. Statistics of schools of law . 632-635 XIII. Statistics of schools of medicine, dentistry, and pharmacy . 636-648 XIV. Summary of examinations for admission to the United States Military and Xaval Academies . 649 XV. Degrees conferred in 1880 by universities, colleges, scientific and other . professional schools, and by schools for the superior instruction of women . 650-6G7 XVI. Statistics of additional public libraries numbering 300 volumes or up¬ wards . 668-671 XVII. Statistics of training schools for nurses . 672, 673 XV 111. Statistics of institutions for the deaf and dumb . 674-679 XIX. Statistics of institutions for the blind . 680-683 XX. Statistics of schools and asykims for feeble-minded children . 684, 685 XXI. Statistics of reform schools . 686-699 XXII. Statistics of orphan asylums, soldiers’ orphans’ homes, infant asylums, and industrial schools . 700-755 XXni. Statistics of educational benefactions . 756-791 XXTV. Publications, educational, historical, &c . 792-828 XXV. Improvements in school furniture, apparatus, f _ rr_ . 22,956 44,098 22,956 28,373 15,725 15,725 Connecticut . 49, 896 146,009 60,877 75,807 120,098 60,877 25,911 ])plnwn-r^ 22,029 48, 889 22,029 32,866 16,023 16,023 El arid a . 34,387 115, 496 52,659 69,959 27,265 45,537 Georgia . 312, 124 461,016 104,635 312, 124 404, 793 160,858 56,223 Illinois . 497,764 1,073,835 497,764 734,224 339,611 339,611 Indiana . 308,532 708, 182 308,522 484,387 223,795 223,795 Town . 230, 110 620,600 274, 482 397,311 178,917 223,289 151, 704 376,551 181,384 248, 732 98, 139 127, 819 Kentucky . 296,872 548,522 59,509 296,872 428,880 179,151 119,642 Louisiana . 179, 822 271, 414 57,371 179,822 239,936 88,849 31,478 THE CENSUS IN ITS RELATIONS TO EDUCATION. XXXIII Table G, derived from the Census of 1880, showing the number of minors, &c. — Continued. States and Terri¬ tories. Under legal school age. Of legal school age. Over legal school age. Under 6 years old. Between 6 and 16. | Over 16 years old. Surplus of school population over number between 6 and 16 years. 51,122 220, 194 77, 481 128, 964 64,871 91, 230 Maryland . 122, 954 319, 201 20, 983 146,956 217, 705 98,477 101,496 Massachusetts ......... 179,307 333,020 207, 048 215, 861 327, 283 176,231 5,787 Michigan . 207,850 533,763 35,317 248,733 359,404 168,793 174,359 117, 209 289, 028 139, 524 183, 762 82, 951 105, 266 195, 876 458, 855 235, 769 305, 318 113,644 153,537 Missouri . 373, 269 738,712 49,410 373, 269 548,841 239, 281 189,871 72, 156 161, 898 85,693 105,767 42, 594 56, 131 Nevada . 7,512 10, 129 3,020 7,512 8, 822 4,327 1,307 New Hampshire . 30,573 60, 899 39, 365 36, 724 60,728 33,385 171 New Jersey . 134,716 316, 421 70, 322 162,055 245, 203 114,201 71,218 559, 020 1,655,644 672, 781 1, 030, 009 511, 874 625, 635 276, 512 502, 507 276, 512 356, 982 145, 525 145, 525 Ohio . 485, 639 1, 082, 976 485, 639 741, 888 341, 088 341, 088 Oregon . . . 18,440 61, 894 3,957 27,378 39,008 17, 905 22,886 Pennsylvania . 660, 399 1, 422, 377 660, 399 982, 416 439, 961 439,961 Rhode Island . 28,585 58, 332 26, 871 34,489 52, 428 26,871 5,904 South Carolina . 206, 871 262, 279 99, 780 206, 871 262, 279 99, 780 Tennessee . 296, 854 571, 253 296, 854 407, 587 163, 666 163, 666 Texas . 432, 830 251, 536 217,531 333, 910 410,487 157,500 «158f©51 Vermont . 34,091. 99, 463 6, 598 41, 019 66,873 32, 260 32,590 Virginia . 234, 687 585, 042 281,550 388, 268 149, 911 196, 774 West Virginia . 117, 716 227, 161 117, 716 163, 540 63, 621 63, 621 Wisconsin . 144,222 502,213 28,984 217,018 312,832 145,569 189, 381 Total . 7, 657, 294 16, 052, 283 1,161,738 8,145,094 11,606,513 5,119,708 4,445,770 Arizona . 4,669 9,571 4,669 6, 138 3, 433 3,333 Dakota . 19, 721 39, 742 23,329 25, 421 10, 713 14, 321 District of Columbia. 24, 825 43,537 10,804 24,825 37,511 16,830 6,026 Idaho . 4,184 9, 115 4,947 5,863 2, 489 3,252 Montana . 3,146 9, 321 4,652 5,177 2,638 4,144 New Mexico . 22,589 29, 255 7,895 19,414 28,386 11,939 869 Utah . 30,140 43,514 8,670 30,140 37,599 14,585 5,915 Washington . 10, 310 24,639 12, 282 15, 968 6,699 8,671 Wyoming . 3’ 272 .4, 112 2,870 2, 861 1,653 1,251 Total . 122, 856 212, 806 27,369 127,128 164,924 70,979 47,882 Grand total . 7, 780, 150 16,265,089 1,189,107 8,272,222 11,771,437 5,190, 687 4,493,652 a In Texas the school population was less than the number between 6 and 16, E — III •NNIIM DIAGRAM No. 13.— Number of minors in 100 inhabitants of each State ancl Territory. DIAGRAM No. 14. —Number of minors of legal school age to 100 inhabitants of each State and Territory. XXXYI REPORT OE THE COMMISSIONER OF EDUCATION, Table showing the ratio of minors and minors of school age to adult population throughout the Union. In 100 inhabitants of — There were — In 100 inhabitants of — There were — Adults (21 years and more). Minors (under 21 years old). Minors of legal school age. Adults (21 years and more). Minors (under 21 years old). Minors of legal school age. Montana Territory . 69 31 24 New Mexico Territory.. 51 49 24 67 33 16 Minnesota . 50 50 37 66 34 23 The Union . 50 50 32 65 35 24 Wisconsin . 49 51 38 Wyoming Territory . 65 35 20 Nebraska . 49 51 36 New Hampshire . 63 37 18 Indiana . 49 51 36 Idaho Territory . 60 40 28 Illinois . 49 51 35 Connecticut . 59 41 23 Iowa . 48 52 38 Rhode Island . 59 41 21 Kansas . 47 53 38 Maine . 58 42 34 Missouri . 47 53 34 Vermont . 58 42 30 Virginia . 46 54 39 California . 58 42 23 Kentucky . 46 54 33 New York . 57 43 33 Louisiana . 46 54 30 Dakota Territory . 57 43 29 Florida . 45 55 43 Massachusetts . 57 43 19 West, Virginia . 45 55 37 District of Columbia . 56 44 25 North Carolina . 45 55 36 Pennsvlvania . 54 46 33 Tennessee . 44 56 37 Washington Territory.... 54 46 33 Georgia . 44 56 30 New Jersey . 54 46 28 Texas . 44 56 16 Michigan . 53 47 33 M i sri ssippi 43 57 40 Oregon . 52 48 35 Alabama . 43 57 33 Delaware . 52 48 33 Arkansas . 43 57 36 Maryland . 51 49 34 Utah Territory . 43 57 30 Ohio . 51 49 34 South Carolina . 43 57 26 1 The statistics in the above table and in Tables 5 and 6 supply material for reflection and furnish an argument that has not heretofore been advanced for the aid of the nation to education in the South. Take, for the sake of contrast, the cases of Massachusetts and Mississippi. In 100 inhabitants Massachusetts had 57 adults and 43 minors and Mississippi had 43 adults and 57 minors. Even if the wealth of the two States per adult capita were the same, the adults of Mississippi would be more heavily taxed than those of Massachusetts in fur¬ nishing equal opportunities for education to all the population of school age. Further comment on this subject is deferred until a full presentation of the subject can be made in another form. TABLES 7, 8, AND 9 FROM THE CENSUS OF 1880. The seventh table which I present shows, by States and Territories, the number, na¬ tivity, and race of the males of legal school age, the total being 8,167,645, of whom 6,690,860 were native whites, 358,631 foreign-born whites, and 1,118,154 of other races. The eighth table from the Census shows the same facts for the females of legal school age, the whole number being 8,097,444, of whom 6,611,147 were native whites, 361,298 foreign-bom whites, and 1,124,999 of other races. The ninth table from the Census is a combination of the last two, and shows that, of the 16,265,089 minors of legal school age in the country, 14,021,936 were white and 2,243,153 were of other races. THE CENSUS IN ITS RELATIONS TO EDUCATION. XXXVII Table 7, derived from the United States Census of 1880, showing number , nativity , and race of the minor males in the school population of the several States and Territories. States and Territories. Native white males. Foreign white males. Total white males. Colored males. Total males. Alabama . 107,019 387 107,406 103,639 211,045 Arkansas . ; . 107,490 631 108,121 38, 040 146, 161 California . 92,488 4,568 97,056 4,810 101, 866 Colorado . 21,282 2,112 23,394 441 23,835 Connecticut . 68,019 4,374 72,393 1,227 73,620 Delaware . , . 19, 661 356 20,017 4,718 24,735 Florida . 29, 190 682 29, 872 27,560 57,432 Georgia . . 116,449 195 116, 644 116,951 233,595 Illinois . . . 492,934 37, 227 530,161 7,572 537,733 Indiana . 343,236 6,092 349,328 6,572 355,900 Iowa . 292,998 19,574 312,572 1,841 314,413 Kansas . 174,434 10, 682 185,116 8,666 193, 782 Kentucky . 239,988 1,344 241,332 35,894 277,226 Louisiana . 63,771 704 64, 475 71,045 135,520 Maine . 104,029 6,448 110,477 338 110,815 Maryland . . 119,877 2,714 122,591 36,578 159, 169 Massachusetts . 152,190 13,220 165,410 1,632 167,042 Michigan . 233,446 '33,682 267,128 3,718 270,846 Minnesota . 119,786 25,719 145,505 684 146, 189 Mississippi . . 93,956 339 94,295 135,032 229, 327 Missouri . 340,337 7,808 348,145 24,914 373,059 Nebraska . 72,243 10,960 83,203 411 83,614 Nevada . 4,210 357 4,567 507 5,074 New Hampshire . 28, 082 2,567 30,649 71 30,720 New Jersey . 145,445 7,761 153,206 4,967 158, 173 New York . 749,229 55,986 805, 215 8,741 813, 956 North Carolina . 151,471 258 151,729 101,695 253,424 Ohio . 508,760 18,772 527,532 13,252 540,784 Oregon . 29,475 925 30,400 1,716 32,116 Pennsylvania . 664,849 31, 414 696,263 11,546 707,809 Rhode Island . 24,963 3,555 28,518 612 29, 130 South Carolina . 48,110 114 48,224 84,779 133,003 Tennessee . 209,794 678 210,472 76,835 287,307 Texas . 90,272 3,915 94,187 34,590 128,777 Vermont . 47,293 3,038 50,331 189 50,520 Virginia . 163,477 753 164,230 128,464 292,694 West Virginia . 109,751 683 110, 434 4,861 115,295 Wisconsin . 225, 324 26, 192 251,516 1,159 252, 675 Total . 6,605,328 346,786 6,952,114 1,106,267 8,058,381 Arizona . . . 2,916 1,461 4,377 1,010 5,387 Dakota . 14,478 5,856 20,334 330 20, 664 District of Columbia . 14,207 275 14,482 6,506 20, 988 Idaho . 4,285 336 4,621 229 4,850 Montana . 4,138 313 4,451 571 5,022 New Mexico . . . 13,272 375 13,647 1,308 14, 955 Utah . 19, 659 2,312 21,971 148 22,119 Washington . 10,711 633 11,344 1,649 12,993 Wyoming . . 1,866 284 2,150 136 2,286 Total . 85,532 11,845 97,377 11, 887 109,264 Grand total . 6, 690, 860 358,631 7,049,491 1,118,154 8, 167, 645 XXXVIII REPORT OF THE COMMISSIONER OF EDUCATION, Table 8, derived from the United States Census of 1880, showing the number, nativity , and race of the minor females in the school population of the several States and Territories. States and Territories. Native white females. Foreign white females. Total white females. Colored females. Total females. Alabama . 106, 474 272 106,746 104,948 211,694 Arkansas . 103, 401 496 103,897 38,794 142, 691 California . 91, 821 4,532 96, 353 3,064 99, 417 Colorado . 18,428 1,482 19, 910 353 20, 263 Connecticut . 66,680 4,380 71,060 1,329 72,389 Delaware . 19,181 423 19, 604 4,550 24,154 Florida . 28, 395 734 29, 129 28,935 58,064 Georgia . 113,043 185 113, 228 114, 193 227, 421 Illinois . . 491,042 37, 356 528, 398 7,704 536, 102 Indiana . 339,380 6, 015 345, 395 6,887 352, 282 Iowa . 286,576 17,843 304, 419 1,768 306, 187 Kansas . 164, 433 9,596 174, 029 8,740 182,769 Kentucky . 234, 421 1,462 235,883 35,413 271, 296 Louisiana . 63, 951 798 64,749 71,145 135, 894 Maine . 101, 860 7, 188 109, 048 331 109, 379 Maryland . 119,485 2,933 122, 418 37, 614 160, 032 Massacliu setts . 150, 689 13, 612 164, 301 1,677 165, 978 Michigan . 227,136 31, 970 259, 106 3, 811 262, 917 Minnesota . 118, 081 24,071 142,152 687 142,839 Mississippi . 91, 528 278 91,806 137,722 229,528 Missouri . 332, 844 7, 415 340,259 25, 394 365, 653 Nebraska . 67, 834 10,000 77,834 450 78,284 Nevada . . 4,357 366 4,723 332 5,055 New Hampshire . 27,449 2,661 30, 110 69 30,179 New Jersey . 144,931 8,161 153,092 5, 156 158, 248 New York . 766,334 65,447 831,781 9,907 841, 688 North Carolina . 146,735 223 146, 958 102, 125 249,083 Ohio . 509,151 19, 309 528, 460 13, 732 542, 192 Oregon . 28,465 863 29, 328 450 29,778 Pennsylvania . 668,462 32,662 701, 124 13, 444 714, 568 Rhode Island . . . 24,928 3, 635 28,563 639 29, 202 South Carolina . . 46,102 124 46, 226 83,050 129, 276 Tennessee . 204, 757 665 205,422 78,524 283, 946 Texas . 84,729 3,611 88, 340 34, 419 122,759 Vermont . 45,713 3,042 48,755 188 48,943 Virginia . . . 161,124 700 161, 824 130,524 292,348 West Virginia . 106, 517 753 107, 270 4,596 111, 866 Wisconsin . 223, 384 25,089 248, 473 1,065 249, 538 Total . 6,529, 821 350,352 6, 880, 173 1,113,729 7, 993, 902 Arizona . . 2,380 1,161 3,541 643 4, 184 Dakota . 13,219 5,539 18,758 320 19,078 District of Columbia . . . 14, 804 306 15, 110 7,439 22,549 Idaho . 3,929 298 4,227 38 4,265 Montana . 3, 614 189 3,803 496 4,299 New Mexico . 12,754 351 13,105 1,195 14,300 Utah . 18,937 2,324 21, 261 134 21, 395 Washington . 10, 163 529 10, 692 954 11, 646 Wyoming . 1,526 249 1,775 51 1,826 Total . 81,326 10,946 92, 272 11,270 103, 542 Grand total . 6,611,147 361,298 6, 972, 445 1,124,999 8,097,444 THE CENSUS IN ITS RELATIONS TO EDUCATION. XXXIX Table 9, derived from the Census of 1880, showing the number , nativity , and race of the legal school population in the several States and Territories. States and Territories. Native white Foreign white. Total white. Colored, Ori¬ ental, and Indian. Total. Alabama . 213,493 659 214,152 208,587 442,739 Arkansas . 210, 891 1,127 212,018 76, 834 288, 852 California . 184,309 9, 100 193,409 7,874 201, 283 Colorado . . 39,710 3,594 43,304 794 44,098 Connecticut . 134,699 8,754 143,453 2,556 146,009 Delaware . 38,842 779 39, 621 9, 268 48,889 Florida . 57,585 1,416 59,001 56,495 115,496 Georgia . 229, 592 380 229,872 231,144 461,016 Illinois . 983,977 74,583 1,058,559 15, 276 1,073,835 Indiana . 682, 616 12,107 694,723 13,459 708, 182 Iowa . 579,574 37,417 616,991 * 3, 609 620, 600 Kansas . 338,867 20, 278 359, 145 17,406 376,551 Kentucky . 474, 409 2,806 477,215 71,307 548,522 Louisiana . 127,722 1,502 129, 224 142,190 271,414 Maine . . , . 205, 889 13, 636 219,525 669 220,194 Maryland . . 239, 362 5, 647 245,009 74,192 319,201 Massachusetts . 302, 879 26,832 329,711 3,309 333, 020 Michigan . 460, 582 65,552 526, 234 7,529 533,763 Minnesota . 237,867 49,790 287,657 1,371 289,028 Mississippi . 185,484 617 186, 101 272,754 458, 855 Missouri . 673,181 15, 223 688,404 50, 308 738,712 Nebraska . 140,077 20, 960 161,037 861 161,898 Nevada . 8,567 723 9, 290 839 / 10, 129 New Hampshire . 55,531 5,228 60,759 140 60, 899 New Jersey . 290, 376 15,922 306,298 10, 123 316,421 New York . 1,151,563 121,433 1, 636, 996 18,648 1, 655, 644 North Carolina . 298, 206 481 298,687 203,820 502,507 Ohio . 1,017,911 38,081 1,055,992 26,984 1,082, 976 Oregon . 57, 940 1,788 59, 728 2,166 61, 894 Pennsylvania . 1,333,311 64,076 1,397,387 24, 990 1,422,377 Rhode Island . 49, 891 7, 190 57,081 1,251 58,332 South Carolina . 94,212 238 94, 450 167,829 262,279 Tennessee . 414,551 1,343 415, 894 155,359 571, 253 Texas . 175, 001 7,526 182,527 69, 009 251, 536 Vermont . . 93, 006 6,080 99, 086 377 99, 463 Virginia . 325, 601 1,453 326, 054 258,988 585,042 West Virginia . 216,268 1,436 217, 704 9,457 227, 161 Wisconsin . 448, 708 51,281 499,989 2 224 502, 213 Total . 13,135,149 697,138 13,832,287 2,219,996 16,052,283 Arizona . 5,296 2 622 7,918 1,653 9,571 Dakota . 27, 697 11, 395 39,092 650 39,742 District of Columbia . 29, 011 581 29, 592 13,945 43,537 Idaho, . 8, 214 634 8,848 267 9,115 Montana . 7,752 502 8,254 1,067 9,321 New Mexico . 26, 026 726 2,752 2,503 29, 255 Utah . 38,596 4, 636 43,232 282 43,514 Washington . 20,874 1,162 22, 036 2,603 24,639 Wyoming . 3, 392 533 3,925 187 4, 112 Total . 166, 858 22, 791 189, 649 23, 157 212, 806 Grand total . 13, 302, 007 719, 929 14,021,936 2,243,153 16, 265, 089 Moivr, DIAGRAM No. 15.— The number, in thousands, of foreign whites in the leg-al school population of each State and Territory. DIAGRAM No. 16— The number, in thousands, of colored, Indian and Oriental persons in the legal school-population of each State and Territory. XLII REPORT OP THE COMMISSIONER OF EDUCATION. The analyses of population in the foregoing tables and diagrams afford important sug¬ gestions with reference to popular education in our country. Our free schools are maintained under independent State systems. Each State makes its own school laws, cares for its own school fund, and develops its schools according to the intelligence, zeal, liberality, and forethought of its own citizens. The free schools have a national character in the sense that they have the sanction of law in every State and Territory of the Union, and that, by reason of the migration of the native popula¬ tion, the effort expended upon the children of one generation is likely to find its issues in some section remote from that which nurtured them. The similarity of the inde¬ pendent State systems is chiefly attributed to this shifting of the population, the stand¬ ards and methods, good or bad, that are adopted in any one section being rapidly intro¬ duced into the others. Viewing the country as a whole, one cannot fail to be impressed with the great diversity of races and nationalities of which it is composed. Four races are enumer¬ ated. Three of these maintain in our midst the relations of family life. Their children are to be formed by our institutions, and in turn the future of the institutions will be shaped by them. The fourth race, represented by the Chinese, live, as already pointed out, in an abnormal condition among us, but our school record shows that they are not entirely outside the operation of our educational provision. As the only agency by means of which these divers peoples ean be moulded into a homogeneous population, having that unity of ideals, purposes, aspirations, and patriotic sentiment which make up national life, the schools are emphatically a national institution. Those familiar with the history of free schools in America are aware that they have developed as circumstances allowed or compelled ; some of their characteristics are acci¬ dental, some represent expedients which long ago served their purpose but remain through the natural persistence of precedents. On the Avhole the development has been upwards. This is true of the personnel of the service to such a degree that it may be said without exaggeration that the systems themselves furnish the men competent to make the adjustments required by our present society, which is larger, more complex, more comprehensive than that to which the schools originally ministered. The excess of female over male teachers has become almost a national characteristic. The excess would naturally be expected in States in which the women outnumber the men: a comparison of diagrams 1-8, inclusive, with Table I, Part 1, Summary B, shows that it is not so limited. The causes are suggested in the diagrams. The native-born women exceed the native-born men in 12 of the 13 original States, together with Tennes¬ see, Louisiana, and Alabama. In the northern section of this group of States the excess of women constitutes a portion of the white population industrious and intelligent by virtue of inherited tendencies and personal advantages. From this excess the body of public school teachers is constantly recruited. In the southern section, as is shown by diagram 8, the excess of native female population is largely derived from the colored race, and is not yet available to any great extent for the school service. Louisiana, it will be seen by reference to Table I, is the only one of the Southern States in which more female teachers are employed than male. The vast territory west of the Alleghanies’and north of the Ohio and Red Rivers has an excess of male population ; nevertheless, with the exception of Arkansas and Missouri (States having a large proportion of colored people), each of the 15 States included in the region and nearly all the Territories report a majority of women teachers. This is explained by the conditions of pioneer life previously noted and by the fact that the moment a new State becomes fairly populous the stream of emi¬ gration sets from it westward, and the excess of male population is gradually drawn off. In short, the economic and industrial conditions of the developing country account for the excess of women teachers. The influence of the foreign-born population of the United States upon its school sys¬ tems is an interesting subject which can only be touched upon in this place. The States SCHOOL STATISTICS OF STATES AND TERRITORIES. XLIII in which the Irish element abounds have had greatest disturbance from sectarian efforts to get control of some portion of the school funds, the influence of the Germans has been exercised in behalf of better methods of primary instruction, thorough training, and high standards in the intermediate and higher grade, the introduction of the German language into the schools, and science training, especially as related to the development of our internal resources. The sturdy industry and stalwart vigor of the Swedes, Danes, and Norwegians is felt with immense effect along the northern border States and Territories. The race that produced the Vikings, the Normans, the Varangians, Rurik, Gustaf Adolf, Charles XII, Tycho Brahe, and Thorwaldsen has a great future before it in this new continent. Not the least of the advantages which attract these desirable settlers into our country are the schools. Accustomed by the policy of their own country to the responsibilities and privileges of popular education they give hearty support to the free schools of their adopted land. The record of local school history shows that the influence favorable or unfavorable of the other nationalities represented in our immigrant population has been fairly proportioned to their numbers. Through the action of all these various elements it has been made manifest that if proper watchfulness and activity are maintained by our people no foreign influence is likely to overcome that inherent quality of our school sys¬ tems which is not easily characterized, but which marks them as essentially American. Table I. — Past 1. — Summary (A) of school age, population, enrolment, attendance, &c. States. Alabama . Arkansas . California . Colorado . Connecticut . . Delaware . Florida/. . Georgia . . Illinois . Indiana . Iowa . Kansas . Kentucky . Louisiana . Maine . . . Maryland . : . Massachusetts . Michigan . Minnesota . . Mississippi... . ). . Missouri . Nebraska . a United States Census of 1880. 6 In 1879. School age. School population. Number between 6 and 16 years of age. Number enrolled in public schools. Average daily attend¬ ance. Average duration of school in days. 7-21 «422,739 176,289 115,316 80 6-21 272,841 98,744 5-17 211,237 163,855 105,541 115 6-21 40,804 31,618 26,000 14,649 689 4-16 143,745 cll9, 745 119,381 d76, 028 180 6-21 37,285 29,122 el53 4-21 88,677 39,315 27, 046 6-18 o461, 016 244, 197 149, 908 6-21 1, 002, 222 701,627 425,858 149 6-21 714,343 503,855 306,301 135 5-21 594,730 c380, 626 431,513 254,088 148 5-21 348,179 249,034 139,776 117 i/6-20 553,638 e238, 440 el49, 226 /102 6-18 a271,414 62,370 / 45, 626 100 4-21 213,927 150, 067 99,500 118 5-20 a319, 201 158, 909 79, 739 5-15 312, 680 325,239 233,108 178 5-20 518,294 371,743 7i219, 328 154 5-21 300,923 177,278 79,901 100 5-21 419, 963 237, 288 160,064 m /6-20 /723, 484 / 476,376 /6219, 132 6100 5-21 152, 824 100,776 65,504 110 <;For colored population the school age is from 6 to 16. c Estimated by the State superintendent. dFor the winter term. e For white schools only. /In 1880, h Estimated by the Bureau on the basis of esti¬ mates furnished in previous years by the State superintendent. « In the country; 138 in cities. XLIV REPORT OF THE COMMISSIONER OF EDUCATION. Table I. — Part 1. — Summary (A) of school age, population, enrolment, &c. — Cont’d. States and Territories. School age. School population. Number between 6 and 16 years of age. Number enrolled in public schools. Average daily attend¬ ance. Average duration of school in days. 6-18 10,533 8, 329 5,406 140.4 5-15 a60, 899 63, 235 43,943 97.15 5-18 335, 631 203,542 110,052 190 5-21 1, 662, 122 1,021,282 559, 399 178 6-21 468, 072 240, 716 142, 820 648 Ohio . 6-21 1, 063, 337 811, 253 744,758 468,141 155 4-20 61,641 34, 498 25, 196 86 6-21 al, 422, 377 931, 749 599, 057 146. 96 c5-15 53, 077 d44, 920 $8, 616 10, 860 District of Colum¬ bia. Idaho . $120, 533 2,151 $295, 668 38,174 52,781 <728,002 113,768 e94, 019 <725,894 $100, 251 4,515 Montana . 3,000 140,250 <713, 500 415,186 e220, 405 <740,500 New Mexico . <7971 30, 637 e2, 885 <72, 610 Utah . 54, 859 el4, 592 Washington . e2, 883 Wyoming . Indian : Cherokees . Chickasaws . Choctaws . Creeks . Seminoles . Total for Ter tories. Grand total.. 1,673, 339 192,135 25,359 648, 306 141, 869 1,510, 115 2,810,314 88,142,088 10,502,036 1,151,804 55,291,022 14, 603, 659 85,111,442 186, 143,452 a Items not fully reported. b Salaries of county superintendents only, c Value of school-houses only. d United States Census of 1880. e In 1879. SCHOOL STATISTICS OF STATES AND TERRITORIES. XLIX Table I. — Part 2. — Summary (B) of per capita expenditure. States and Territories. Massachusetts . Colorado . California . Nevada . New Hampshire . District of Columbia. Rhode Island . Montana . Connecticut . Nebraska . . . Iowa . Illinois . Ohio . . Wyoming . New York . Delaware . Indiana . Idaho . Michigan . New Jersey . Oregon . Maryland . Pennsylvania . Washington . Wisconsin . Kansas . Maine . Missouri . Minnesota . Utah . Texas . West Virginia . Kentucky . Mississippi . Virginia . Louisiana . Arkansas . u a <0 o U 03 .£ o M o3 6$16 06 13 65 13 15 612 30 10 40 9 50 9 16 8 91 8 78 7 62 d7 25 7 05 6 98 6e6 93 6 57 e/6 39 e5 80 65 69 65 27 5 22 5 02 e5 00 64 82 p4 72 4 68 4 68 4 67 6e4 18 64 13 63 51 6e3 16 3 08 7i2 26 1 93 1 74 61 58 61 32 p-s I s- ^ . o a o o a ^ o to 6$15 44 21 43 16 95 615 57 11 13 15 16 11 86 16 50 10 58 11 56 d9 99 10 08 9 85 6e9 81 10 69 e/8 12 e7 96 67 04 67 35 8 60 8 98 e8 64 67 36 98 15 7 67 6 57 6 65 6e6 34 67 01 65 55 6e3 89 4 59 3 38 4 06 66 89 63 65 A.S O &c3 2 d e IP < 3 O I S 2 c3 w s®i a ci 3 MSP 6$21 54 38 03 26 32 623 97 16 02 19 97 18 04 17 41. 17 78 dl6 97 16 61 15 68 6el4 85 19 52 el2 72 610 38 612 45 15 91 12 29 el6 37 611 45 pll 92 11 69 10 05 6el3 79 615 55 67 96 7 31 4 75 7 22 69 41 as © © 3 cS '3's c ° © - ft^ 1*1 ft S g ft£ © £ o cos •-1 0 © ft >: o 5 as a© ° i t. 4) Hi I &©$5j © 7. c ( £ o J •S'iij?! g>3ft- C ftaJ 42 oft'; a ft© < So-'" J Tennessee.... Georgia . Alabama . New Mexico. SI 17 1 15 1 06 6c99 North Carolina. Vermont . South Carolina. H $2 25 2 04 2 33 6c6 09 1 71 6 00 2 46 H H S3 53 3 32 3 56 6c9 20 2 81 8 99 a In estimating these items only the interest on amounts expended for permanent objects (i. e., for sites, buildings, furniture, libraries, and apparatus) should be added to the current expenditure for the year. 6 Estimated by the Bureau, 6 per cent, being the rate used in calculating interest on permanent expenditure, c In 1880. GENERALIZATION BY YEARS AND BY TOPICS WITHOUT REFERENCE TO STATES. Statistical summary showing the school population , enrolment , attendance, income, expenditure, &c., for ten years, from 1872 to 1881, inclusive, as collected by the United States Bureau of Education. Year. Number re¬ porting. In States. In Territo¬ ries. States. Terri¬ tories. 1872 37 7 12,740,751 88,097 1873 37 11 13,324,797 134, 128 1874 37 11 13,735,672 139, 378 1875 36 8 13,889,837 117, 685 1876 37 8 14, 121,526 101, 465 School population . H 1877 38 9 14,093,778 133,970 1878 38 9 14,418,923 157,260 1879 38 9 14,782,765 179,571 1880 38 8 15, 351,875 184,405 1881 38 10 15,661,213 218,293 1872 34 7 7,327,415 52,241 1873 35 10 7, 865, 628 69,968 1874 34 11 8,030,772 69,209 1875 37 11 8,678,737 77, 922 1876 36 10 8,293,563 70, 175 Number enrolled in publio schools . ; 1877 38 10 8, 881, 848 72,630 1878 38 10 9, 294, 316 78, 879 1876 38 10 9,328,003 96,083 1880 38 10 9, 680, 403 101, 118 1881 38 1 10 9,737,176 | 123,157 SCHOOL STATISTICS OF STATES AND TERRITORIES. LI Statistical summary showing the school population, enrolment , &c. — Continued. Number in daily attendance.. Number of pupils in private schools . Total number of teachers Number of male teachers. Number of female teachers. Year. Number re¬ porting. In States. In Territo¬ ries. States. Terri¬ tories. 1872 28 4 4,081,569 28, 956 1873 31 5 4,166,062 33,677 1874 30 4 4,488,075 33,489 1875 29 5 4,215,380 36,428 1876 27 5 4,032,632 34,216 1877 31 4 4,886,289 33,119 1878 31 5 5,093,298 38,115 1879 32 8 5,223,100 59,237 1880 34 8 5,744,188 61,154 1881 34 9 5,595,329 69,027 1872 18 5 356, 691 7,592 1873 22 5 472,483 7,859 1874 13 5 352,460 10,128 1875 13 5 186,385 13,237 1876 14 3 228, 867 9,137 1877 12 4 203,082 6,088 1878 12 4 280,492 6,183 1879 19 4 358,685 7,459 1880 21 4 561,209 6,921 1881 20 2 564,290 5,305 1872 33 7 216,062 1,177 1873 85 6 215,210 1,511 1874 35 8 239, 153 1,427 1875 36 9 247,423 1,839 1876 37 9 247,557 1,726 1877 87 9 257,454 1, 842 1878 38 9 269, 162 2,012 1879 38 9 270, 163 2,523 1880 88 10 280,034 2,610 1881 38 9 285,970 3,189 1872 30 6 81,135 374 1873 28 5 75,321 529 1874 28 7 87,395 499 1875 31 8 97,796 656 1876 32 9 95,483 678 1877 33 9 97,638 706 1878 34 8 100, 878 789 1879 84 8 104,842 985 1880 35 8 115,064 948 1881 36 7 107,780 1,018 1872 30 6 123,547 633 1873 28 5 103,734 786 1874 28 7 129,049 731 1875 31 8 132,185 963 1876 32 9 135,644 898 1877 83 9 138,228 986 1878 34 8 141,780 1,027 1879 34 8 141, 161 1,842 1880 85 8 156, 361 1,306 1881 36 7 1 158,588 1,805 LII REPORT OF THE COMMISSIONER OF EDUCATION. Statistical summary of the school population, enrolment , &c. — Continued. Year. Number re¬ porting. In States. In Territo¬ ries. States. Terri¬ tories. 1872 35 6 $71,988,718 $641,551 1873 35 10 80,081,583 844,666 1874 37 10 81,277,686 881,219 1875 37 8 87,527, 278 1,121,672 Public school income . 1876 38 9 86,632,067 717,416 1877 37 9 85,959, 864 906,298 1878 38 10 86,035,264 942,837 1879 38 10 82,767,815 1,020,259 1880 38 10 82,684,489 1,255,750 1881 38 10 86,468,749 1,673,339 1872 31 6 70,035,925 856,056 1873 36 10 77,780,016 995, 422 1874 35 9 74,169,217 805,121 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 38 10 77, 176,354 1,015,168 1880 38 10 78,836,399 1,196, 439 1881 38 10 83,601,327 1,510,115 1872 31 1 65,850,572 64,385 1873 28 1 77,870,887 137,507 1874 28 75, 251, 008 1875 28 3 81,486, 158 323,236 1876 30 2 97,227,909 1,526,961 Amount of school funds . ' 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 1880 33 2 119, 184,029 3,694,810 1881 34 2 123,083,786 1,089,015 In the compilation of Table I, the returns for the year 1880 were used for Florida, Missouri, and Texas. In the first two this was necessitated by the practice of issuing biennial reports corresponding to the time of the meeting of the legislatures, and the re¬ ports for 1879 and 1880 having been made in the winter of 1881 those for 1882 and 1883 will not be due till the winter of 1883. In Texas the records for 1881 were destroyed by fire, and though in many cases duplicate returns were made by the counties the totals thus obtained fall far short of showing the actual condition of the schools. Two Territories, New Mexico and Wyoming, failed to report for 1881, and the statis¬ tics of the United States Census for 1880 were used in each case. Under the head of school population, the figures for 8 States and 4 Territories are from the United States Census of 1880, and for the remaining 30 States and 6 Territories from returns made by local school officers. As the school moneys are distributed upon the basis of these estimates, it is for the interest of every community that they should be correct. The general conclusions to which they lead afford additional motives for accuracy. A comparison of the returns made to the several State offices with the cor¬ responding figures of the recent census, or an examination of the same in the light of well known principles of relation, reveals errors that ought not to escape notice and cor¬ rection by the local officers. SCHOOL STATISTICS OF STATES AND TERRITORIES. LIII Enrolment in public schools is reported for all the States and Territories. The difficul¬ ties in the way of absolute exactness in the treatment of this particular are well under¬ stood by those experienced in the compilation of statistics. They were the subject of debate in the international conference upon statistics held at the Trocadero Palace, Paris, during the International Exposition of 1878, when various methods of procedure were explained and many sources of error pointed out. Some of the difficulties brought up for discussion are peculiar to European countries, others are equally prevalent in the United States ; the most general and constant sources of error with us are duplicate enrolments, caused by the removal of scholars from one school to another without formal notice, and the omission of entire districts in the enumeration. Under ordinary conditions school enrolment increases with school population. Both these totals show increase in 1881 over the same for 1880, but the returns from several States represent population and enrolment as changing inversely. Where this anomaly really occurs the causes should be sought for and set forth, if possible. The average daily attendance for 34 States is 5,595,329 ; the four States failing to report under this head are Arkansas, Delaware, South Carolina,, and Texas. Supposing the average daily attendance in each of these States to be the same percentage of the enrolment in each that the total average attendance in 34 States is of the enrolment in 34, we obtain an estimated average attendance for the four States of 268,866. So with the Territories: Dakota and the Creek Nation in the Indian Territory fail to report this item. Estimating the average daily attendance for the non-reporting Territories by the rule given above we have an estimated total for the Territories specified of 18,637. The statistics of average daily attendance are then : States reported (34), 5,595,329 ; estimated, as explained above (4), 268,866. Territories reported (8 and 4 tribes ot Indian Territory), 69,027; estimated as explained (Dakota and Creeks in Indian Terri¬ tory), 18,637. Thirty-one States and 4 Territories report an exj)enditure for sites, &c., of $10,502,036; 28 States and 4 Territories report $1,151,804 expended for salaries of superintendents. Three States do not separate this item of expenditure from the amount expended for sala¬ ries of teachers. Thirty-four States and 7 Territories report an amount expended for salaries of teachers of $55,291,022; 32 States and 6 Territories report a miscellaneous expenditure (i. e., for fuel, light, rent, repairs, &c.) of $14,603,659. Thirty-eight States and 10 Territories report the item of total expenditure for public schools, amounting to $85,111,442. Thirty-one States and 8 Territories report the value of school property; Connecticut, Georgia, Maryland, Massachusetts, Mississippi, Texas, and Vermont are the States and Idaho and the Indian Territory the Territories failing to report this very important item. The amount of school fund in the States, $123,083,786, includes the estimated fund in Ohio, omitted in 1880, which in 1876 was $3,742,760 and is now believed to amount to $3,795,206. The United States deposit fund in New York, amounting to $4,014,521, which has been included in the statement of the permanent school fund for several years, is omit¬ ted for 1881. The superintendent writes that by legislative enactment the income of this fund is devoted to educational purposes, though the capital is not a school fund under any provision of the constitution. The decrease in the permanent school fund in the Territories is apparent only, the reports for several previous years from the Indian Territory having included the national funds or general tribal funds, part interest of which could be devoted to school pur¬ poses. One million eighty-nine thousand and fifteen dollars, therefore, represent a small fund of the District of Columbia and the school funds only of the Cherokee, Choctaw, and Creek Indian tribes. All the States and Territories report in some form the item of income, that for Massa¬ chusetts being exclusive of receipts for. permanent purposes, that for Dakota being a LIV REPORT OF THE COMMISSIONER OF EDUCATION. report of 25 only out of 49 counties. It is estimated that a full report would make the total revenue for Dakota over $500,000. The school income for the five civilized tribes is the amount given as total expenditures, which, however, it is stated was derived from tribal funds. A study of Table I of the appendix will also show that in some States the total current income includes a balance on hand from the last school year. The amount thus included is $2,104,301, which subtracted from the total reported income for 38 States leaves a total current income for the States of $84,364,448, and subtracted from the grand total leaves $86,037,787 as the total current income for public schools of the country. The difference between cities and rural districts with respect to the conditions affect¬ ing education calls for a corresponding distinction in education reports. This classification is observed to some extent in State reports, but not so generally nor so completely as the interests of the rural schools require. Graded and ungraded schools are expressions nearly synonymous with city and rural schools. Rhode Island is the only State reporting the two classes separately in which the graded are in excess of the ungraded schools, the numbers being, respectively, 536 and 294. The numbers reported from Michigan, viz, 6,115 ungraded and 411 graded, represent, it is believed, more nearly the proportions that obtain throughout the country. Thus it will be seen that, while the city schools attract more attention, the rural schools affect a larger proportion of our youth, which fact alone gives a reason for the separate representation of their enrolment, attendance, resources, and general conduct. Information as to the funds available for their use is especially desirable. It can hardly be doubted that an annual statement under this head would have the effect of stimulat¬ ing local effort and of promoting a more uniform distribution of school moneys. The increase of the means of education among our rural population and the improvement of the existing schools are matters of such great importance that it is incumbent upon school officers to present all information bearing upon the subject in the clearest possible light. As expressed in the report of the Massachusetts board of education — This material of clear fact is needed as the basis of the most judicious legislation. It is required as the means of testing finally the value of particular theories, methods, or appliances. And, altogether, it may be doubted whether any very great further advance can be made in our educational system until this record of things actually accomplish^! is in some better degree made up and set before us. THE DISTRICT SYSTEM. The year has been characterized by active measures against the “ district school sys¬ tem.” The system exists under various names, but has everywhere the same general character and the same unfortunate effects. Under its operations a State becomes an assemblage of small independent districts, which may be subdivisions of existing civil units or formed irrespective of such units, according to the pleasure of the citizens with whom the motion for a school district originates. Each district has its separate body of officers intrusted to a greater or less degree with the management of its school affairs. These officers, termed directors, trustees, &c. , are sometimes appointed by the county boards or superintendents of education, but are more generally elected by the voters of their respective districts, and their constituencies are so small that they must be said to represent individual dispositions, opinions, and prejudices, rather than public sentiment or policy. They hold office from one to four years, too often have no qualification for their duties, and are always comparatively irresponsible. The system had its advantages in the early period of public school effort, especially while public funds were largely supple¬ mented by tuition fees, but in the present stage of popular education it has no advantages that offset its evils, and none that may not be preserved under a system which makes the school district coincident with the smallest civil district, as in Pennsylvania and Indiana. In Alabama the township was made the unit of the school system by the act approved by the general assembly February 7, 1879. The excellent effects of the legislation are freely admitted in the current reports. A bill for the abolition of the district system is now THE DISTRICT SCHOOL SYSTEM. LV before the Massachusetts legislature and will undoubtedly pass during the present ses¬ sion. The following extracts from reports of the year indicate the prevailing opinion of State superintendents upon the subject: One-third of the schools of the State do not number more than twelve and nearly one-ninth do not number more than six scholars. This is a troublesome fact when we reflect that such schools, as a rule, must be very short and inferior. The want of money in such districts necessitates the employment of low priced and hence poor or inexperi¬ enced teachers. If for any reason a good teacher consents to instruct, the lack of num¬ bers fails to impart the inspiration necessary to the best work. Besides, the intercourse and competitions of a large school, which are potent factors in education, are lost to children so circumstanced. An opportunity for an equable distribution of intelligence and a fair development of faculties among all the members of society is a chief purpose of public instruction. Our district system at present seems to defeat this object. We refuse to unite or abolish districts, but find it hard to defend, on considerations of public welfare, a scheme which gives forty weeks of schooling to one child and only four to another. — (Report of Hon. J. W. Patterson, superintendent of public instruction, New Hampshire. ) The present system in the rural districts of Ohio seems to tend to evils which only very positive and persistent effort will even measurably remedy, so long as this system subsists. A very few of these evils may be more directly referred to, so that, if the system continues, special effort may, if possible, be made to avoid them. Owing to changes in the population of some localities, many of the subdistricts now enumerate but five, seven, ten, or fifteen children, and schools are actually kept up with only two or three pupils in average attendance, leaving them whole days and weeks without any pupils. This exhausts the money of the townships and tends to deprive the boards of the means of supplying such advantages as are needed for advanced pupils. The diminutive schools occasion very little interest or profit. Each school being entirely isolated in its work of instruction, old methods of disci¬ pline and teaching are likely to be perpetuated indefinitely ; this, too, in their most ob¬ jectionable forms, the spirit having died out of these methods, the form alone remaining. Local interests being given full sway under this very local management, this evil is per¬ petuated by the common and growing practice of employing as teachers onlyfe those who have secured all the education they have in these schools themselves. * * * These difficulties are also aiding to promote another serious evil : the growing desire for carving special districts out of the more populous and wealthy parts of the townships, thus leaving the subdistricts disconnected, often poor, and for all time incapable of any common interest. In some cases townships are cut across, or even diagonally, in this way. Cases have even occurred where all but a single poor subdistrict \^ere absorbed in special districts. The law now renders this disintegration easy, and the evil is becom¬ ing so serious as to demand careful consideration. — (Report of Hon. D. F. De Wolf, State commissioner of common schools^ Ohio. ) Districts should all be governed by a board holding office for a number of years and chosen by all the electors in the district. The civil township should be the unit, but it should not be subdivided in subdistricts, to be in part governed by a subdirector. The only exception to the township district should be the town or city districts, as we have them now. * * * The objections to the division into rural independent districts are a needless multi¬ plication of officers, for which often suitable persons cannot be found ; the unnecessary expense of paying so many secretaries and treasurerers; and the inability of many of these districts to provide proper school faculties, owing to the lack of means. — (Report of Hon. C. W. von Coelln, superintendent of public instruction, Iowa.) These opinions, which might be multiplied indefinitely, are summed up in the state¬ ment that the district system is in the way of every measure of progress suggested by experience. It prevents economy in the use of funds, efficient supervision, the advanta¬ geous location of school buildings, and equality of school provision for the children of different portions of the same civil district. The system of parish or local boards in Great Britain has giyen rise to similar com¬ plaints, and a proposition for county boards has already been started in influential quarters. It is not proposed to do away with the existing boards, but to confine their functions to those interests which are purely local. In a system of popular education like our own, originating with the people and sus¬ tained by voluntary taxation, the preservation of local interest is of the first importance; experience shows that it need not be sacrificed by the abolishment of the district system. LVI REPOET OF THE COMMISSIONER OF EDUCATION. QUALIFICATIONS AND APPOINTMENT OF TEACHEKS. The means of improving the teaching force in the rural schools has been a prominent subject of discussion during the year. The following conditions have engaged atten¬ tion : standards of qualifications, modes of appointment, tenure of office, inspection. The standard of qualification for teachers appears to be lower in the United States, taken as a whole, than in other countries in which provision has been made for the edu¬ cation of the masses. In England a school cannot receive the parliamentary grant unless the principal teacher is certificated or, if the attendance does not exceed 60 scholars, pro¬ visionally certificated. Both classes of certificates are awarded upon examination; for a full certificate the candidate must also serve as a teacher and secure two favorable reports from an inspector. In France the law requiring primary teachers to pass the examination for a “ certificate of aptitude’ ’ is not as yet strictly enforced. In Prussia and Switzerland admission to the work of teaching is as carefully regulated as admission into any of the learned professions. The teachers of the United States bear favorable comparison with those of England and France, in which countries it must be remembered popular education is of recent development; the advantage does not seem to be with us if the comparison he extended to Prussia and Switzerland. There are exceptional districts in which the teachers are carefully chosen, well paid, and retained from year to year, but in general our rural schools are suffering the natural consequences of a low estimate of the requirements of the service as expressed in careless appointment, meagre wages, uncertain tenure, and absence of systematic, efficient supervision. Where the methods of examination and appointment have improved, the complaint of incompetent teachers has not ceased; on the contrary, the examining boards are embar¬ rassed in carrying out their instructions by the limited attainments of candidates. The current reports offer much information bearing upon this subject. The Rhode Island board of education made a special effort during the year to obtain from each town information touching the qualifications of teachers. As a result of the inquiry it appears that about 4 per cent, of the teachers employed in the State have had a collegiate education; 62 per cent, have had either a high school or an academic educa¬ tion; 21 per cent., normal school training; while 13 per cent, have had only a common or district school preparation. Of the whole number 7 per cent, were reported as having had no experience. The system of examination and appointment in Rhode Island is unsatisfactory, but its tendencies are largely counteracted by other conditions, among which the rate of salaries must not be counted Meast. The average salaries in 1881 were for men $76 a month, for women $41.89, the average duration of the schools being 9 months and 6 days. The lowest average salary paid in any town was for men $25.94 a month for a session of 7. 9 months, and for women $17. 88 a month for session of 7. 4 months. In three of the five counties of the State, the average salaries for men were above $80 a month and for women above $30 a month. George A. Walton, special agent of the Massachusetts board of education, comment¬ ing upon the results of the examination of the schools of Bristol County, uses the fol¬ lowing language : 1 1 Let all the towns apply 25 per cent, more to the wages of teachers and expend the money in securing and retaining the best the market affords, and the schools could be made one-fourth better. ’ ’ The revised school law of Michigan, which became operative July 1, 1881, introduces an important improvement in providing for the examination of teachers by county boards, but unfortunately the decline in salaries, which has worked such mischief in the schools heretofore, continues. The average salaries in ungraded school districts were, for men, $26.30 a month, a decrease of $1.22 below the same in 1880 ; for women, $18.49, a decrease of 26 cents since 1880 ; the average duration of the schools was 7.4 months. APPOINTMENT OF TEACHERS. LVII The school law of Pennsylvania makes excellent provision for the examination and appointment of teachers, but experience proves that the system can effect little against low salaries. In his report for 1880, Hon. J. P. Wickersham, the State superintendent, says : ‘ ‘ The character of the teaching done in the schools has greatly improved, but it has not yet reached even a medium standard of excellence.” He speaks from intimate knowledge of the facts and his statement is supported by the majority of the county superintendents whose reports accompany his own. The latter almost invariably ascribe difficulty in securing or retaining competent teachers to the low salaries. For 1881, the average salaries in the State, excluding Philadelphia, were, for men, $32.64 a month; for women, $26.04, the average length of the school term being 6.28 months. The reports from Southern States show still lower salaries, with consequences proportionately worse. In Alabama the average pay of teachers in white schools is $22.98 a month ; in col¬ ored schools, $23.15 ; the average total paid to each teacher yearly, $85.30. The funds allowed the white schools to be maintained on an average 84 days in 1881 ; the colored schools, 76 days. The impossibility of securing satisfactory results under such circum¬ stances was so evident that in many districts the funds for the white schools were sup¬ plemented by voluntary contributions or tuition fees ; in some instances the same was done for the colored schools. The average salary in Mississippi, estimated for the entire State, was $30.05. The average salaries in all the States are set forth in Table I, Part 1, Summary B, p. xlv„ which should be studied in connection with column 6, Table I, Part 1, Summary A, p. xliii. To secure a general advance above these rates two measures seem necessary : first, a fixed minimum salary in each State ; second, increased funds for the payment of teach¬ ers. The former measure has been repeatedly urged upon State legislatures by gov¬ ernors, school officials, and public spirited citizens, but their recommendations have not prevailed against the opposition of wealthy districts to schemes of taxation or distribu¬ tion that oblige them to share the burden of poorer districts. The latter measure involves many considerations ; that which chiefly engages attention at the present time is the proposition for national aid to elementary education. All the bills introduced into Congress agree in providing that a large part of the pro¬ posed fund shall be applied to teachers’ salaries, a consideration that adds weight to the other arguments in support of the measure. Where the salaries justify the expecta¬ tion of competent teachers, the means of deciding upon the merits of applicants should be carefully considered. Normal school diplomas ought to be sufficient guarantees for the service, and in most States are so regarded. In the case of candidates who are not normal graduates, examination is required. The improvement in this respect is one of the most encouraging indications of progress in public school affairs. It is noticeable in the constitution of examining boards, in the subject matter of examination, and in the gradation of certificates. While no uniform rule can be given for the organization of an examining board, experience shows that it should represent a district large enough to prevent the undue effect of local influences; that it should have a professional rather than a business character, and should possess some element of continuity, in order that the matter and standards of examination may not be altered frequently or suddenly. The change from township to county examining boards, the appointment of teachers upon the examining boards, and the division of the members into classes whose terms of service expire at different dates are in accordance with these requirements. In a number of States the evidence of admission to the highest grade among teachers is a life certificate, which is recognized throughout the State and relieves the holder from further examination. It is gratifying to observe an increasing desire on the part of teachers to obtain these certificates, as it indicates a disposition to make teaching a per¬ manent vocation and gives additional ground for the recognition of teaching as a profes¬ sion. It is teachers of this class who may be relied upon to encourage the best efforts in all departments of instruction. LYI1I REPORT OF THE COMMISSIONER OF EDUCATION. The conditions upon which the life certificates shall he awarded are determined by a council or committee composed in part of teachers of approved scholarship and estab¬ lished reputation. By this arrangement teachers may exercise something of the same control over their calling that lawyers and doctors exercise over their respective profes¬ sions. It will be seen from my annual reports that the professions of medicine and law are becoming more vigilant in admitting persons to practice and more exacting respecting standards of qualification. The bar unites with the courts in providing methods of ex¬ amination for those applying for admission to practice ; and members of the various med¬ ical associations and faculties of medical colleges are seeking the cooperation of legitimate State action to protect their profession against incompetent physicians. Engineers are taking somewhat similar action, and teachers may profitably follow their example. The want of cooperation between the appointing and examining powers is a conspic¬ uous defect in school administration and one which ought to be immediately remedied. In this connection the statement of Hon. M. A. Newell, secretary of the State board of education, Maryland, with respect to the harmonious action of the school authorities of that State, is suggestive: In the first place the local trustees nominate the teacher, but cannot appoint him nor fix his salary. They can recommend the making of repairs on school-houses, but can¬ not order them to be made. It requires the action of the county school board to give effect to the wishes of the local trustees in all important matters. If there is a disa¬ greement among teachers, patrons, and local trustees, it may be referred to the county school board for settlement. If it is not settled there, there is an appeal to the State board. The number of appeals to the State board has been remarkably few ; but the fact that such an appeal can be made, and that in no ordinary case is any resort to the courts of law necessary, has largely tended to promote peace and harmony. The powers of the State board are ample. The right to construe and explain the school law and settle disputes secures to a great extent uniformity in its execution and prevents petty disputations. The authority to enact a code of by-laws for the guidance of teachers and county school boards gives elasticity to the management, and makes a biennial re¬ construction by the legislature entirely unnecessary. The majority of the State board are necessarily experts in school management ; they know practically the diseases and the appropriate remedies. The power which they possess, to suspend or dismiss an in¬ competent teacher or examiner, has never been exercised as yet, because the board has not been fully satisfied that there was any necessity to do so. The examiner or secre¬ tary is appointed by the county school board, but cannot be dismissed by them before the expiration of the term for which he was appointed. The power of dismissal is lodged with the State board. Thus the powers of local trustees, the county school boards, and the State board of education mutually check, supplement, and support one another. A well ordered system of appointment and the union of the various bodies charged with the business interests, the supervision, and inspection of school affairs into an organic whole, having vital connection between all its parts, would do much to place the teachers’ tenure of office upon a satisfactory basis. These conditions, supplemented by fair sal¬ aries and enlightened public sentiment, would make the teacher’s position as secure as the circumstances of a rapidly developing country allow. SCHOOL SUPERVISION. Theoretically, a supervising agency is included in the school systems of the several States; practically, the service is wanting in the rural districts, with few exceptions. Its importance need no longer be argued, as it is admitted by all competent to judge of the purposes and processes of popular education : its neglect arises from the want of funds or the apathy that can only be overcome by the compulsion of law and the pressure of public opinion. The most significant record of the year under this head is in the report of the Massachusetts board of education, which body has been earnestly endeavoring to devise a plan for the efficient supervision of the schools of the State. It should be premised that the Massachusetts board is more restricted in its authority than many State boards, nevertheless it illustrates substantially the relation between State and local authorities with reference to education in the several States. The province of the Massachusetts board is described as follows in the report of 1880-’81: SCHOOL SUPERVISION. LTX It will thus be seen that, as to the common schools, the duty of the board is fixed by¬ law, and lies almost wholly in the line of gathering and spreading information respect¬ ing them. * * * This is a distinctive feature of the oversight which the State has provided for its schools. It does no more, by its own officials, than to cause an inspec¬ tion and report, more or less complete, to be made concerning them. The State ap¬ points by law that the schools of a certain grade and range of study shall be opened, and for a designated length of time, and requires that the children within prescribed limits shall attend upon them; but it does not itself undertake directly to manage the schools ; and, if they fail to reach such a degree of efficiency as might be desired, the State does not attempt, or has not thus far attempted, to do more than to call attention to the failure and the means for improvement. The care of the schools, their direct manage¬ ment, and the whole practical control of them rest with the school authorities and with the people themselves in each city and town. Thus, in the matter of common school administration, the State itself, through its own officials, does little more than to observe what is done, and cause it to be known as widely as it may, and to make sug¬ gestions of improvement. * * * It is evident that this policy may have its elements both of weakness and of strength. It may allow to be left for a long time untouched many errors and defects in the man¬ agement of the schools which might be at once removed if the State were to lay its hand directly upon them ; and it may seem thus to fail, and may perhaps really fail, in bringing the schools with sufficient promptness to the best attainable results. But, on the other side, in its reliance upon the intelligence and carefulness of the people them¬ selves, in their several localities, and through the necessity of working only through such agencies, it may secure, in a more permanent manner, the gains that are made. After a brief review of what the State has accomplished for the improvement of the schools, the report continues : We are thus brought to the consideration of a topic which has been presented with urgency in former reports ; that is, the desirableness of providing for a more efficient supervision of the schools throughout the whole State than now exists. It is not need¬ ful to repeat the arguments that have been set forth at length on other occasions to ex¬ hibit the necessity of such a provision. The oversight referred to would be of a kind to offer no interference whatever with the full control of the schools by the local boards and to involve thus no new departure from that line of State policy which has just been sketched. The board does not ask for officials to be intrusted with direct management or administration, but officials to carry on further and more fully the work, now in part undertaken, of diffusing knowledge concerning the best modes of management and of collecting information respecting the actual condition of the schools. It is difficult to see how the number of officers required could be secured excepting by a system of county or township superintendence. Certain facts to which Hon. J. W. Dickinson, secretary of the Massachusetts board, calls attention, indicate that this is likely to be the issue of the experiment in that State : There is a demand for more agents. Until the towns are organized so as to supply themselves with special school directors the State should supply them, that the best and largest results which our system of schools is capable of producing may be secured. Sections 44 and 45 of chapter 44 of the public laws give authority to any two or more towns to form a district for the purpose of employing a superintendent of public schools therein, who shall perform in each town the duties prescribed by law. Two districts have been organized under these provisions of the statutes, Waltham and Watertown forming one and Canton and Milton the other. The first named district is under the superintendency of Mr. John F. Prince ; the second, of Mr. G. I. Aldrich. These union superintendents are doing a grand work for their districts, and are solving the problems relating to district supervision. If all the smaller towns of the Common¬ wealth could be united into convenient districts, and in this way supplied with adequate school superintendence, experience is proving that the conditions of good schools would be supplied. Two such officials, termed agents of the board, have been employed for several years. The plan of inspection adopted by them indicates the character of the oversight which ought to be extended to all the schools of the country. The following is the outline as presented in the report for 1880-’81 : (1) School buildings, including site and grounds; size of rooms; lighting, heating, and ventilation; furniture and outbuildings, including location, construction, drainage, and use. (2) Studies, including course of studies (branches) ; means of teaching, as apparatus, libraries, and reference books. LX REPORT OF THE COMMISSIONER OF EDUCATION. (3) Results, including reading, silent and oral; alphabet, with elementary sounds; spelling, oral and written; language; geography, numbers, and arithmetic, &c. (4) Teachers and teaching; methods of teaching; physical training; moral instruc¬ tion. The schools which were visited before this plan was adopted embraced a part of those in eight of the cities and towns. Visits to these were made not only for the purpose of inspection, but also for the purpose of teaching in the schools and addressing the teach¬ ers and people. Efficient inspection of the nature here indicated is the great desideratum of our rural schools. It would be a support to the ablest teachers and a means of securing from in¬ ferior teachers a fair average of results. Such a conception of the duties of county super¬ intendents or equivalent officers as is represented in the plan quoted above implies corresponding qualifications in those officials. This opens up a matter concerning which very crude notions are entertained and very unsatisfactory practices tolerated. The various pedagogical associations, which do so much by their discussions and publications to promote educational reforms, are giving serious thought to this interest, and already measures have been taken to improve the county superintendency in the States in which it exists. A bill with this end in view was introduced into the Illinois legislature dur¬ ing the winter. The bill provides that — No person shall be eligible to the said office of county superintendent of schools who is not twenty-five years of age and who has not had three years’ experience in actual school work, either as a teacher or a superintendent of schools, nor unless he shall be the holder of (1) a State certificate of qualification granted in accordance with the pro¬ visions of section 50 of the school law; or (2) the diploma of a chartered college granted to such as have completed the regular course of academic or scientific study; or (3) the diploma of some State normal school granted to such as have completed the regular course of academic and professional study; or (4) of a certificate to be obtained by a specified examination. COURSES OF STUDY. Within a few years much attention has been given to the order and conduct of studies in rural schools, and in a number of States definite courses of study have been adopted and measures taken for enforcing their use. As regards the subjects which are universally included in elementary instruction, viz, reading, writing, and arith¬ metic, these courses differ little from one another or from those employed in foreign schools. History, geography, grammar, elementary science, physiology, and civil gov¬ ernment, as embodied in the Constitution of the United States and of individual States, make up the list of additional subjects. In Nevada drawing is included in the course for ungraded schools, but, as a rule, that branch and three others which appear in nearly all foreign programmes, viz, music, gymnastics, and needlework (for girls’ schools), have no place in our programmes. Opinions are various with reference to the relative importance and proper sequence of these several branches. The objection has been urged against the programmes generally that they include too much for the meagre term of school life. The case is well stated by Hon. N. A. Luce, State superintendent of common schools of Maine, in his report for the year 1881. After citing the list of studies required by law, viz, ‘ ‘ reading, writing, spelling, English grammar, geography, arith¬ metic, history, physiology, book-keeping, civil government (in the form of the consti¬ tution of Maine and of the United States), and such other branches as school committees may desire to introduce into the schools under their charge,” he continues: Can this specifically prescribed course Cf study be completed with any fair degree of thoroughness in the average school life of the average pupil ? Evidently not. That life, five years of thirty-eight weeks each, would, in the very nature of things, appear to be too short for such and so much work. The statistics, indeed, show this to be the case. In only about half the ungraded schools is history a study; book-keeping in about a third, and physiology in about a fourth. Considered in relation to present Av¬ erage length of schools alone, then, the course of study prescribed for them is too exten¬ sive. Considered in relation to the character of the work done in them, too (the teach- COURSES OF STUDY. LXI ing), the same is true. Not broad enough, considered in its relations to the workwhich ought to be demanded and which the purposes they ought to subserve do demand of the school; and too broad, considered in its relations to the actual work which the schools can accomplish in their present condition, the practical question is, shall the prescribed course of study be modified to suit the actual conditions of the schools or shall the schools be so increased in length and improved in quality as to enable them to do the work set for them in that course? There can be but one right answer: the schools must be increased in average length, and, for still stronger reasons, their great diversity in length heretofore noticed must cease to exist and their quality must be improved. Few will dissent from his conclusions. In determining the outline courses, two points must be kept in view: first, the branch upon which classification shall be based; second, the daily programme. In a graded school the studies are uniform for all the members of the same class. In an ungraded school this uniformity is impossible, and some study must be selected as the basis for the division into classes. The choice is between arith¬ metic and reading. The latter is generally to be preferred, as children differ much less with respect to their capacity for reading than for computation. In arranging the daily programme it should be remembered that some studies require more time than others and that some are a greater tax upon the mind than others. These severer studies should be assigned to the hours when the children are freshest and brightest, viz, the forenoon and the hour immediately following' recess. The chief difficulty in classifying ungraded schools arises in connection with scholars who grade in more than one class. Some authorities object to this provision altogether, but those who have the true interests of scholars at heart will recognize its necessity; the proper ideal of a school is the greatest good to the individual consistent with the interests of the majority, and under this con¬ ception flexible classification must be allowed within reasonable limits. Where definite courses of study for ungraded schools have been adopted it is desirable that superintendents should embody the same in their reports, with such comment as observation and experience may suggest. This has been done in several instances in the reports for 1881. Hon. W. H. Ruffner, superintendent of public instruction for Virginia, presents the following outline for a course of nine five months’ terms : GRADED COURSE FOR PRIMARY SCHOOLS OF ONE TEACHER. (Completed in nine five months’ terms.) First term. — (1) Alphabet: byword and phonic method, followed by reading and spelling first half of First Reader. (2) Writing: making letters and words on blackboard and slate. (31 Numbers: counting objects; naming and making figures. (4) Oral instruction: daily, not only on the regular branches, but on various topics, such as correct speech, objects, hygiene, music, morals and manners; and this done on Friday especially. Second term. — (1) Reading and spelling: to the end of the First Reader. If Leigh’s method be used more rapid progress may be made. (21 Writing: in tracing book and in copying short sentences from Reader. (3) Arithmetic: numeration begun, and addition; constructing and mastering the addition table; making some use of elementary text book, chiefly for objects and simple problems. Where Grube’s method is employed these directions will not suit. Third term.— (1) Reading: Second Reader begun; spelling and vocal drill continued ; meaning of words determined, chiefly by their use in sentences constructed for the pur¬ pose by teacher and pupils. (2) Writing: first copy book and copying from Reader. Blackboard and chart used in illustrating forms and principles of letters. (3) Arithmetic: numeration continued; subtraction and multiplication; mental and written exercises alternating throughout the course; elementary text book in regular use. Fourth term. — (1) Reading: Second Reader finished, Third Reader begun; spelling and defining words in lessons. (2) Writing: copy book and dictation from Reader to be copied by pupil. (3) Arithmetic: division; fractions and decimals explained in connection with numer- LXII REPORT OF THE COMMISSIONER OF EDUCATION. ation, but not studied in detail; a few simple denominate tables learned; elementary book finished. Fifth term. — (1) Reading: Third Reader finished; phonic analysis and defining never • given up. (2) Spelling: spelling book begun. (3) Writing: copy book and dictation; principles made familiar; particular letters taught. (4) Arithmetic: the complete arithmetic commenced. Mental and written con¬ stantly intermingled. Walton’s tables used. (5) Geography begun: oral; globe; points of the compass, practice in direction, loca¬ tion, and distance; local maps constructed; outline wall maps explained; geographic terms written, explained, and illustrated by objects or pictures. Sixth term. — (1) Reading: Fourth Reader begun; constant attention to enunciation and expression; use of dictionary as a book of reference tatight. (2) Spelling: in spelling book and by all other means except dictionary. (3) Writing: copy book and the substance of reading lessons. (4) Arithmetic: omitting puzzles, repetends, duodecimals, and (as they may be here¬ after reached) the more complex and less used rules, such as alligation and the progres¬ sions. (5) Geography: intermediate text book begun; map drawing practised throughout the course; good map studied carefully, though not in extreme detail; indifferent or inaccurate maps not allowed. (6) Grammar: the correction of errors in language used by pupils attended to always; systematic oral instruction begun. Seventh term.— (1) Reading: Fourth Reader finished and Fifth begun; exercise varied by skipping and introduction of parallel reading. (2) Writing: copy book and letter writing. (3) Arithmetic: quickness and accuracy in performing the most practically useful operations to be sought rather than following curious details or subtle principles, or aiming at going over the whole book. (4) Geography : text book expurgated of such details as may in after life be readily supplied as wanted, and geographical principles, forms, and outlines chiefly insisted upon. (5) Grammar : elementary text book begun. Eighth term. — (1) Reading: Fifth Reader; small United States History (200 pages). (2) Writing : practice ; study of particular letters continued ; and careful attention to details of posture, pen holding, and careful formation of letters throughout the course. (3) Arithmetic : the mental effect attended to. (4) Geography: intermediate geography finished; and geographical questions con¬ sidered in connection with reading history. (5) Grammar: parsing, analysis (diagrams used). Ninth term. — (1) Reading : Fifth Reader and History of Virginia; spelling practised to the last. (2) Writing: faithfully studied and practised to the end. (3) Arithmetic: completed. (4) Geography : geography of Virginia. (5) Grammar : elementary completed. Mr. Ruffner believes this course to be well suited to the ordinary term of rural school education. It is impossible to examine the various courses without being struck with the general neglect of elementary science. The rural schools would seem to be favorably situated for the study of nature in some one of her varied aspects. The well known effect of such study upon the mind, its value as a resource to the individual, and its relation to the tendency of modem thought are so many reasons for its introduction into these courses. Here is a practical matter for the consideration of superintendents, teachers’ associa¬ tions, and the faculties of normal schools, and one whose consideration can no longer be deferred if our people are to share in the progress of the age. The instruction contemplated would not interfere with what must be regarded as the great end of elementary schools, viz, the training of the youth of a community so that they may be able to read intelligently, write legibly and correctly, and compute accu¬ rately. Where end is attained under conditions well adapted to the physical, intel¬ lectual, and moral needs of the young the schools are a success ; so far as the schools fall ILLITERACY AMONG MINORS. LXIIX short of this end or accomplish it .at the cost or the neglect of the moral natnre of the young people committed to their care, they are failures. The attainments specified are so important that we may well question whether all examinations of elementary schools should not he directed simply to testing their effi¬ ciency within this limit; hut if such were the accepted criterion there would still he large choice of subjects and methods and large opportunity for the study of adaptation. If the problem which is before the schools he reduced to the simplest possible condi¬ tions the necessity for definite schemes of study remains. The experience of the world with reference to this means of regulating and directing the work of schools is illustrated in the following extract from the circular of Mr. Van Humb6eck, Belgian minister of education, dated 20th July, 1880: “ Contrary to what has been for a long time the practice in all the countries which have at heart the devel¬ opment of popular education, the Belgian government, according to the law of 1842, did not deem it necessary to decree a plan of studies for the public primary schools. Some large cities, some provincial inspectors, had of their own initiative formulated programmes of study ; but in the majority of the communes the teachers were left to be the sole judges of the manner of interpreting the intentions of the law on that subject. Experience has condemned this system ; wherever the schools have followed definite programmes, progress has been marked, while for the most part in the schools left to themselves routine has taken firm hold.” The circular was accompanied by a pro¬ gramme of studies to be used in the communal schools. ILLITERACY AMONG MINORS. In reviewing the educational reports of the several States and Territories the question arises in thoughtful minds, how far has the elaborate provision accomplished its purpose in the instruction of the young ? The statistics of minor illiteracy from the Census go far to answer the inquiry. TABLES 10 AND 11 EBOM THE CENSUS OS’ 1880. Tables 10 and 11 show the number of minor whites of each sex between ten and four¬ teen and between fifteen and twenty, the number of the same unable to write, and the per cent, of the illiterate. It will be observed that the percentage of female illiteracy is less than that of male illiteracy. Colorado, Arizona, and New Mexico are the only exceptions in either age. Name. Percentage of illiterates 10 to 14. Percentage of illiterates 15 to 20. Percentage of illiterates 10 to 20. Males. Females. Both sexes. , _ Males. Females. Both sexes. Males. Females. Both sexes. Colorado . 11.8 12.4 12.1 5.6 10.5 7.5 8.0 11.3 9.5 Arizona . 25.8 21.2 23.7 22.5 22.9 22.7 23.8 22.2 23.1 New Mexico . 60.3 64.5 62.3 52.1 72.5 62.6 56.2 68.7 62.4 LX IV REPORT OF THE COMMISSIONER OF EDUCATION. Table 10, from the Census 0/I88O, showing the illiteracy of white persons, male and female, ten to fourteen years old, loth ages included. States and Territo¬ ries. White persons from 10 to 14 years of age, both in¬ clusive. White males from 10 to 14 years of age, both inclusive. White females from 10 to 14 years of age, both inclusive. Enumer¬ ated. Returned as un¬ able to write. Enumer¬ ated. Returned as un¬ able to write. Enumer¬ ated. Returned as un¬ able to write. Number. Number. Per cent. Number. Number. Per cent. Number. Number. Per cent. Maine . 64,781 2,182 3.4 33,153 1,294 3.9 31, 628 888 2.8 New Hampshire . 30,605 1,233 4.0 15,477 635 4.1 15,128 598 4.0 Vermont . 33,449 1,210 3.6 17,150 728 4.2 16,299 482 3.0 Massachusetts . 159, 921 1,949 1.2 80, 270 996 1.2 79,651 953 1.2 Rhode Island . 25,587 2,122 8.3 12,879 1, 156 9.0 12,708 966 7.6 Connecticut . 58,456 1, 273 2.2 29,543 715 2.4 28,913 558 1.9 New York . 505, 144 12,152 2.4 254,441 6,691 2.6 250,703 5,461 2.2 New Jersey . 116,569 3,484 3.0 58, 614 1,957 3.3 57,955 1,527 2.6 Pennsylvania . 472,606 19,368 4.1 239, 304 11,376 4.8 233,302 7,992 3.4 Ohio . 358, 269 12,466 3.5 181,491 7,230 4.0 176,778 5,236 3.0 Michigan . 175,904 5,124 2.9 89,780 3,028 3.4 86,124 2,096 2.4 Indiana . 238,068 13,241 5.6 121,245 7,518 6.2 116,823 5,723 4.9 "Wisconsin . 152, 837 4,151 2.7 77,419 2,250 2.9 75,418 1,901 2.5 Illinois . 357,748 19, 413 5.4 180,959 11,180 6.2 176,789 8,233 4.7 Minnesota . 87,386 3, 317 3.8 44, 228 1,842 4.2 43,158 1,475 3.4 Iowa . 195, 178 5,051 2.6 99, 409 3,047 3.1 95,769 2,004 2.1 Nebraska . 49,719 2,145 4.3 25,906 1,255 4.8 23,813 890 3.7 Kansas . 114, 839 5,441 4.7 59,831 3,319 5.5 55,008 2, 122 3.9 TQtal . 3,197,066 115,322 3.6 1,621,099 66,217 4.0 1,575,967 49,105 3.1 Delaware . 13, 178 1,017 7.7 6,760 587 8.7 6, 418 430 6.7 Maryland . 82, 130 5,548 6.8 41,439 3,128 7.5 40,691 2,420 5.9 District of Columbia. 12,670 231 1.8 6, 348 129 2.0 6,322 102 1.6 Virginia . 103,948 27,094 26.1 53,157 15, 1% 28.6 50, 791 11,898 23.4 West Virginia . 76,214 19,911 26.1 39, 162 10,850 27.7 37,052 9,061 24.5 ELentuckv . 173,312 55,558 32.1 88,386 30,524 34.5 84,926 25,034 29.5 North Carolina . 99,797 45, 324 45.4 51,757 24,592 47.5 48,040 20,732 43.2 Tennessee . 142,267 61,316 43.1 73,004 33,536 45.9 69, 263 27,780 40.1 South Carolina . 45,200 15,328 33.9 22,984 8,242 35.9 22,216 7,086 31.9 Georgia . 96, 137 35,972 37.4 49,475 20,018 40.5 46,662 15,954 34.2 Alabama . 77,782 31, 788 40.9 40,156 17,442 43.4 37,626 14,346 38.1 Florida . 17,028 5,581 32.8 8,708 3,047 35.0 8,320 2,534 30.5 Mississippi . 57,805 16, 860 29.2 29,694 9,624 32.4 28,111 7,236 25.7 Missouri . . 250, 789 40,880 16.3 127,940 23,252 18.2 122,849 17,628 14.3 Arkansas . 72,133 31, 668 43.9 37,249 17, 229 46.3 34,884 14,439 41.4 Louisiana . 54,072 14,363 26.6 26,995 7,565 28.0 27,077 6,798 25.1 Texas . . 138,719 39,707 28.6 71,635 22, 762 31.8 67,084 16,945 25.3 Total . California . Oregon . Nevada . Colorado . Arizona . . Washington . Idaho . Utah . Montana . 1,513,181 448, 146 29.6 774, 849 247,723 31.9 738,332 200,423 27.1 77, 934 18,617 3,728 13,026 2,321 6,955 2,730 17,735 2,060 1,517 1,112 37 1,575 551 330 192 1,904 55 1.9 6.0 1.0 12.1 23.7 4.7 7.0 10.7 2.7 39,077 9,460 1,863 6,643 1,297 3, 651 1,397 9,000 1,058 821 687 17 785 334 207 108 1,072 28 2.1 7.3 0.9 11.8 25.8 5.7 7.7 11.9 2.6 38,857 9,157 1,865 6,383 1,024 3,304 1,333 8,735 1,002 696 425 20 790 217 123 84 832 27 1.8 4.6 1.1 12.4 21.2 3.7 6.3 9.5 2.7 ILLITERACY AMONG MINORS. LXY Table 10, from the Census 0/I88O, showing the illiteracy , &c. — Continued. White persons from 10 to 14 years of age, both in¬ clusive. White males from 14 years of age, inclusive. 10 to both White females from 10 to 14 years of age, both inclusive. Territories. Enumer¬ ated. Returned as un¬ able to write. Enumer¬ ated. Returned as un¬ able to write. Enumer¬ ated. Returned as un¬ able to write. Number. Number. Per cent. Number. Number. Per cent. Number. Number. Per cent. Dakota . 11,481 1,218 621 5.4 6,040 654 355 5.9 5,441 564 266 4.9 Wyoming . 58 4.8 38 5.8 20 3.5 New Mexico . 12, 479 7,774 62.3 6,484 3,910 60.3 5,995 3,864 64.5 Total . 170, 284 15,726 9.2 86,624 8,362 9.6 83,660 7,364 8.8 Grand total . 4, 880,531 579, 194 11.8 2, 482, 572 322, 392 12.9 2,397,959 256, 892 10.7 Table 11, from the Census of 1880, showing the illiteracy of white persons fifteen to twenty years old , both ages inclusive. States. Maine . New Hampshire . Vermont . Massachusetts . Rhode Island . Connecticut . New York . New Jersey . Pennsylvania . Ohio . . Michigan . . . Indiana . Wisconsin . Illinois . Minnesota . Iowa . Nebraska . Kansas . Total . Delaware . Maryland . District of Columbia. Virginia . West Virginia . Kentucky . North Carolina . Tennessee . . Soul h Carolina . E — V White persons from 15 to 20 years of age, both inclusive. White males from 15 to 20 years of age, both inclusive. White females from 15 to 20 years of age, both inclusive. Enumer¬ ated. Returned as un¬ able to write. Enumer¬ ated. Returned as un¬ able to write. Enumer¬ ated. Returned as un¬ able to write. Number. Number. Per cent. Number. Number. Per cent. Number. Number. Per cent. 76, 848 3,342 4.3 37,898 1,789 4.7 38,950 1,553 4.0 39, 283 2, 281 5.8 19,127 1,127 5.9 20,156 1,154 5.7 38, 203 1,599 4.2 19,134 943 4.9 19,069 656 3.4 205, 162 7,038 3.4 97, 256 3, 319 3.4 107,906 3,719 3.4 31,049 2,811 9.1 14,705 1,100 9.5 16, 344 1,411 8.6 70,645 2,151 3.0 34, 436 1,051 3.1 36,209 1,100 3.0 595,600 13,973 2.3 281, 106 6,954 2.5 314, 494 7,019 2.2 131, 080 3,217 2.5 63, 206 1,785 2.8 67, 874 1,432 2.1 512,709 16,327 3.2 249,344 8,901 3.6 263, 365 7,426 2.8 392,752 10,409 2.7 192,080 5,930 3.1 200, 672 4,479 2.2 195,412 5,517 2.8 99,033 3,459 3.5 96, 379 2,058 2.1 259,124 10, 081 3.9 128, 226 5, 650 4.4 130, 898 4,431 3.4 171,375 4,284 2.5 84,796 2,243 2.6 86, 579 2,041 2.4 394, 785 13,657 3.5 195,115 7,619 3.9 199, 670 6,038 3.0 97, 206 2,544 2.6 49,317 1,402 2.8 47, 889 1,142 2.4 210, 208 3,471 1.7 106, 373 2,091 2.0 103,835 1,380 1.3 49, 669 960 1.9 25,831 536 2.1 23, 838 424 1.8 110, 756 2,352 2.1 57, 230 1,430 2.5 53,526 922 1.7 3, 581, 866 106, 014 2.9 1,754, 213 57,629 3.2 1, 827, 653 48,385 2.6 15, 401 867 5.6 7,554 448 5.9 7,847 419 5.3 90, 258 4,613 5.1 43, 364 2,503 5.8 46, 894 2,110 4.5 13,521 188 1.4 6,001 100 1.7 7,520 88 1.2 101,412 16,594 16.4 49,505 8,944 18.1 51,907 7,650 14.7 72, 246 9,986 13.8 35,908 5,152 14.3 36, 338 4,834 13.3 176, 525 34, 216 19.4 87, 312 17,954 20.6 89, 213 16, 262 18.2 103, 927 30, 271 29.1 51, 308 15,052 29.3 52,619 15, 219 28.9 141,064 36, 177 25.6 69,703 18,468 26.5 71,361 17,709 24.8 44, 988 10, 114 22.5 21, 803 5,212 23.9 23,185 4,902 21.1 LXYI REPORT OF THE COMMISSIONER OF EDUCATION Table 11, from the Census of 1880, showing the illiteracy of white persons, &c. — Continued. States and Territo¬ ries. Georgia . Alabama . . Florida . Mississippi . Missouri . Arkansas . Louisiana . Texas . . . Total . California . Oregon . Nevada . Colorado . . Arizona . Washington . Idaho . Utah . Montana . Dakota . Wyoming . New Mexico . Total . Grand total . White persons from 15 to 20 years of age, both inclusive. White males from 15 to 20 years of age, both inclusive. White females from 15 to 20 years of age, both inclusive. Enumer¬ ated. Returned as un¬ able to write. Enumer¬ ated. Returned as un¬ able to write. Enumer¬ ated. Returned as un¬ able to write. Number. Number. Per cent. Number. Number. Per cent. Number. Number. Per cent. 96,856 21, 269 22.0 46,712 10, 827 23.2 50, 144 10,442 20.8 79, 999 19,805 24.8 38,501 10, 117 26.3 41, 498 9,688 23.3 16, 396 3,297 20.1 7,951 1,755 22.1 8, 445 1,542 18.3 56, 369 8, 799 .15.6 27,602 4,828 17.5 28,767 3,971 13.8 261, 781 21, 706 8.3 129, 153 11, 991 9.3 132, 628 9,715 7.3 67, 311 16, 639 24.7 33,586 8,524 25.4 33,725 8,115 24.1 53, 673 9,775 18.2 25, 100 4,959 19.8 28,573 4,816 16.9 135, 429 19,088 14.1 68,086 10,731 15.8 67,343 8,357 12.4 1,527, 156 263, 404 17.2 749, 149 137, 565 18.3 778,007 125, 839 16.2 86, 665 1,948 2.2 43, 299 1,221 2.8 43, 366 727 1.7 19,039 327 1.7 9,820 218 2. 2 9,219 109 1.2 3, 915 71 1.8 2, 081 61 2.9 1,834 10 0.5 17, 299 1,306 7.5 10, 285 573 5.6 7,014 733 10.5 3,188 723 22. 7 1,795 403 22.5 1,393 320 22.9 - 6,700 88 1.3 3, 471 59 1.7 3,229 29 0.9 2,728 82 3.0 1,508 58 3.8 1,220 24 2.0 17, 460 848 4.9 8, 590 498 5.8 8,870 350 3.9 2, 615 51 2,0 1,587 35 2. 2 1,028 16 1.6 12, 238 330 2,7 6, 503 175 2.7 5,735 155 2.7 1,695 31 1,8 993 25 2.5 702 6 0.9 13, 103 8,200 62.6 6,379 3,324 52.1 6,724 4,876 72.5 186,645 14,005 7.5 96, 311 6,650 6.9 90,834 7,355 8.1 5, 295, 667 383,423 7. 2 2, 599, 673 201,844 7.7 2,695,994 181, 579 6.7 TABLES 12 AND 13 FROM THE CENSUS OB’ 1880. Tables 12 and 13, from the Census, show the whole number of the colored minors, male and female, between ten and fourteen years and between fifteen and twenty years (both ages inclusive), and the illiterates of corresponding sex and age, with the percentage ol such illiteracy : Table 12, from the Census of 1880, showing the illiteracy of colored persons ten to fourteen years old , both ages inclusive. Colored persons from 10 to 14 years of age, both inclusive. Colored males from 10 to 14 years of age, both inclusive. Colored females from 10 to 14 years of age, both inclusive. States. Enumer¬ ated. Returned as un¬ able to write. Enumer¬ ated. Returned as un¬ able to write. Enumer¬ ated. Returned as un¬ able to write. * Number. Number. Per cent. Number. Number. Per cent. Number. Number. Per cent. Maine . 190 27 14.2 96 11 11.5 94 16 17.0 New Hampshire . 64 4 6.3 28 3 10.7 36 1 2.8 Vermont . 134 12 9.0 71 6 8.5 63 6 9.5 Massachusetts . 1, 504 31 2.1 765 18 2.4 739 13 1.8 Rhode Island . 531 49 9.2 258 25 9.7 273 24 8.8 Connecticut . ! 1,006 64 6.4 481 31 6.4 525 33 6.3 ILLITERACY AMONG MINORS. LXVII Ta ble 12, from the Census of 1880, showing the illiteracy of colored persons, &c. — Continued. States and Territo¬ ries. New York . New Jersey . Pennsylvania . Ohio . Michigan . Indiana . Wisconsin . Illinois . Minnesota . loAva . Nebraska . Kansas . Total . Delaware... . Maryland . Distil ct of Columbia.. Virginia . West Virginia . Kentucky . North Carolina . Tennessee . South Carolina . Georgia . . . Alabama . Florida . Mississippi . Missouri . Arkansas . Louisiana . Texas . Total . California . Oregon . Nevada . Colorado . Arizona . : . Washington . Idaho . Utah . Montana . Dakota . Wyoming . New Mexico . Total . Grand total . . Colored persons from 10 to 14 years of age, both inclusive. Colored males fi’om 10 to 14 years of age, both inclusive. Colored females from 10 to 14 years of age, both inclusive. Enumer¬ ated. Returned as un¬ able to write. Enumer¬ ated. Returned as un¬ able to write. Enumer¬ ated. Returned as un¬ able to write. Number. Number. Per cent. Number. Number. Per cent. Number. Number. Per cent. 5,464 528 9.7 2,678 273 10.2 2,786 255 9.2 3,855 686 17.8 1,921 361 18.8 1,934 325 16.8 8, 094 1,155 14.3 3, 962 600 15.1 4,132 555 13.4 9,164 925 10.1 4,648 489 10.5 4,516 436 9.7 2,454 439 17.9 1,231 244 19.8 1,223 195 15.9 4,469 699 15.6 2, 223 352 15.8 2,246 347 15.4 710 152 21.4 378 87 23.0 332 65 19.6 5,203 1,389 26.7 2,651 736 27.8 2,552 653 25.6 396 127 32.1 197 73 37.1 199 54 27.1 1,121 123 11.0 584 58 9.9 537 65 12.1 252 40 15.9 119 17 14.3 133 23 17.3 5, 625 1,638 29.1 2,883 889 30.5 2,742 749 27.3 50, 236 8, 088 16.1 25, 174 4,273 16.9 25,062 3,815 15.2 3,075 1,453 47.3 1,572 754 48.0 1,503 699 46.5 24, 603 11, 086 45.1 12,289 5,693 46.3 12, 314 5, 393 43.8 5,735 853 14.9 2,717 430 15.8 3,018 423 14.0 83, 209 53, 843 64.7 42,204 28,109 66.6 41,005 25, 734 62.8 3, 195 1,324 41.4 1,691 727 43. 0 1,504 597 39.7 34,068 21,370 62.7 17, 255 11, 326 65.6 16, 813 10, 044 59.7 68, 493 51, 889 75. 8 34,775 26, 676 76.7 33,718 25,213 74.8 52, 817 35, 419 67.1 26, 617 18, 280 68.7 26,200 17, 139 65. 4 76, 981 57,072 74.1 39,323 29,314 74.5 37, 658 27, 758 73.7 94,522 73, 930 78.2 48, 496 38, 222 78.8 46,026 35,708 77.6 77, 036 57,905 75.2 39, 626 30, 153 76.1 37, 410 27 752 74.2 15, 947 10, 676 66.9 8,085 5,425 67. 1 7, 862 5,251 66.8 84, 238 58, 806 69.8 43,231 30,366 70.2 41,007 28,440 69.4 18,030 7,823 43.4 9, 101 4,169 45.8 8, 929 3, 654 40.9 25, 815 18,658 72.3 13, 230 9,605 72.6 12,585 9,053 71.9 57,914 41, 919 72.4 29,586 21, 603 73.0 28, 328 20,316 71.7 52, 055 37,384 71.8 26, 259 19,165 73.0 25,796 18, 219 70.6 777,733 541,410 69.6 396, 057 280,017 70.7 381,676 261, 393 68.5 2,875 1,199 41.7 1,638 613 37.4 1,237 586 47.4 367 142 38.7 229 94 41.0 138 48 34.8 322 148 46.0 187 79 42.2 135 69 51.1 181 20 11.0 89 13 14.6 92 7 7. 6 457 , 149 32.6 238 66 27.7 219 83 37.9 662 247 37.3 365 135 37.0 297 112 37.7 45 14 31.1 28 8 28.6 17 6 35.3 123 58 47.2 60 33 55.0 63 25 39.7 268 138 51.5 144 * 86 59.7 124 52 41.9 203 103 50.7 94 49 52.1 109 54 49.5 27 10 37.0 15 6 40.0 12 4 33.3 1,156 1,045 90.4 591 525 88.8 565 520 92.0 6, 686 3,273 48.8 3,678 1,707 46.4 3, 008 1,566 52.0 834, 655 552,771 66.2 424, 909 285, 997 67.3 409, 746 266,774 65.1 LXVIII REPORT OF THE COMMISSIONER OF EDUCATION. Table 13, from States and Terri¬ tories. Maine . New Hampshire . Vermont . . . Massachusetts . Rhode Island . Connecticut . New York . New Jersey . Pennsylvania . Ohio . Michigan . Indiana . Wisconsin . Illinois . Minnesota . Iowa . Nebraska . Kansas . . . Total . Delaware . . Maryland . District of Columbia.. Virginia . West Virginia . Kentucky . North Carolina . Tennessee . South Carolina . Georgia . Alabama . . Florida . Mississippi . Missouri . Arkansas . Louisiana . Texas . Total . California . Oregon . Nevada . Colorado . Arizona . Washington . Idaho . Utah . ... Montana . Census of 1880, showing the illiteracy of colored persons fifteen to twenty years old , both ages inclusive. Colored persons from 15 to 20 years of age, both inclusive. Colored males from 15 to 20 years of age, both inclusive. Colored females from 15 to 20 years of age, both inclusive. Enumer¬ ated. Returned as un¬ able to write. Enumer¬ ated. Returned as un¬ able to write. Enumer¬ ated. Returned as un¬ able to write. Number. Number. Per cent. Number. Number. Per cent. Number. Number. Per cent. 230 50 21.7 117 18 15.4 113 32 28.3 82 9 11.0 37 6 16.2 45 3 6.7 132 15 11.4 60 10 16.7 72 5 6.9 1, 886 70 3.7 847 37 4.4 1,039 33 3.2 551 61 11.1 246 32 13.0 305 29 9.5 1,278 100 7.8 641 45 7.0 637 55 8.6 7,013 763 10.9 3, 083 367 11.9 3, 930 396 10.1 4,430 670 15.1 2,075 292 14.1 2,355 378 16.1 9,691 1,327 13.7 4,162 525 12.6 5,529 802 14.5 9,735 1,279 13.1 4,639 691 14.9 5,096 588 11.5 2, 909 594 20.4 1,370 298 21.8 1,539 296 19.2 4, 837 858 17.7 2,274 411 18.1 2,563 447 17.4 712 192 27.0 359 106 29.5 353 86 24.4 5,307 1,185 22.3 2,559 598 23.4 2,748 587 21.4 453 144 31.8 222 76 34.2 231 68 29.4 1,229 191 15.5 651 112 17.2 578 79 13.7 233 66 23.3 124 27 21.8 159 39 24.5 5,236 1,452 27. 7 2, 490 728 29.2 2,746 724 26.4 55, 994 9,026 16.1 25,956 4,379 16.5 30, 038 4,647 15.4 3,512 1,680 47.8 1,819 863 47.4 1,693 817 48.3 26,568 12,729 47.9 12, 423 6,155 49.5 14,145 6,574 46.5 6, 523 •1, 490 22.8 2, 490 519 20.8 4,033 971 24.1 77, 629 47,477 61.2 37,024 23, 629 63.8 40,605 23,848 58.7 3,352 1,276 38.1 1,728 666 38.5 1,624 610 37.6 35, 806 21,787 60.8 17,250 11,092 64.3 18,556 10, 695 57.6 67,003 45,902 68.5 32, 678 22, 174 67.9 34, 325 23, 728 69.1 51, 730 32, 137 62.1 24, 930 15, 808 63.4 26,800 16, 329 60.9 73, 640 52, 936 71.9 34, 465 24,105 69.9 39,175 28,831 73.6 91, 920 70, 234 76. 4 43, 709 33,185 75.9 48,211 37,049 76.8 75, 947 56,897 74.9 35,928 26, 673 74.2 40,019 30, 224 75.5 15, 669 9,991 63.8 7,032 4,392 62.5 8,637 5,599 64.8 78, 415 52, 825 67.4 36,502 24,167 66.2 41,913 28,658 68.4 20, 042 8,064 40.2 9,561 4,077 42.6 10,481 3,987 38.0 23, 466 16, 371 69.8 11, 143 7, 596 68.2 12,323 8,775 71.2 52, 072 38,721 74.4 23,536 17, 476 74.3 28,536 21,245 74.4 48, 141 33,309 69.2 22,572 15,635 69.3 25,569 17,674 69.1 751, 435 503, 826 67.0 354, 790 238, 212 69.6 396, 645 265,614 66.9 13, 763 4, 041 29.4 11, 764 2, 860 24.3 1,999 1, 181 59.1 2,065 551 26.7 1,893 481 25.4 172 70 40.7 1,096 368 33.6 825 236 28.6 271 132 48.7 441 83 18.8 271 58 21.4 170 25 14.7 756 236 31.2 539 136 25.2 217 100 46.1 1,236 329 26.6 928 191 20.6 308 138 44.8 191 37 19.4 182 30 16.5 9 7 77.8 237 113 47.7 157 60 38.2 80 53 66.2 354 161 45.5 225 83 36.9 129 78 60.5 ILLITERACY AMONG MINORS. LXIX Table 13, from the Census of 1880, showing the illiteracy of colored persons, &c. — Continued. Territories. Colored persons from 15 to 20 years of age, both inclusive. Colored males from 15 to 20 years of age, both inclusive. Colored females from 15 to 20 years of age, both inclusive. Enumer¬ ated. Returned as un¬ able to write. Enumer. ated. Returned as un¬ able to write. Enumer¬ ated. Returned as un¬ able to write. Number. Number. Per cent. Number. Number. Per cent. Number. Number. Per cent. 46.4 19.2 95.8 Dakota . 213 134 1,402 103 28 1,305 48.4 20.9 93.1 103 108 736 52 23 667 50.5 21.3 90.6 110 26 666 51 5 638 Wyoming . New Mexico . Total . 21,888 7,355 33.6 17,731 4,877 27.5 4,157 2,478 59.6 Grand total . 829, 317 520, 207 62.7 398, 477 247, 468 62.1 430,840 272,739 63.3 A comparison of these tables with the tenth and eleventh, previously given, will enable the reader to see how great is the need for special effort toward the cultivation and im¬ provement of the colored youth in our nation. The surplus of percentage of colored minor over white minor illiteracy for the Union as a whole is 55. Minor illiteracy compared by age, race, sex, and location. Northern group. Southern group. Pacific group. The Union. to to to to' Race. a* 01 M © M © M _© © V V © © ■3 a 0) w £ O 3 a © £ O © 3 e$ a 0> to £ O oJ "3 a 01 O § M n n Ph M fe M r Colored . 16.9 15.2 16.1 70.7 68.5 69.6 46.4 52.0 48.8 67.3 65.1 66.2 1 White . 4.0 3.1 3.6 31.9 27.1 29.6 9.6 8.8 9.2 12.9 10.7 11.8 Surplus of colored. 12.9 12.1 12.5 38.8 41.4 40.0 36.8 43.2 39.6 54.4 54.4 54.4 ( Colored . 16.5 15.4 16.1 69.6 66.9 67.0 27.5 59.6 33.6 62.1 63.3 62.7 1 White . 3.2 2.6 2 9 18.3 16.2 17.2 6.9 8.1 7. 5 7.7 6.7 7.2 Surplus of colored. 13.3 12.8 13.2 51.3 50.7 50.8 20.6 51.5 26.1 54.4 56.6 55.5 BRIEF SUMMARY OF THE EDUCATIONAL CONDITION OF THE UNION. NEW ENGLAND STATES —MAINE. There was here an evident improvement in school -houses, 180 more being reported in good condition. The valuation of school property, accordingly, was $22, 934 higher. Expenditures and receipts for public schools were also increased by over $41,000; teachers received better pay, and 42 more of them were graduates of normal schools, while 4,713 had had some experience. Hence, out of a school population less by 729, there were 240 more brought into the public schools. From some cause, however, probably from the fact that under 20 per cent, of all the teachers were thoroughly fitted for school work, the average attendance did not correspond with the increased enrolment, but fell off 3,615; the average school term was also 2 days shorter. For the first time we learn that, of 483 towns reported, 437 were well supplied with text books, that 384 had uniformity in REPORT OF THE COMMISSIONER OF EDUCATION. LXX these, and that 37 schools had globes, 1,476 had wall maps, 21 also having charts. The superintendent thinks that on the whole there was a gain in the quality of schools, hut that any great improvement is impossible till a township system supersedes the district system generally. NEW HAMPSHIRE. There was here a decrease of 1,106 in public school enrolment and of 5, 023 in average daily attendance, 730 more youth of school age being out of school, although private schools enrolled 486 more; the average public school term was shortened by more than 8 days; there was a decrease in the estimated value of public school property, in the average pay of teachers, and in the number of these from normal schools. More public schools were taught, however; more of them were graded and high, and more were sup¬ plied with maps and globes; 125 more teachers were employed, and 105 more taught for successive terms. VERMONT. Enrolment in public schools was 592 less and in private schools 383 more than in 1880, but the average daily attendance on public schools was 1,094 more, an increase of nearly 2 per cent, on the number enrolled. Fewer public schools were taught, the term was a day shorter, and the whole expenditure $7,033 less. Fewer men and more women were employed, but the average monthly pay of men was $1.92 greater and that of women 60 cents less. The ungraded district schools, which enroll six-sevenths of the pupils, suffer from a tendency of the population to collect in business centres, thus leaving the rural districts thinly populated and schools generally poorly sustained. Graded schools, however, were more numerous and improved in quality. MASSACHUSETTS. The statistics show about 5,000 more children of school age, 18,000 more of all ages in public schools, 19 fewer in average daily attendance, 784 more in average membership, and 378 fewer attending private and academic schools than during 1879-’80. More pupils attended public high schools and more were in average attendance on evening schools, although the enrolment in the latter was slightly less. The number of pub¬ lic schools increased by 431 and the average term by 1 day. The average monthly pay of teachers was increased by $18 for men and $7. 90 for women, and the whole ex¬ penditure for public school purposes by $619,811. Among other evidences of popular interest in the schools the report notes the amount of money raised for their support, which allowed $18.47 for every child of legal school age; the large attendance on public schools; the efforts teachers were making to prepare themselves for their work by attend¬ ance on normal schools and institutes, and. the increase of institutes and similar educa¬ tional meetings. RHODE ISLAND. This State reports an increase of 804 in youth 5 to 15 years of age and of 386 in the enrolment, with a decrease of 120 in the average number belonging and of 279 in aver¬ age daily attendance; fewer public school buildings by 2, but an increase of $60,322 in the value of school property; 6 more schools taught, the average term being 2 days longer; 170 more teachers employed in day and evening public schools and 78 more who had been trained in normal schools; an increase of $5.76 in the average monthly pay of men, a decrease of $1.10 in that of women, and $5,737 more expended for public school pur¬ poses. The increase of absence from the schools is deplored by the State board, which reports 12,730 youth of school age as not attending, while 2,55l attended for less time than the 12 weeks required by 1 aw. To the evils inseparable from the district system the board chiefly ascribes these poor results, and recommends that municipalities desir¬ ing to do so be allowed to abolish the system ; also, that there be a more effective compul- Bory attendance law and better local supervision. PRESENT EDUCATIONAL CONDITION. LXXI CONNECTICUT. There was here an increase of 3,510 in youth 4 to 16 years of age, but the enrolment in public schools and in schools of all kinds decreased, and more children of school age by 3,980 did not attend any school. Still, more public schools were taught, the expenditure for them was $68,316 greater, and the average term was a little longer. Six more schools were graded; and, although 4 fewer houses were built, 10 more were re¬ ported in good or fair condition. The decrease in attendance shown will not, it is claimed* justify the inference that education was considered less important than heretofore. It is thought that the attendance on private schools was greater than the number given, these schools not being required by law to report to the school authorities. The decrease in public school enrolment is explained by the facts (1) that increased business prosper¬ ity caused more youth of school age to be withdrawn for work and (2) that a larger number than usual of children under 5 were excluded. Almost all the youth 8 to 14 were, it is believed, in attendance on some school for a portion of the year. MIDDLE ATLANTIC STATES — NEW YORK. With an increase of nearly 21,000 in the number of youth 5 to 21 years of age, there was a decrease of over 10,000 in public school enrolment and of over 13,000 in average daily attendance, private school attendance having also decreased slightly. This de¬ cline in school attendance is ascribed by the superintendent to the business activity of the year, which led many of the youth over 14 to leave school for work. He thinks the schools increased in efficiency in greater proportion than the attendance fell off, and that the results attained justified the expenditure, which was $511,026 greater than the pre¬ vious year. There were 205 more pupils in academies, 191 more in normal schools, 2,610 more in colleges, 490 more in medical schools, and 50 fewer in law schools, the total loss in attendance on all classes being 7,123. The figures show a smaller number of public school -houses, but a greater estimated value of school property ; 28,498 fewer volumes *in district school libraries ; an average school term 1 day shorter ; fewer men and more women teaching, but a slight increase in their average pay ; 27 more teachers licensed through normal schools, 188 more by local officers, and 119 fewer by the State superin¬ tendent. NEW JERSEY. For the first time in many years there appear evidences of decline in school work. With an increase of 4,946 in the number of youth 5 to 18 years of age, there was a de¬ crease of 1,419 in the number attending public schools (with 126 more in private or church schools), the average daily attendance on public schools being 5,142 less and the number not in any school 5,995 greater. The average public school term was 2 days shorter and the average pay of teachers decreased, as did also the number of men teach¬ ing, their places being filled by women. There were, however, more certificates of a higher and fewer of a lower grade issued to teachers, and more evening schools' were taught, their terms being a little longer and the attendance greater. PENNSYLVANIA. With about a million and a half of youth of school age, there were 931,749 enrolled in public and 26,710 in private schools, a decrease for the year of 5,561 in public and of 842 in private schools. The number of public graded schools increased, as did the expenditure for public schools and the value of school property. Throughout the State, exclusive of Philadelphia, which does not report on these points, drawing was taught in 693 more public schools and the higher branches in 82 more. There were more first class public school-houses and more with suitable furniture ; fewer were reported badly ven¬ tilated, but more as 4 4 unfit for use. ’ ’ Improvement in the quality of teaching is indi¬ cated by an increased number of teachers with long experience (649 more having been employed over five years continuously), as well as by the fact that 158 more had attended State normal schools and 138 more were graduates of such schools. LXXII REPORT OF THE COMMISSIONER OF EDUCATION. DELAWARE. Here the statistics show an increase during the year of 1,826 in school population and of 1,299 pupils enrolled in free schools. The average pay of teachers in schools for whites was slightly increased, as also was the number of schools taught, although the average term was 5 days shorter. Attendance on colored schools diminished by 226, while the number of that race within the school age was 198 greater. In 1881, for the first time, the State recognized its obligation to aid in the education of the colored people by making an appropriation of $2,400 from the treasury for their schools. MARYLAND. This State reports a decrease of 3,522 in the whole public school enrolment and of 6,039 in average daily attendance; of 3,293 in the enrolment of colored pupils and of 1,167 in their average attendance; of 5 schools taught, but $60,214 more expended on them. A severe winter and unusual sickness are said to account in part for this fall¬ ing off ; but the main difficulty in the way of improvement is the inadequacy of school revenues. The Census of 1880 reveals the presence in the State of 134,488 illiterates over 10 years of age, 90,172 of them being colored. In order to drive this army of illiterates from the field more money is necessary, and, as the superintendent says, “The people of Maryland, however willing, do not feel able to increase their taxes. ’ ’ VIRGINIA. With only 858 more youth of school age reported, there was an increase of 18,310 in public school enrolment and of 6,083 in average daily attendance, a very fair proportion of this advance being in attendance of colored pupils. More pupils studied the higher branches, more were supplied with free text books, more schools were taught, more were graded, the average school term was 4J days longer, and $154,130 more were expended on schools. There were 69 more school-houses built than in 1880, and 288 more were owned by districts, the value of school property having increased by $21,788. Great benefit to the schools had resulted from the improvement of teachers in methods of instruction, due to their attendance on normal institutes, held by means of aid received from the Peabody fund. SOUTH ATLANTIC STATES — NORTH CAROLINA. An increase appears of 2,010 in the number of white youth 6 to 21, and of' 6, 738 in that of colored youth, with 3,830 more white and 11,280 more colored enrolled in pub¬ lic schools, the whole increased enrolment of both races being 15,110, against an increase of only 8,748 in youth of school age. There were $56,777 more expended during the year for public schools, but the State school fund decreased by $100,000. A want of uniformity in statistics for the two years in respect to average attendance and some other points renders of little value any comparison which might be instituted. The figures show a decrease in average attendance of 4,982 for both races, but a full report was not made for either of the two years. Much was done to improve the teaching force by a number of normal schools, more or less permanent in character, established by religious associations in other States. SOUTH CAROLINA. The statistics show an increase of 120 white and a decrease of 734 colored pupils en¬ rolled in public schools, the average attendance of neither race being reported; 84 more public schools taught, at an added cost of $21,006, the average term for the State being 3^ days longer; 190 more school-houses and 91 more owned by districts, school property being valued at $84,272 more than the preceding year; a slight increase in the average monthly payment of teachers; and a decrease of 22 in the number of white teachers, with an increase of 100 in that of colored employed. The decrease in attendance of colored PRESENT EDUCATIONAL CONDITION. LXXIII pupils was due in some cases to the unusually severe winter weather and in others to the use of school funds for the improvement and erection of school-houses, leaving little for tuition. The superintendent says there are evidences of progress which cannot be expressed in figures. Among them are mentioned the holding of two State normal institutes, one for white and one for colored teachers, which, besides their other good results, aroused a deeper popular interest in the schools. Educational questions, he says, are now more often discussed in the newspapers, in public meetings, and in general con¬ versation; there was increased efficiency in educational officers; the school fund was bet¬ ter administered; and popular prejudice against free public schools was diminishing. GEORGIA. With 461,016 youth 6 to 18 years of age in 1880, there were 244,197 pupils enrolled in public schools in 1881. There was an increase of 3,022 in white pupils and of 4,642 in colored, the whole increased enrolment being 7,664, with 4,718 more in average daily attendance. There were, however, 1,662 fewer pupils reported in elementary private schools, 1,211 fewer in academic and 2,245 fewer in collegiate institutions. The number of public schools increased by 139, and the money raised for their support by $27,504. FLORIDA. In the absence of statistics for 1880-’81, no comparison of the educational condition of that year with the preceding one can be made. Even the secretary and agent of the Peabody fund trustees, on whom the State has to depend for special aid towards the im¬ provement of its schools, has not been able to obtain statistics later than for 1879-’80. There was at that time a public school enrolment of 39,315 pupils out of 74,213 youth 4 to 21 years of age — nearly 53 per cent. — with an average daily attendance of 27,046. GULF STATES —ALABAMA. The public schools received in 1880-’81 $9,466 more for their support than in the pre¬ vious year and had $35,225 more spent on them ; they also had a larger force of teachers at higher average pay ; yet the figures which indicate results are almost wholly on the losing side, enrolment having diminished by 3,201 (though the United States Census shows a much larger number of school age to draw from) and average daily attendance on school exercises declining by 2,662. In elementary studies, such as spelling, reading, and writing, there were from 1,782 to 13,476 fewer pupils, and only in the more popular ones of geography and arithmetic an increase ; in the former, of 42 ; in the latter, of 9,653. No explanation is presented in the State report of these temporarily disappoint¬ ing results in what certainly appears to be a much improved school system. MISSISSIPPI. In this State the results presented are greatly more encouraging. With $22,683 less raised for public schools and $72,947 less spent on them and with a smaller school pop¬ ulation by 6,726 to draw from for filling them, there were yet 634 more pupils on the roll s^ 9,680 more in average belonging, and 3,303 more in average daily attendance- Considering the low estate and poor condition of the great body of the colored people, the number of their children put into the schools and going to make up this large increase in attendance is very remarkable. LOUISIANA. With 16, 191 more youth of age for public school instruction, with 195 more public schools to receive these, and with an increase of $29, 626 in expenditure for support of the State schools, giving an average pay of $4 more a month for teachers, there were yet 6,070 fewer pupils brought under instruction in the State system. Lack of such teachers as LXXIV REPORT OF THE COMMISSIONER OF EDUCATION. longer terms of school and consequently better annual pay would bring into the service ; lack of good school-houses, with the needful appliances for comfort; and lack of efficient local supervision, which can only he obtained through more remunerative salaries than are now given to the few existing parish superintendents, are among the reasons indi¬ cated in the State report for this disappointing educational condition. TEXAS. The original returns for 1880-’81 having been consumed by a fire in the State office and duplicates of these having been in many cases unattainable, the statistics of only 109 counties against 132 in the preceding year appear in the State report. Any fair comparison of year with year cannot, of course, be made in such circumstances. The figures, as presented, appear to indicate retrogression at every point ; but the secretary of the State board of education, whose opportunities for knowledge of all the facts were of the best, declares that there was large increase in the number of the public schools main¬ tained, and also of the pupils in them. He admits, however, that the system is defec¬ tive, and that there can be no approach to perfection in the working of it till there is more effective supervision, with better teachers, longer school terms, and permission to lay general local taxes to supplement State school funds. SOUTHERN CENTRAL STATES —ARKANSAS. Here we find an increase for the year of 27,772 pupils enrolled in the public schools, while only 25,294 more youth 6 to 21 were reported in the State; a corresponding increase in teachers and school-houses, school property valued at $84,517 more ; and $150,356 more applied to public school purposes. KANSAS. The statistics from this State show progress at almost all points. With an increased enumeration of 7,532 youth 5 to 21, there were 17,600 more pupils enrolled in public schools and 2,109 more in daily average attendance. More school districts reported and more had uniform text books; public school-houses increased in number and school prop¬ erty in value; the average term was 10 days longer and the public school expenditure was $158,010 more. The average monthly pay of teachers, however, decreased by $2.26 for men and $2.21 for women. MISSOURI. Missouri reports 741,632 youth 6 to 20 years of age and 488,091, or nearly 66 per cent., enrolled in public schools, an increase for the year of 11,715 in the number enrolled. There were 172 more schools for whites taught and 9 more for colored; 17,807 more sittings were provided, the value of school property increasing by $168,294 and the whole amount expended for school purposes by $316,561. KENTUCKY. With 483,404 white youth 6 to 20 years of age in the State there were 238,440, or not quite 50 per cent., enrolled in public schools, and only 149,226 in average daily attend¬ ance, a decrease of 6,918 enrolled and 8,992 in average attendance, with an increase of 4,807 in youth of school age. The colored school population (6 to 16) numbered 70,234, but the enrolment of these is not reported. Fifty-three more districts sustained schools for white and 21 more schools for colored children ; 29 more school-houses for whites were reported, the value of their school property increasing by $166,697 and the whole expendi¬ ture for public schools by $381,124. TENNESSEE. The statistics here show 545, 875 youth 6 to 21, 283,468 enrolled in public schools, and 180,509 in average daily attendance, an increase for the year of 1,013 in school popula- PRESENT EDUCATIONAL CONDITION. LXXV fcioii, with a decrease of C,673 in public school enrolment and of 10,952 in average daily attendance. The number of pupils attending private schools also decreased, leaving 12,687 fewer pupils in both classes of schools. An increase of 6,915 appears in the number of colored youth enrolled in public schools, but even with this there was not quite 49 per cent, of the school population in attendance. The decrease of 13,588 white pupils enrolled left about 53 per cent, in the schools. More public schools were taught, also more private and more consolidated schools (the last being a union of the first two) ; the average public school term was 2 days longer, but the whole expenditure was $86,853 less, although 926 more teachers were employed and their average pay was only 7 cents a month less. The number of school-houses was 2 more than the previous year, but the estimated value of school property was $198,282 less, although considerable improvement is reported in school-houses, more than 500 old structures giving place to new ones and many being supplied with better furniture. Such inconsistent statistics are doubtless the result of imperfect reports, 3 counties having failed to report at all in 1880, and 6 in 1881. Possibly, too, some of the serious retrogression above noted may be due to the same cause, since encouraging reports are given of the condition of the schools by the State superintendent and the popular sentiment regarding them is said to be improving. WEST VIRGINIA. The report from this State shows encouraging educational progress: improvement in methods of instruction; a demand for better teachers; an increased interest of parents in the schools ; improved school buildings, with better furniture and apparatus ; an increased number of county educational meetings held ; and provision made by the legislature for the free education of 18 colored normal students at Storer College, Harper’s Ferry. There was an increase of 2,353 pupils enrolled in public schools against 3,078 more youth 6 to 21. The increased enrolment of white pupils was nearly equal to the increase in white school population; but the enrolment of colored pupils fell off, while the num¬ ber of school age increased. Indeed, not quite 48 per cent, of the colored youth of school age attended public schools for any part of the year; and the per cent, of whites attending was only 69. The decrease in average daily attendance was not large, and was about the same for both races, though proportionately much greater for the colored. More public schools were taught and $44,386 more were expended for school purposes, but the average pay of teachers decreased and the average term of schools was 9 days shorter. More school buildings were reported and the valuation of school property was $82,609 greater. NORTHERN CENTRAL STATES— -OHIO. Ohio reports 1,063,337 youth 6 to 21 years of age, 744,758 enrolled in public schools, and 468,141 in average daily attendance, with 30,362 in private schools, or nearly 73 per cent, of the school population under instruction during some portion of the year. The statistics show an increase during the year of 17,112 in school population, with a decrease of 2,380 enrolled in public schools and an increase of 1,712 in private schools, leaving a small decrease in the number of pupils under instruction in both classes of schools, with a largely increased number to be educated. There was also a decrease of 8,138 in the average daily attendance on public schools. But it must be remembered, in dealing with the statistics of this State, that for some time past each alternate year has been one of depression. The public school enrolment increased largely during 1875-’76, 1877-’78, and 1879-’80, falling off in every intervening year. Comparing the statistics of 1879 and 1881, we find, indeed, about 20,000 more youth to be educated in 1881, with only 10,000 more enrolled in public schools and 8,000 more in average daily attendance, but the per cent, of attendance on enrolment, counting public and private school pupils, was about the same. It appears, too, that, notwithstanding the decrease reported for 1881 in public school enrolment and average attendance, there were 92 more LXXYI REPORT OF THE COMMISSIONER OF EDUCATION. school-houses, having 134 more rooms occupied, school property increasing $252,264 in value; 286 more teachers were employed, though at reduced pay; $429,173 more were expended for school puiposes, and the average term was 5 days longer. INDIANA. Although the annual enumeration showed 10,785 more youth to he instructed in 1880-’81 and although 217 more districts reported schools for such instruction as having been taught in that year, the fine record of the previous year was not maintained. Enrolment in the public schools fell off by 7,428 and average daily attendance on them by 15,358. Even with this falling off the enrolment was about 70.5 per cent, of the youth of school age and the average attendance about 60.7 per cent, of the number en¬ rolled, which would be thought in most States very fair. The private schools in public buildings, which are here allowed by the school law in the intervals of public sessions, were 101 more and enrolled 1,702 more pupils, bringing up a little higher the percentage of all under instruction; while graded schools, with their superior training, though less numerous by 22 in districts, were more so by 125 in townships, giving an absolute in¬ crease of 103, making the general average of the public teaching better. The new school-houses, with their greater comforts and advantages, were also 56 more than in the previous year, school property thus rating $206,225 higher. Receipts and expenditures for public schools showed an increase of $77,456 in the former and of $36,904 in the latter. ILLINOIS. In this State, as in Indiana, the year’s record was a fair one, but inferior to that of the preceding year. Instead of a public school enrolment that included more than the whole increase in youth of school age and an additional average attendance more than double this large increase of enrolment, there was a decline of 2,414 in one and of 5,780 in the other, attendance on private and church schools also diminishing. Still, here also the enrolment, thus diminished, took in 70 per cent, of the school youth of the State (75.9 per cent., if private and church schools are included), and the average attendance was about 60.7 per cent, of the enrolment. The public schools, too, gained on the pri¬ vate, the latter reported being 34 less, the graded schools in the public system 30 more, with 42 more houses for public schools and an increase of $1,080,744 in school property as valued. Then receipts for public schools were greater, expenditures for them $326,472 more, and the average pay of teachers of both sexes considerably better than for two preceding years. MICHIGAN. Michigan, with more than 518, 000 youth of school age (5 to 20), had 371,743 attending public andl 9,788 attending private schools, or over 71 percent, of the school population enrolled in public schools and over 75 per cent, in both classes, an increase for the year of 12,073 in school population and of 9,187 in public school enrolment, with 934 more in private schools. There were 175 more public school-houses, with 8,595 more sittings, school property being valued at $406,857 more, and 17,891 more volumes were reported in public school libraries. There was an increase in the number of teachers employed and in the number attending State institutes. The permanent school fund was $159,241 more and $307,683 more were expended on public schools, although the average pay of teachers decreased slightly; the average term of schools was 4 days longer. WISCONSIN. Wisconsin reports over 300,000 pupils in public and 26,252 in private schools out of 491,358 youth 4 to 20 years of age. Counting 4,724 who attended State normal schools and academies gives us over 67 per cent, of the school population attending. There were also 2,971 students in collegiate and theological schools (an increase for the year of PRESENT EDUCATIONAL CONDITIO^. LXXVII 384), besides 1,938 under instruction in benevolent institutions. Comparing these sta¬ tistics with those of the previous year we find 8,129 more youth of school age, but only 665 more enrolled in public schools, while the average daily attendance decreased by 6,632. There were more pupils in private schools, however, by 314. There were fewer public schools taught by 141, but more of these were graded and high, and the average term was over 13 days longer; the expenditure for public schools was $48,331 more; the amount of public school fund increased by $42, 370, and the normal school fund by $27,793, while there were smaller advances in the university and agricultural college fun#ds. The superintendent finds in the above, and in other facts, evidence of a steady and healthful ad¬ vancement. He reports greater harmony and zeal in the management and teaching of the schools; more apparent willingness to remedy defects in the system ; a slight growth of sentiment favorable to the employment of better teachers for longer terms; a wider dis¬ semination of information in respect to hygienic laws in their application to school- houses, grounds, and the care of children while in school ; and a marked progress in methods of instruction in the country schools, through the adoption of a graded course of study. MINNESOTA. Owing to the death of State Superintendent Burt before completing his report for 1880-’81, full statistics for that year cannot be obtained. The return sent by his suc¬ cessor shows a decrease of 2,970 in public school pupils enrolled and of $239,622 ex¬ pended for them, but an increase of 6 days in the average school term, of 356 in the num¬ ber of teachers (who received a slight advance in pay), of $559,559 in the estimated value of public school property, and of $385,748 in the State school fund. IOWA. With 594,730 youth 5 to 21 years of age, there were 431,513, or over 72 per cent., en¬ rolled in public schools and more than 15,000 attending private schools, which raised the percentage of pupils under instruction to 75. There was an increase for the year of 8,174 in youth of school age, which was nearly met by an increased enrolment of 5,456 in public and of 2,374 in private schools, but the average attendance on public schools decreased by 5,748. More school-houses were reported, at an increased valuation of $290,250; more teachers were employed, their average monthly pay was slightly ad¬ vanced, and the permanent school fund was increased by $62,713. NEBRASKA. Here the public schools enrolled 100,776 out of 152,824 youth 5 to 21, or about 66 per cent., but only 65,504 were in average daily attendance. The number of pupils in private or church schools was not reported. A comparison of these figures with those of the previous year shows an advance in nearly all respects. There were 10,476 more youth of school age, 8,227 more enrolled in public schools, and 5,348 more in average daily attendance. With an increase of 269 in school districts there were 517 more having school 6 months and over, while fewer reported no schools and the average term for the State was a day longer. More teachers were employed, at a slight advance in average pay; $27,108 more were expended for public school purposes and the permanent State school fund increased by $1,803,348. COLORADO. In this State, out of 40,804 youth 6 to 21 years of age, 26,000, or 63 per cent., were enrolled in public schools, 14, 649 being in average daily attendance. The number attend¬ ing private and church schools was not reported. An advance for the year appears of 3,881 in pupils enrolled and of 2,031 in average daily attendance, with 5,238 more of LXXYIII REPORT OF THE COMMISSIONER OF EDUCATION. school age, which was met by an addition of 5,977 sittings for pupils in 22 school build¬ ings, 112 more teachers, and $161,624 more expended on the schools. There were 1,395 more volumes in the school libraries, the valuation of school property was $294,803 more, and the average monthly pay of teachers in ungraded schools advanced considerably, men receiving $10.84 and women $6.56 more, while men teaching graded schools were paid $1.58 more, but women $1.52 less. STATES ON THE PACIFIC SLOPE — NEVADA. The decay of mining interests still shows its effect on the population and the schools, 22 fewer districts making report of schools and the number reported being 29 below that reported in 1 879-’ 80, the reported value of school property going down also $15,081; teachers 21 fewer, with smaller salaries ; youth of school age reported, 59 less ; the aver¬ age length of term was 2.4 days less ; enrolment in public schools 716 less, with a corre¬ sponding diminution in the private schools. Yet, with all this falling off, the average attendance in public schools increased a little ; 20 more schools were sustained without rate bills ; receipts for public schools were $4,079 greater, and the growth of the State school fund was $149,000. CALIFORNIA. In this State there are clear signs of educational advance in the State school system, as is learned from the report of the superintendent, received since the abstract (page 13) was prepared. Although the census takers reported 4,741 fewer youth of age for free instruction, 985 more of that age were brought into the public schools, while, including those under and over the school age, 5,090 more pupils were enrolled. In average daily attendance, too, 4,575 more were reported. Per contra, youth in private schools fell off 1,055. To meet the considerable additional number of public school pupils there were 149 more public schools, 46 more of the districts reporting good school accommodations and 30 more good furniture. Of the 142 more teachers, also, 95 were graduates of normal schools. Enrolment, average belonging, average attendance, all were largely in excess of like items in any former year, while the per cent, of non-attendance was less than for seven preceding years. OREGON. School districts were more numerous by 30 and 28 more reported their statistics. These showed the existence of 87 more school-houses, adding $89,606 to the value of school property; showed a school population of 2,026 more to be instructed; showed funds for such instruction $20,139 greater; showed that 12 more first grade certificates had been issued to teachers and 80 more second grade ; but yet showed also that 3,035 fewer pupils were enrolled in the public schools and that 2,239 fewer had been in aver¬ age daily attendance ; this, too, though private schools, which increased by 44, had gathered in 612 additional pupils. The only gain exhibited in attendance on the public system was in the districts with graded schools, and as these are almost wholly in the towns and cities the considerable decrease indicated must have been in the comparatively poor and unattractive country schools. THE TERRITORIES — ALASKA. The accounts show increase of educational facilities, of school attendance, and of im¬ provement from these in this yet unorganized vast territory. New buildings for schools and teachers were erected among the Chilkats, Ploonyahs, and Hydahs at large expense and with great labor, owing to the immense distances of these tribes from each other and from the sources of supply. Attendance appears to have increased from about 250 to nearly 500, with an average of at least half this, while in one instance a school of much promise was formed substantially by a set of Indian boys, who voluntarily withdrew from the degradation of bad native homes to secure themselves an education, even at PRESENT EDUCATIONAL CONDITION. LXXIX the expense of daily labor for their own support while getting it. All this is from a report of the active Presbyterian agent in the field ; the Methodists, who are said to be entering it, not having yet sent any report of work, and none having come from the Alaska Company’s schools on the Seal Islands. ARIZONA. Although the report of the territorial superintendent indicates that the school returns here are incomplete, falling far short of showing the actual educational condition, it is evident from even these returns that public schools had increased in number, 148 being reported against 101 “rooms for study” reported in 1879-’80, while school property was rated $8,244 higher. Receipts and expenditures for schools, however, were less by several thousand dollars, as presented, and the enrolment reported was 368 less than that of the preceding year, perhaps because there were 9 private or church schools, not pre¬ viously reported, working as rivals of the public schools. DAKOTA. Reports from this great Territory are defective, from the fact that important towns and cities have charters which release them from obligation to make returns of school affairs and from the further fact that county officers too often do not make them. Still, from the United States Census of 1880 and from reports of the territorial authorities for the latter part of 1881, it may be seen that there was in the latter year an increase of prob¬ ably at least 11,000 youth of school age, an enrolment in the public schools of so many additional pupils as to more than cover this large increase, a provision of over 500 more schools for those enrolled, with a corresponding addition to the teaching force, while the receipts for schools, by the reported figures, exceeded by $108,000 the highest estimate of those of 1880, and, in the opinion of the superintendent of instruction, exceeded them by about a quarter of a million. DISTRICT OF COLUMBIA.1 Of the school population shown here by the United States Census of 1880 there were 62.7 per cent, enrolled in public schools in 1880-’81, and, of those enrolled, 75.9 per cent, were in average daily attendance, the colored pupils especially distinguishing themselves in respect to this attendance. Receipts for all school purposes were $78,687 greater than in the previous year and expenditures $88,745 greater; school property, through the addition of new buildings and repair of old ones, rose in value $120,533. There was an increase of 27 teachers, and every new teacher appointed in the primary grades has received normal training. IDAHO. The most important county here not reporting its educational statistics and those from some other counties being too uncertain to form a basis for definite conclusions, it is diffi- 1 There is a natural desire in the District of Columbia and abroad in the country that education of the people at the capital of the nation should be in all respects a model for the study of the rest of the country and for the observation of foreigners. Great advances have been made in the last fifteen years, but much remains to be accomplished. The system should be complete ; certainly a school for the reform of girls and special schools to give instruction in various industries and school-houses embodying the best results of pedagogical study and sufficient to accommodate all the children should be erected. No one can observe the large number of wayward or neglected chil¬ dren in the streets without acknowledging the necessity of providing for their care and instruction, and perhaps ample authority may be found in an old act passed by the city government providing for the binding out of poor orphan children and the children of drunkards, vagrants, and paupers, passed October 31, 1820. The child or children of drunkards, vagrants, or paupers who appear to be bringing up their children in ignorance and vice, sloth, and idleness, or who suffer them to be begging or holding horses for hire at public places, may be taken in charge by the trustee or justice of the peace, and, if a male child, may be bound out until he shall have arrived at the age of 21 years, and, if a female, till she shall have arrived at the age of 1G years. LXXX REPORT OF THE COMMISSIONER OF EDUCATION. cult to determine whether there was in 1880-’81 an educational advance or not. The territorial superintendent, however, thinks there has been ‘ 1 substantial progress. ’ ’ INDIAN TERRITORY. Under this head all education of the Indians, except in Alaska, has been included. Among the 5 great tribes in the Indian Territory proper, the reports respecting youth of school age were defective ; among other tribes throughout the United States, there was an increase of 4,382 in such youth. Still, in the former there were 85 more presented as under instruction against 869 more among the latter ; while average attendance on the schools taught appears from the figures to have been wonderfully good for children and youth in such unfavorable circumstances. The training of selected Indian youth, with the consent of their parents, away from the hindering influences of savage life and amidst the surroundings of civilization, continued through the year with such encouraging suc¬ cess as to draw forth from high authorities strong words of commendation and to lead to a resolution to extend the system. MONTANA. With about 10,000 youth of school age here, there were 5,112 pupils reported in the territorial public schools and 2,800 in average attendance. For a Territory of immense extent and with a population greatly scattered this is a fair showing, quite up to that of several States long and well settled and beyond that of some States. Within the two years presented there was considerable advance in youth to be educated, in attendance upon schools, in teachers employed, and in their qualifications. NEW MEXICO. In the absence of territorial reports on education the United States Census of 1880 affords the latest information. This shows that with 29,255 youth of school age (7-18) there were 4,755 under instruction in the nominally public schools and 3,150 in average daily attendance. If these figures look discouraging, they yet indicate a far better state of things than in 1870, when, with an approximate number of children of school age, only 1,798 were reported as in school. In a population separated from the prosperous States and scattered thinly over a vast area, where the older residents are averse to unsec¬ tarian public schools and Spanish and Indian languages largely prevail, the schools have not prospered; but, as important railroads are pushing through the Territory and bring¬ ing in a better people eager for all advantages, another census must show figures very different from those above. UTAH. With 42,353 youth 6 to 18, the Territory of Utah reports 26,772 attending public schools. Public school enrolment increased 2, 446 during the year and average daily at¬ tendance 1,504, the increase in school population being only 1,681. More schools were taught and more teachers employed; the average public school term was 12 days longer; and $67,070 more were expended on public schools. Improvement in the qualifications of teachers and in the style and quality of school-houses is also reported. WASHINGTON TERRITORY. This Territory reports 23,899 youth 4 to 21 years of age; 14,754, or a little over 60 per cent., enrolled in public schools; and 11,275 in average daily attendance. There were 729 more pupils in average attendance than the year before, with a slight decrease in the number enrolled and 2,750 fewer of school age. Fewer public school-houses were reported and fewer teachers, but there was an increase in the average pay of teachers and in the amount of public school income. EDUCATION OF THE COLORED RACE. LXXXI WYOMING. It appears from the report of the governor to the legislature that public schools con¬ tinued to prosper and new ones were opened, liberal sums were expended in building and repairing school-houses, and efforts were made to secure better teachers. The statistics show an enrolment of 2,544 pupils in public schools, a decrease for the year of 363. The number of school age is not given for 1880-’81, but for 1879-’80 it was 4,112. COMPARATIVE STATISTICS OF EDUCATION IN THE SOUTH. Table showing comparative population and enrolment of the white and colored races in the public schools of the recent slave States , with total annual expenditure for the same in 1881. White. Colored. Total expenditure for both races, a States. School population, j Enrolment. Percentage of the school population enrolled. School population. Enrolment. Percentage of the school population enrolled. Alabama . 5214, 152 107, 338 50 6208,587 68, 951 33 $410, 690> Arkansas . . cl99, 109 d74, 384 37 c65, 206 cZ24, 360 37 388,412: Delaware . 33,133 26, 578 80 4,152 2,544 61 X b Ol Florida . ce46, 410 edl8, 871 e41 ce42, 099 e<220, 444 e49 ell4, 895 Georgia . 6229, 872 153, 156 67 6231,144 91,041 39 498,533 Kentucky . /483, 404 238, 440 49 /70, 234 e20, 223 29 1, 248, 524 Louisiana . 6129, 224 38,870 30 6142,190 , 23,500 17 441,484 Maryland . 6245, 009 133, 981 55 674,192 24, 928 34 1,604,580 Mississippi . 180,530 111, 655 62 239,433 125,633 52 757,758: Missouri . e681,995 e454, 218 c67 e41, 489 e22, 158 e53 c3, 152, 178. North Carolina . 293, 780 140, 311 48 174, 292 100, 405 58 409, 659- South Carolina . 694, 450 61, 339 65 6167, 829 72, 119 43 345, 034 Tennessee . . 402, 580 215,702 54 143, 295 67, 766 47 638,009 Texas . eglll. 426 el38, 912 e81 e 5 2d 126 2,203 1 30 1 11 2 17 (e) (e) «1 a41 9 New Orleans, La . Baltimore, Md . Natchez, Miss . j Charlotte, N. C . Greensboro’ N. C . Raleigh, N. C . Wilberforce, Ohio . Lincoln University, Pa ... | Columbia, S. C . I Orangeburg, S. C . Nashville, Tenn . Nashville, Tenn . Nashville, Tenn . Cong Bapt.. Presb. M. E.. Bapt.. M. E.. Presb. 1 fi n4 j al j o g7 5 Bapt . M. E . g2 Bapt / 9 Cong . a2 M. E . 4 16 30 20 alO a5 40 <716 14 43 ©28 73 al5 38 I | Richmond, Ya . j Bapt . Washington, D. C . | Non-sect... Washington, D. C . j Bapt . 4 70 4 39 1 39 59 604 Law department of Straight University . Law department of Central Tennessee College. Law department of Howard University . New Orleans, La . Nashville, Tenn . Washington, D. C . . 4 Total . . . | . i . I 12 | a In 1880. b Reported with normal schools. c There are in this university 8 students in a preliminary medical course. dThis institution is open to both races and the figures are known to include some whites. e Included in university report. / For all departments. gin 1879. 28 4 13 45 EDUCATION OF THE COLORED RACE, LXXXV Statistics of institutions for the instruction of tlie colored race for 1881 — Continued. Name. Location. Religious de¬ nomination. Instructors. Students. SCHOOLS OF MEDICINE. Meharry Medical Department of Central Ten¬ nessee College. Medical department of Howard University . Nashville, Tenn . 8 ! 10 35 81 Washington, D. C . Total . 18 116 SCHOOLS FOR THE DEAF AND DUMB AND THE BLIND. Institution for Colored Blind and Deaf-Mutes . Baltimore, Md . 4 aM5 30 690 North Carolina Institution for the Deaf and Dumb and the Blind (colored department). TWn.l . . . Raleigh, N. C . 19 120 I 1 . 1 a For all departments. b For the years 1877-’78 and 1878-’79. Summary of statistics of institutions for the instruction of the colored race for 1881. States and Territories. Public schools. Normal schools. Institutions for secondary in- instruction. School popu¬ lation. Enrolment. Schools. Teachers. Pupils. Schools. Teachers. Pupils. Alabama . . . 208,587 68,951 7 31 1,103 3 9 358 Arkansas . 65,206 24, 360 2 12 434 1 2 60 Delaware . 4, 152 2,544 Florida . 42,099 20,444 2 9 273 Georgia . 231,144 91,041 2 2 424 6 22 965 Kentucky . 70, 234 20, 223 1 7 148 ! Louisiana . 142, 190 23,500 2 4 61 2 6 215 Maryland . 74, 192 24, 928 2 10 241 1 60 Mississippi . 239,433 125,633 2 12 341 1 2 100 Missouri . 41, 489 22,158 1 4 97 North Carolina . 174,292 100, 405 6 22 704 3 ii 329 Ohio . 1 3 61 Pennsylvania . 1 291 South Carolina . 167, 829 72, 119 4 21 975 6 35 1,656 Tennessee . . . 143,295 67,766 8 48 1,405 1 2 75 Texas . . 62,015 47,874 2 7 301 3 11 525 Virginia . 240,980 76,959 3 58 701 3 11 551 West Virginia . 8, 104 3,884 1 8 170 District of Columbia . 13,946 9,583 3 12 225 Indian Territory . 1 3 56 Total . . . 1,929,187 802,372 47 258 7,621 34 126 5,284 LXXXYI REPORT OF THE COMMISSIONER OF EDUCATION. Summary of statistics of institutions for the instruction of the colored race for 1881 — Cont’d. States. Universities and colleges. Schools of ology. the- Schools of law . Schools. Teachers. Pupils. Schools. Teachers. Pupils. Schools. ® j J-i 1 ® 1 cn l ! 1 g ! 1 3 4 58 1 Georgia. . 2 21 173 1 Kentucky . ! i 13 280 Louisiana . 3 19 569 3 4 66 1 4 | 23 Maryland . 1 4 30 Mississippi . 2 14 498 1 2 20 North Carolina . 1 2 8 189 3 55 i Ohio . i 1 8 35 1 7 16 Pennsylvania . 1 13 161 1 5 14 South Carolina . 1 10 160 2 2 71 Tennessee . 2 15 103 3 15 126 1 5 4 Virginia . 1 1 4 70 District of Columbia . 1 5 35 2 5 78 1 3 13 Total . 17 126 2,203 22 59 604 3 12 45 States. Schools of medicine. Schools for the deaf and dumb and the blind. Schools. Teachers. Pupils. Schools. Teachers. Pupils. Maryland . 1 1 ! 4 15 30 90 North Carolina . Tennessee . 1 1 8 10 35 81 District of Columbia . Total . 2 18 116 2 19 120 Table showing the number of schools for the colored race and enrolment in them by institutionsT without reference to States. Class of institution. Schools. Enrolment. Public schools . al7, 248 47 34 17 22 3 2 2 802, 372 7,621 5, 284 2, 203 604 45 116 120 Normal schools . Institutions for secondary instruction . Universities and colleges . Schools of theology . Schools of law . Schools of medicine . Schools for the deaf and dumb and the blind . Total . 17,375 818, 365 a To these should be added 441 schools, having an enrolment of 21,573, in reporting free States, making total number of colored public schools 17,689, and total enrolment in them 823,945 ; this makes the total number of schools, as far as reported, 17,816, and total number of the colored race under instruction in them 839,938. The colored public schools of those States in which no separate reports are made, however, are not included. * CONDITION OF EDUCATION AT THE SOUTH. LXXXVII Tlie school population of the sixteen States and the District of Columbia comprised in the table on page lxxxi shows an increase over that reported in 1880 of 180,569, distributed as follows: White, 54,639, or an increase of 1.4 per cent.; colored, 125,930, or an in¬ crease of 6.9 per cent. The enrolment as compared with that of 1880 shows a total in¬ crease of 36,866, viz : White, 19,203, or a little above eight- tenths of 1 per cent. ; colored, 17, 663, or 2+ per cent. While this gain in colored enrolment indicates a growing interest in the education of the colored people throughout the South and a more vigorous conduct of their school affairs, further examination of the facts reveals a somewhat discouraging view of their school status. In the States under consideration, with the exception of Delaware, Kentucky, and Maryland, the school funds are distributed without distinction of race; nevertheless the percentage of enrolment is much higher for the white than for the colored population in all but three of the States. In accounting for this disproportion the prejudices that formerly hindered the col¬ ored race in the use of their school privileges must be considered and the excess of the white above the colored population in the majority of southern cities, enrolment being always higher in the cities than in the rural districts. The chief causes, however, of the low percentage of enrolment for the colored race are the meagreness of the school funds and the extreme poverty of the colored people. The first condition affects the whole population, but the white people are able to avert its worst consequences. They supplement their portion of the school fund in various ways, and they are in pos¬ session of much school property that was accumulated before the war. The colored people, on the contrary, can contribute very little for school purposes; they have few school-houses and no funds for building. In many sections it is difficult to secure teach¬ ers for the colored schools, and in sparsely settled districts almost impossible to collect enough children at one centre to form a school. More school-houses and provision for the conveyance of pupils where population is most scattering are urgently required. In view of the low intellectual and moral status of the colored people, their relation to our prosperity and to our civil institutions, and the responsibility which we must admit with reference to them, it is important that the means available for their improvement should be fully comprehended. In considering the school funds it is not possible to dis¬ tinguish between the two races, nor need this be done; it is only necessary to bear in mind that wherever the resources are meagre the colored people are the worst sufferers. The expenditure for schools in the section represented in the table was f>13, 359,784, about one-sixth of the total expenditure for all the States and Territories; while the school population of the specified section is very nearly one-fourth of the total school popu¬ lation. It has been asserted that the Southern States do not make such provision for the schools as they might, and unfavorable comparison is drawn between them and northern communities in this respect. It must, however, be remembered that whatever be the potential resources of the Southern States they have much less available wealth than other sections of the country, a fact which meets us at every examination of school finances. By reference to Table I, Part 2, appendix, p. 325, the amount of school income derived from taxation in the several States will be seen, and, by reference to the abstracts of State reports in the appendix, the rates of taxation may be ascertained. For a full understanding of the conditions it would be necessary to compare these data with the amount of taxable property in each State. Without going into all the details, it may be said in general, from the showing of the census of 1880, that the valuation of real estate and personal property in the recent slave States and the District of Columbia is less than one-fifth the total valuation for all the States and Territories, while the population in the same is more than one-third of the total population. A few specific statements may be added for emphasis. The valuation of personal property and real estate in the section under consideration is $3,560,380,175 for a population of 18,684,948 ; the valuation of personal property and real estate in ti e three States of New York, New Jersey, and. LXXXYIII REPORT OF THE COMMISSIONER OF EDUCATION. Pennsylvania is $4,907,917,383 for a population of 10,496,878. Connecticut, with a State school tax not exceeding $1.50 per capita of school population and a local tax whose limit is 10 cents on $100, raises $1,276,667 for school purposes. The State school tax of Alabama consists of all the polls levied at $1.50 each and a local tax whose limit is 10 cents on $100 ; the amount realized from both is $250,000. From a State school tax of 10 cents on $100 and a local tax whose limit is 25 cents on $100, Nebraska realizes $786,963. South Carolina, from the polls levied at $1 each and a local tax not to exceed 20 cents on $100, realizes $441,110. Figures taken from a few States cannot be conclusive, but they serve to indicate the sort of examination which should precede positive statements of the comparative ability of the States to support their school systems. Without doubt popular education has to contend against greater apathy and ignorance in the Southern than in the Northern States ; the tax levied is not so readily collected in the South; a local school tax is not always allowed, and where it is allowed is seldom kept up to the limit ; but, on the other hand, the common school cause finds in the Southern States some of its most intelligent and earnest advocates. These men have already done much to increase local taxation and to secure the prompt collection and honest use of the tax levied, and they have been as faithful in rousing their own peo¬ ple to exertion as they have been earnest in pressing the educational wants of their sec¬ tion upon the attention of Congress. The spirit and method which they bring to the work are illustrated in the measures taken by Hon. G. J. Orr, State school commissioner of Georgia, to induce legislation in the interests of the school system of his State. Mr. Orr urges an annual tax of one-tenth of 1 per cent, on the taxable property of the State for the support of common schools, together with the remaining half rental of the Western and Atlantic Railroad, the former amounting to upwards of $250,000, the lat¬ ter to $150,000. For the purpose of adequately bringing the facts bearing upon the propositions to the attention of the legislature, Mr. Orr made an exhaustive calculation by counties of the sources and amounts of school revenue under the present conditions and as they would be affected by the proposed legislation. As the estimates were made for the year 1881, the totals may properly be introduced here : Amount of the State school commissioner’s order on tax collection _ $272, 574 91 Amount of poll tax paid county school commissioners _ _ 172, 450 20 Sum total of foregoing, constituting entire present school fund _ 445, 025 11 Present fund increased by tax of one-tenth of 1 per cent _ 700, 119 09 Present fund increased by remaining half rental of Western and Atlantic Railroad _ 595, 025 11 Present fund increased by both the foregoing amounts _ 850, 119 09 The amount per capita of average attendance realized from the present fund ranges from $1.68 to $4.94. With the proposed additions the per capita would range from $2.50 to $14.66. The present funds are sufficient to maintain the schools upon an av¬ erage 2.7 -f- months. With the increase the schools could be maintained upon an average 4.7-J- months. According to the census of 1880 Georgia ranks sixth among the recent slave States in real estate and personal property. The legislation urged by Mr. Orr would secure, it seems, the largest revenue for school purposes compatible with the financial condition of the State. The relative position which it would give Georgia among the States may be seen by comparing Mr. Orr’s estimates with the data presented in Table I, Part 1, Summary A, and Table I, Part 2, Summaries A and B. From a careful examination of the reports and statements of officers and teachers engaged in school work in the Southern States, as well as from personal observation of the same for several successive years, I am aware that marked progress has been made in the education of the masses in these States. The free school system is better understood and appreciated by the people and the schools as a rule are more efficient than at any previous time. There are exceptions to this general condition. In some cities there is even open or secret opposition to the schools, and in some rural districts depressing CONDITION OF EDUCATION AT THE SOUTH. LXXXIX apathy; the best argument that can be brought to bear upon these adverse influences is the practical one of good schools maintained in the face of hostility or indifference. This is the position assumed by those who so earnestly advocate national aid for common schools, to be distributed upon the basis of illiteracy. Illiteracy is more extensive in the South than in other sections of the country, and develops peculiarly alarming tendencies among the colored people. It would be impossible to repeat here all the facts and arguments called forth by the recent discussion of this subject; they do not present a more serious view of the situation than was embodied by the late Dr. Barnas Sears in his last report as agent of the Peabody fund. Dr. Sears, it must be remembered, had twelve years’ personal knowledge of the southern field, and was not inclined, either by temper¬ ament or experience or years, to sensational representations. “With two millions of children,” he said, “in these States still without the means of instruction, it becomes good citizens not to slumber over the danger of their situation. The mere neglect of a great opportunity may entail disaster upon them and their pos¬ terity, by suffering a horde of young barbarians to grow up to prey upon the peace of society. The peril, if once overlooked in the critical moment, cannot afterwards be reme¬ died by legal enactments and penal measures. If men fail to take the necessary precaution by training the young to be useful citizens, they must expect to reap a corresponding har¬ vest, and see around them a community distinguished for ‘ dwarfish virtues and gigantic vices. ’ ’ ’ The opinion expressed by Dr. Sears is confirmed by the memorial of the trustees of the Peabody fund to Congress, by his successor, Dr. Curry, and by the agents of the several religious denominations that have contributed so freely to the cause of southern education. Realizing the inadequacy of the means at command to overcome the ignorance and degradation of the masses of the freedmen as rapidly as the interests of society and good government require, the representatives of these various philanthropic agencies unite in the appeal for national aid to education. It is worthy of note that the Senate of the United States has recorded itself in favor of the measure. On the 17th of December, 1880, that body passed the bill entitled “An act to establish an educational fund, and apply a portion of the proceeds of the public lands to public education, and to provide for the more complete endowment and support of colleges for the advancement of scientific and industrial education. ’ ’ It was not proposed to con¬ fine the benefits of the act to the Southern States, but the provision that it embodied for distributing the income of the fund during the first ten years on the basis of illiteracy would have secured to them temporarily the special assistance which they need. It will be remembered that in 1872 the House of Representatives passed a similar bill ; it seems hardly possible that a measure which is supported by the most enlightened and patriotic citizens and which has been approved by the separate action of both houses of Congress can long fail of success.' The total number of institutions represented in the table on page lxxxvi is 17,375, having an enrolment of 818,365. It will be seen that 31 of the 47 normal schools, 31 of the 34 institutions for secondary instruction, the universities and colleges (17), and the schools of theology (22) derive their support from religious denominations. The schools of law (3) and of medicine (2) are supported chiefly by tuition fees. xc REPORT OF THE COMMISSIONER OF EDUCATION. PEABODY FUND. Table showing the amount and disposition of the sums disbursed from the Peabody fund from 1868 to 1881, inclusive. 1868. 1869. 1870. 1871. 1872. 1873. 1874. Virginia . $4,750 $12, 700 $10, 300 $15, 950 8 l> of $36, 700 $31, 750 North Carolina . 2,700 6, 350 7,650 8, 750 8,250 9,750 14,300 South Carolina . 3,550 7,800 3,050 2,500 500 1,500 200 Georgia . 8,562 9,000 6,000 3, S00 6,000 13,750 6, 500 1,850 6,950 6,550 6, 200 7,700 9,900 Alabama . 1,000 5,700 5,950 5,800 9,900 6,000 9,700 Mississippi . 1,338 9,000 5,600 3, 250 4,550 6,800 6,700 8,700 10,500 5,000 12, 400 11,500 2,750 1,000 1,000 . 4,300 11,050 9,200 12, 250 11,400 3,600 Tennessee . 4,800 11,900 15, 050 22,650 23, 250 27, 800 33,100 West Virginia . 10,900 13,000 9, 150 17,900 15, 750 15,100 Total . 35,400 90,000 90, 600 | ’ 100,000 130,000 137, 150 134, 600 1875. 1876. 1877. 1878. 1879. 1880. 1881. Total. Virginia . $23, 350 $17,800 $18, 250 $15,350 $9, 850 $6,800 $5,150 $238, 400 North Carolina . 16,900 8,050 4,900 4,500 6,700 3, 050 4,125 105,975 South Carolina . 100 4,150 4,300 3,600 4,250 2,700 4,050 42, 250 Georgia . 9,750 3,700 4,000 6,000 6,500 5,800 5,300 94, 662 Florida . 1,800 1,000 6,500 3,900 3,000 2,600 2,000 59, 950 Alabama . 2,200 5, 500 3,700 1,100 3,600 1,200 1,800 63, 150 Mississippi . 5,400 9,950 5,990 600 4,000 4,200 3,950 71,328 Louisiana . 1,000 2,000 2,000 8,000 i 7, 650 4,200 1,700 77,400 Texas . 1,350 4,450 10,800 8,550 7,700 27, 500 10, 800 73, 150 Arkansas . ! 1,500 1,000 6,300 6,000 5,600 7,200 4,000 83, 400 Tennessee . 27,150 10, 100 15, 850 14,600 12,000 10,900 5,500 234, 650 West Virginia . 10,500 8, 600 6, 810 5,050 4,000 2,000 2,000 120, 760 Total . 101,000 76, 300 89,400 I 77,250 1 74,850 78,150 50, 375 1,265,075 In accordance with the policy adopted in 1879, the disbursements from the Peabody fund, amounting to $50,375 for 1881, have been applied chiefly to normal schools, normal institutes, and other agencies for the training of teachers. The details of the year’s work are given under the head of Aid from the Peabody Fund, under the respective States, in the abstracts of the appendix. Peculiar interest attaches to the final action with reference to the. normal college at Nashville. It will be remembered that, from the want of cooperation on the part of the State of Tennessee, the trustees of the Peabody fund were obliged to consider the prop¬ osition for the removal of the college to Atlanta, Ga. The matter seemed to the agent, the late Dr. Barnas Sears, one of supreme importance, and its settlement engaged his efforts almost to the moment of his death. He had the satisfaction of believing that his endeavors had been successful and that the chief burden of the support of the college would not hereafter fall on the Peabody fund. The negotiation has been continued from the point to which Dr. Sears carried it by his successor, Dr. J. L. M. Curry, with the result of an annual appropriation of $6,000 from the State of Tennessee for the col¬ lege. Dr. Curry is confident that the State will henceforth deal liberally with the college. PEABODY - FUND. XCI Like his predecessor, Dr. Carry devotes himself to personal examination of the section in which the Peabody fund is disbursed, studying the wants and promise of the work, rousing public interest by his addresses, and securing the cooperation of prominent men by correspondence and conference. His efforts with the State legislatures in behalf of education have been specially fruitful in results. A great work has been done during the year in the direction of normal institutes, which, pending the establishment of normal schools, are the chief agency for training the teach¬ ers of the common schools in the Southern States. In this connection Dr. Curry says: These institutes have been valuable in stimulating and sustaining popular interest in education, in awakening teachers to a higher appreciation of the teacher’s work, and in correcting some stereotyped prejudices in reference to the art of teaching. This year institutes, aided or sustained by the fund, have been held in all but three of the States, and with signal success. Every year makes an improvement in organization, manage¬ ment, and instruction. The aid given by the trustees has produced immediate results and elicited warmest expressions of gratitude. Normal schools, as having continuous life and influence and coming more literally within the purview of the instruction of the trustees, have had much thought and labor. Permanent arrangements are needed to train the multitude of teachers which our school systems demand. The short lived institutes are not attended by all or by the most incom¬ petent, and cannot give thorough professional discipline and training. Not a few summer months, but toilsome years, are indispensable to teacher training. The establishment of normal schools for white and colored teachers has been earnestly advised, and aid has been promised to States which may establish them, so as to insure permanency and effi¬ ciency. In nearly all the States where normal schools do not exist, the superintend¬ ents are urging the subject upon their respective legislatures with zeal and ability. I am persuaded that in my next report I shall be able to make a most satisfactory statement to the trustees in this behalf. It will be remembered that the Peabody trustees have authorized a system of scholar¬ ships which enables a certain number of normal students from each of the Southern States to enjoy the advantages of the normal college at Nashville. From February 1 to Octo¬ ber 1, 1881, the disbursements from the Peabody fund for normal schools and teachers’ institutes were as follows: Teachers’ institutes - $14, 655 Hampton Normal Institute _ 500 Pupils from South Carolina at Hampton _ 450 Sam Houston Normal College, Texas _ 4, 500 Peabody Normal Schools, Louisiana _ 1, 500 Normal college at Nashville _ 3, 000 Nashville scholarships _ 19, 050 Total _ 43,625 This leaves a balance of $6,750, of which $500 went to Claflin University, $500 to Atlanta University, and the remainder was divided between elementary schools and educational journals. As during the last year, a judicious use was made of the Peabody medals in stimulat¬ ing the pupils of public schools. 1 2 3 4 5 6 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 REPORT OF THE COMMISSIONER OF EDUCATION, Table II. — Summary of school statistics of Cities. Total population (census of 1880). Legal school age. School population. Number of school buildings. Number of sittings for study. Number of teachers. Number of days schools were taught. Whole number en¬ rolled. C It Average daily at¬ tendance. 1 2 3 4 5 3 7 8 9 10 7, 529 7-21 1,757 2 14 882 717 Little Rock, Ark . 13,138 6-21 5,288 9 1,750 34 173 2,335 1,680 Los Angeles, Cal . 11,183 5-17 3,617 14 1, 680 34 192 2,098 1,285 Oakland, Cal . 34, 555 5-17 8,242 17 6,462 135 205 7, 262 5,237 233,959 6-17 55, 115 70 719 205 40, 187 29,092 Stockton, Cal . 10, 282 5-17 2, 204 8 1,954 34 210 2, 136 1,326 Denver, Colo., § of city.. 35,629 6-21 *5,700 7 3,000 67 186 4,087 2,730 Leadville, Colo . 14,820 6-21 2,084 5 1,400 26 140 1,533 1,039 Bridgeport, Conn* . 29,148 4-16 6, 641 18 4,318 91 199 5,229 3,529 Danhnry f!onn* 11, 666 4-16 2,588 44 .2, 271 cl, 554 Derby, Conn . 11,650 4-16 3,333 9 41 200 2,702 cl, 697 Greenwich, Conn* .. . 7, 892 4-16 1,887 dl9 29 1,552 856 Hartford, Conn* . 42, 551 4-16 9,652 dll 140 7, 612 c4, 886 Meriden, Conn . 18,340 4-16 4,393 13 2,544 49 193 3,548 1,787 IVTi rlHlpfinwn CJnrm 11,732 4-16 2,651 47 2,058 cl, 276 Hew Britain, Conn _ 13, 979 4-16 3, 528 10 36 187 1,873 1,244 New Haven, Conn . 62,882 4-16 14,548 29 9,350 238 200 12,434 8,357 Nftw TyOU rjoii flon n 10,537 4-16 2,090 41 1,891 cl, 240 Norwalk, Conn . 13,956 4-16 3,136 dl2 d3, 200 42 2,375 cl, 476 Norwich, Conn . ! 21. 143 4-16 5,073 98 4,216 c2, 808 Stamford Conn* 11,297 4-16 2,549 32 1,666 cl, 181 Waterbury, Conn*. 20, 270 4-16 4, 338 d21 53 3,506 c2, 525 Wilmington, Del . 42, 478 6-21 19 5,864 116 193 7,065 4,392 Key West, Fla c . 10, 940 6-21 3,416 6 18 100 795 520 Atlanta, Ga* . 37, 409 6-18 10,500 12 3,650 68 175 4,100 2,609 Augusta, Ga . 21,891 6-18 5,628 8 39 178 2, 487 1,471 Columbus, Ga . 10,123 6-18 p2,863 7 1,182 26 177 1,403 1,149 Macon, Ga . 12, 749 6-18 03,339 7 1,500 33 176 1,881 1,135 Savannah, Ga . 30,709 6-18 6,243 7 3,200 56 169 3, 110 2,789 Belleville, Ill . 13, 404 6-21 04,532 4 2,000 40 200 1,991 1,814 Chicago, Ill . 503, 185 6-21 137,035 57 50,303 991 197 66,485 45,055 Danville, Ill* . 7,733 6-21 3,030 5 1,520 32 192 1,860 1,230 Elgin, Ill . 8,787 6-21 2, 642 7 1,120 23 185 1,400 900 Freeport, Til . 8,516 5-21 6 2,000 28 196 1,700 1,350 Galesburg, Ill . 11,437 6-21 *4,254 7 1,900 35 177 2,035 1,414 Jacksonville, Ill . 10, 927 6-21 3,693 7 1,530 37 188 1,895 1,367 Joliet, Ill . 1 16, 149 6-21 4,641 9 1,930 43 198 2,023 1,852 Moline, Ill . | 7,800 6-21 2,016 1,208 23 175 1,505 971 Ottawa, Ill . i 7.834 6-21 3,254 8 1,850 40 196 1,597 * From Report of the Commissioner of Education for 1880. a Amount paid for teaching only. b Assessed valuation, c For the winter term, din 1878. CITY SCHOOLS, XCIII cities containing 7,500 inhabitants and over. Pupils. Estimated cash value of taxable property in the city. i Estimated real value of property used for school purposes. Tax for school purposes on assessed valuation — mills per dollar. Total receipts. 1 Expenditures. | Average expen¬ ses per capita of daily aver¬ age attend¬ ance in pub¬ lic schools. 1 Estimated enrolment in private schools.

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"S Vl QJ 4 - A "J o o 0 0 & u u o = p o c o fit A is .2 © a +* I §p 0 g 3 | i S A • > hJ w j £ !> < 2 3 4 5 6 7 s 9 10 16, 856 5-21 5,479 36 3,500 79 1 3, 120 2,478 7,874 4-21 2,836 16 3,300 38 190 1, 836 1, 536 12, 651 4-21 3,911 23 1,835 42 184 1,891 : 1, 335 19, 083 4-21 6,274 29 69 183- 2,919 2,062 1 33, 810 4-21 10,660 15 5,981 128 200 6, 797 4,347 7, 599 4-21 2,186 11 ] , 700 30 162 I 1,448 1, 130 332, 313 6-21 *86, 961 62 824 200 47, 048 29, 424 362, 839 5-15 61, 056 cl58 c56, 177 1,276 203* j ccl54, 323 r45, 647 13, 608 5-15 *2 278 21 2,560 43 197 2,444 1, 792 8,057 5-15 1,263 11 33 238 j 1, 503 997 52,669 5-15 9,390 29 9,124 182 197 8, 537 6,614 21, 782 5-15 3,884 70 195 4,443 2,947 11,286 5-15 2,081 10 1,270 29 191i 1,463 S24 8,029 5-15 1,671 11 1,470 29 195 1,550 1,124 48,961 5-15 7(9, 763 33 7,754 193 9, 363 5,845 12,429 5-15 2,473 18 3,128 54 193£ 2, 564 2,032 19, 329 5-15 4,008 24 4,032 89 200 4,126 3,223 18,472 5-15 3,600 3,045 88 198 3,346 ; 2, 364 21, 915 5-15 4,640 13 2,503 84 195 4,068 2,056 39, 151 5-15 7,143 20 5,000 108 197 5, 791 4,487 59,475 5-15 9, 121 42 7,729 160 193 9, 689 6,045 38,274 5-15 6,397 29 65, 575 121 5,916 4, 826 12,017 | 5-15 2,082 11 2,504 54 201 2,924 1,963 10,127 5-15 2,121 13 2, 100 42 1 178 2,367 1,654 7,573 5-15 7d, 204 10 1,500 27 192 1,340 1,164 26,845 5-15 7i4, 083 23 112 4,699 3,740 13,538 I 5-15 2,552 2,236 47 2,205 1,498 16,995 5-15 3, 252 17 *3,000 81 190 3,687 2,588 12, 172 5-15 2,089 25 2,300 54 160i 2,176 1,656 9,028 5-15 7(1, 730 43 1,669 1, 293 13,364 5-15 2,611 27 2,313 64 200 2,783 1,774 10, 570 5-15 7(1,948 67 66 2,097 1,562 24,933 5-15 4,204 19 5,050 96 188 5,271 3,793 33,340 5-15 6,285 27 5,781 124 200 6,452 : 4,548 21, 213 5-15 3,610 31 3,801 84 195 4,064 2, 921 11,712 5-15 2,146 12 2,238 49 195 2,306 ! 1,653 10, 931 5-15 2,371 23 2,432 52 200 2,369 ! 1,774 1 58,291 5-15 11,363 39 10, 233 235 190 11,801 ; 8,265 ! 7,849 5-20 5 1,613 29 1, 893 i 1,000 | i'rom Report of the Commissioner of Educa- d Average number belonging. tion for 1880. e Based on average number belonging. Assessed valuation. /Includes cost of supervision and salaries of n 1879. secretaries and other officers. rrom semiannual returns to June, 1881. CITY SCHOOLS. XCVII 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 pui'poses 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. | 1 I Teachers’ salaries. Total expenditure. Instruction and su¬ pervision. Incidental expenses. 11 12 13 14 15 10 17 18 19 20 150 $ 10,000,000 $75,000 2.45 $30,569 $403 1 $23,202 $30,563 $9 65 $2 53 75 50 59,300 18, 082 12,613 17, 112 76 269 6, 000, 000 95,000 2.33 19,445 17,366 22, 674 13 57 3 41 77 300 a9, 957, 257 193,050 2.5 33,238 23, 516 33,232 12 13 3 93 78 1,330 31, 153, 656 350,000 2.5 94,144 13,432 59,415 94,144 13 72 4 38 79 0 3, 462, 990 50,000 2 10,857 0 9, 110 10,856 8 06 1 55 80 614, 000 247,000,000 1, 730, 000 623,000 65, 998 476, 462 681, 921 16 36 4 57 81 6, 922 a665, 554, 597 *7, 466, 650 1,566,822 215,360 1,112,932 1, 775, (537 (a2J 15) 82 a6, 100, 000 97, 580 29, 227 2,816 19, 136 28, 628 If 83 a23, 723, §00 121, 800 1.5 36, 002 36,003 84 1,748 a49, 629, 060 590, 000 3.2 163,048 7,936 128,816 163,348 19 88 . 3 56 85 400 al5, 761, 537 •398,000 3.6 /42, 729 49, 597 15 11 4 07 86 1,069 7, 707, 840 121,450 4.5 24,386 4,350 15, 282 28, 825 20 48 9 63 •87 40 4, 444, 000 100, 000 4.6 21,305 2,244 014,858 21, 305 13 22 3 75 88 831 a39, 650, 761 683,000 10, 229 074, 811 116, 015 89 20 a9, 508, 584 179,853 3.9 36, 937 26,057 36, 937 14 93 4 87 90 35 12,151,725 116, 150 4.26 69,332 21,300 31, 143 67,912 10 82 3 63 91 125 9,861,955 269, 275 4. 56 46,327 2,700 37,764 52, 728 15 98 5 19 92 1,303 15,969,873 167, 892 58, 881 18,408 30,319 58, 881 15 63 4 06 93 1,400 30,000,000 j 285,787 2.8 72,033 15,000 56,685 89, 901 13 08 3 61 94 1,200 50,000,000 523, 972 3.1 144, 387 25,700 168,970 17 50 95 130 a24, 992, 084 ! 6493, 500 93, 677 8, 102 65,824 93, 677 96 154 14,000,000 ! 204, 100 3.5 38,513 500 26, 966 39, 374 15 30 5 34 97 30b a3, 562, 563 48, 100 4.19 21, 238 14, 887 20, 893 9 47 3 27 98 40 7, 588, 276 106, 500 4 29, 837 300 21, 675 29,719 19 60 5 64 99 328 a27, 115, 322 82, 266 57,950 78, 107 100 208 a7, 535, 456 25, 066 26,849 101 *150 26, 300, 000 429, 500 84,633 64,470 84,600 102 160 7, 131, 900 96,000 3.3 23,615 0 17,796 23, 475 11 35 2 82 103 30 a6,813 800 23, 723 18,644 fcl8, 644 104 150 7, 414, 405 78, 300 35, 154 . 375 23, 165 32,265 105 65 a7, 560, 381 6119, 000 33,241 23, 119 33,401 106 500 a22, 569, 100 344, 432 3.5 81,733 32, 432 62, 136 82, 361 16 85 4 85 107 470 a32, 731, 770 ; 552, 500 2.6 96,954 400 68,753 95,032 15 77 5 03 108 116 20,291,797 220, 000 3 45, 683 300 35,044 48, 298 14 01 3 99 109 103 «8, 827, 150 196, 800 3.8 34, 228 22,600 24, 636 54,849 110 50 8,216,838 202, 500 34, 464 23, 926 34, 413 14 50 4 88 111 2,000 46,867,192 898,292 3.32 152, 495 48, 984 119, 188 200,485 14 75 3 58 112 . | 109,500 . . 1 32,163 . 12, 198 31,800 . 113 g Includes cost of supervision. j In high school, 195. h In 1880. k Amount paid for tuition only. ■i From a return for 1880. E — Yil XCVIII REPORT OF THE COMMISSIONER OF EDUCATION. Table II. — Summary of school Cities. Total population (census of 1880). Legal school age. 1 | School population. — — - - . - Number of school buildings. Number of sittings for study. Number of teachers. Number of days schools were taught. Pupils. ; Whole number en¬ rolled. | Average daily attend¬ ance. ' 3 3 4 5 6 7 8 9 10 114 Ann Arbor, Mich . 8,061 5-20 2,676 6 1,480 37 198 1,900 1,427 115 Bay City, Mich . 20,693 5-20 5, 953 7 2,600 48 194 2,991 1,803 116 Detroit. Mich . 116,340 5-20. 37, 926 28 13, 110 268 196 16,627 11,545 117 East Saginaw, Mich . 19,016 5-20 6,429 11 3,075 62 194 3,314 2,503 118 Flint, Mich . 8,409 5-20 2,373 7 1,770 37 195| 2, 166 1,278 119 Grand Rapids, Mich . 32,016 5-20 10,635 16 4,834 112 194 6,133 3,719 120 Muskegon, Mich* . 11,262 5-20 3,807 7 1,400 33 197 1,786 1,018 121 8 883 5-20 3,003 5 26 197 1,836 122 Saginav^Mich . 10, 525 5-20 *3,245 6 1,656 34 195 1,805 1,280 123 Minneapolis, Minn . 46,887 6-21 16,600 15 5, 500 133 185 6,720 4,475 124 St. Paul, Minn . 41,473 6-21 14 3,728 102 198 4,338 3,515 125 Stillwater, Minn* . 9,055 1 1 5-21 4 1,100 20 176 1,100 800 126 Winona, Minn . 10,208 5-21 2, 360 4 1,918 34 198 1,762 1,385 127 Vicksburg, Miss . 11,814 5-21 3,671 2 1,200 21 190 1, 180 812 128 Hannibal, Mo . . 11,074 6-20 3,796 8 1,590 29 190 2,095 1,337 129 Kansas City, Mo . 55, 785 6-20 16, 981 11 5,500 87 196 8,026 4,509 130 St. Joseph, Mo. . 32,431 6-20 9, 852 20 3,455 67 198 4,072 2, 853 131 St. Louis, Mo . 350, 518 6-20 106, 372 92 44, 994 1,017 197 53, 965 35,942 132 Sedalia, Mo . 9,561 6-20 3, 105 5 1,619 26 179 2,016 1,336 133 Lincoln, Nehr 13,003 | 5-21 2,965 12 1,750 30 176 1,772 134 Omaha, Nebr . 30, 518 5-21 6,400 11 *3,700 59 196 4,042 3, 300 135 Virginia City, Nev*d . 10, 917 6-18 2,559 5 1,545 32 202 2, 260 1,276 136 Dover, N. H . 11, 687 5-15 2,329 18 2,042 45 167 2,029 1,437 137 Manchester, N. H* . 32,630 5-15 e4, 774 24 3,754 86 188 4,350 2,818 138 Nashua N H 13,397 5-15 17 *2, 140 ' 52 .2,606 1,951 139 Portsmouth N TT 9,690 5- 2, 272 13 34 200 1,922 1,771 140 Camden, N. J* . 41,659 5-18 el2, 637 16 10,000 140 200 7,935 7,291 141 | Elizabeth, N. J . 28, 229 5-18 8,625 5 2, 565 59 205 3,753 2,277 142 ! Jersey City, N. J* . 120, 722 5-18 41,226 20 14, 324 328 204 22, 776 12,905 143 Newark, N. J . 136, 508 5-18 41,861 32 15,600 281 205 18, 626 12, 145 144 New Brunswick, N. J ... 17, 166 5-18 6, 305 6 2, 175 46 201 2,458 1,684 145 Orange, N. J . 13,207 5-18 *3,792 4 1,371 31 197 1,708 903 146 Paterson, N. J* . 51, 031 5-18 13, 672 11 5,537 142 : 200 7,901 4,750 147 Plainfield, N. J . 8,125 5-18 2,184 3 1,000 24 : 200 1,299 975 148 Trenton, N. J* . 29, 910 5-18 7, 281 12 2,700 67 : 205 3,583 2,255 149 Albany, N.Y . 90,758 5-21 35,411 26 11,857 232 : 197 13, 976 8,986 150 Auburn, N. Y . 21, 924 5-21 6,855 11 3,334 68 : L94 3, 184 2,307 151 Binghamton, N. Y . 17, 317 5-21 4,778 8 /2, 797 64 : 207 3,000 2,037 152 1 Brooklyn, N.Y . 566, 663 5-21 *el81,083 57 61,908 : L,293 : 201 96,077 53,194 * From Report of the Commissioner of Education for 1880. a Assessed valuation. b In 1879. c Includes cost of supervision. CITY SCHOOLS. XCIX 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 12 13 14 15 16 17 IS 19 20 200 $4, 626, 150 $140,500 $31,833 $2, 116 $16, 422 $27,718 $12 55 $4 28 500 a7, 773, 310 146,000 4.7 42,072 832 16,205 35,079 9 58 3 05 6,731 98, 768, 279 821,489 289, 343 50, 364 156, 220 267,292 12 94 3 90 400 7, 699, 655 200,000 8.93 68,795 19, 312 25,748 64,513 11 94 4 93 95 4, 299, 550 144,000 39,060 951 13,974 29, 858 10 80 3 78 1,000 28, 350, 000 386,000 7.5 107,013 17,519 48, 414 90, 952 13 82 3 40 500 a61, 214, 755 81,309 28,075 1,102 11,792 26, 319 12 05 3 62 300 4 000 000 80 000 20, 515 665 9, 490 12, 348 10 20 600 4,000,000 100,000 6.% 39, 723 439 13,068 31, 748 10 86 *1,000 46,782,000 418, 104 3.58 206, 538 35,266 73,857 150, 456 17 13 3 71 1,800 a27, 000, 000 254,000 2.5 113, 308 32,500 57, 736 113,413 20 11 5 00 600 4,000,000 100, 500 2.6 27, 991 998 9,234 24, 120 12 79 9 20 350 6, 500, 000 180,200 41, 075 28,958 600 5, 000,000 12,650 3 16, 841 9,151 21,446 (15 ' 77) 300 a2, 780, 000 38,700 5 21, 253 96 13, 919 17, 323 10 22 2 60 «68, 100, 000 300,000 4 171,154 30,705 46,864 136, 495 625 12, 000, 000 133, 280 4 56, 949 11, 473 35,841 64,446 13 26 4 91 21,000 255, 930, 733 2, 853, 312 5 879,348 16, 258 c585, 457 762, 174 16 59 2 16 250 a2, 371, 648 74, 200 7 32,847 11, 132 9,705 26, 880 8 24 1 30 100 6,000,000 69,000 40, 438 11, 210 13, 124 36,919 13 09 500 15,000,000 366,000 9 88, 525 10, 836 37, 873 8S, 206 12 06 3 60 447 3, 000,000 71,500 5 97,699 1,000 33,026 44,437 25 88 8 93 90 11,363,070 149, 300 3 24, 648 418 17, 178 24, 616 13 16 3 84 2,100 25, 000, 000 286, 200 3.07 58, 109 6, 383 37, 583 57, 832 13 93 4 32 20 a9, 169, 414 236, 891 34,066 33,992 150 10, 000, 000 82,600 23,906 300 16, 621 23, 884 1,527 22,000,000 500,000 4.5 96,914 7,445 53, 192 96,825 2,439 11,762,900 79,600 3 38, 285 120 23, 967 37,794 13 32 4 33 9,000 90, 000, 000 658, 150 2 186,349 4, 926 102, 600 187, 409 66, 596 a682, 140, 700 910,000 . 208, 040 9, 504 cl58, 657 217, 424 13 06 4 06 1,200 10,832,000 125,200 2.54 48, 967 ; 42 19, 259 48, 480 13 51 2 21 900 1 7,000,000 100,000 . 1 32,737 8, 109 15, 629 32,737 20 78 6 49 61,500 619, 169, 609 257, 100 83, 983 2,100 c54, 155 76, 022 11 40 3 03 450 9,000,000 63,000 5.8 25, 430 222 12,688 25, 275 15 58 3 04 2, 604 620, 000, 000 143, 2G5 15 51, 882 29, 800 41, 744 14 81 3 65 4,474 68, 930, 390 765, 397 281, 226 19, 038 143, 776 195, 111 16 27 3 32 1,200 12,058, 784 154, 200 3. 32 44, 058 1, 654 27, 730 42,019 12 80 4 69 528 8,920,812 197, 349 5.9 48, 570 9,744 28, 253 47, 482 14 56 3 10 *50,000 1 *400,000,000 5,143,553 . 1 1,129,220 | 58, 850 603,618 1,083, 560 14 63 4 62 (I Exclusive of Gold Hill, a separate district, e Estimated. /Number actually occupied. 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142- 143 144 145 146 147 148 149 150 151 152 c 153 154 155 156 157 158 159 160 161 162 163 164 165 166 ! 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 *F 61 REPORT OF THE COMMISSIONER OF EDUCATION, Table II. — Summary of school Cities. Total population (census of 1880). a5 <£ 'o 0 05 iD 03 1 | School population. Number of school buildings. Number of sittings for study. ! Number of teachers. Number of days schools were taught. AVhole number en¬ rolled. T) cn Average daily at¬ tendance. 1 •> 3 4 5 i ; 6 7 8 9 : 1 10 Buffalo, N. Y* . 155, 134 5-21 i a56, 000 42 1 \ 439 l 1199 1 18, 606 i 14,555 Cohoes, N. Y* . 19,416 5-21 7,991 8 2,110 50 204 2,674 1,601 Elmira, N. Y . 20,541 5-21 6,032 8 63, 825 80 195 4,198 2,971 j Hornellsville, N. Y* . 8, 195 5-21 2,439 3 1,296 25 197 1,433 807 8,670 5-21 2,975 3 21 1, 158 Ithaca, N. Y . 9,105 5-21 2,703 6 1,730 j 32 191 1,918 1,365 Kingston, N. Y*c . <218, 344 5-21 2,704 5 1,671 ! 32 200 1, 889 1,083 : Lockport, N. Y* . 13,522 5-21 4,185 7 | 2,664 44 198 2,624 1,585 Long Island City, N. Y.. 17, 129 5-21 5,717 7 70 201 3,837 2,179 Newburgh, N. Y . 18, 049 5-21 *5, 897 6 2,500 64 200 3, 325 2,129 ; New York, N. Y . 1, 206, 299 [ 5-21 393,000 130 150,484 3,443 200 274,040 133,161 Ogdensburg, N. Y* . 10,341 5-21 4,044 9 2,500 30 199 2,070 1,114 Oswego, N. Y . 21,116 5-21 7,988 14 3,760 66 194 3,986 2,618 Plattsburgh, N. Y . 8,283 5-21 2, 160 1,371 Poughkeepsie, N. Y . 20, 207 5-21 p6,002 10 2,770 i 62 201 2,760 1,915 Rochester, N. Y . 89, 366 5-21 37,000 27 13,030 ! 270 | 196 13, 381 8,788 Rome, N. Y . 12,194 5-21 3, 129 8 2,050 31 198 1,700 1,427 Saratoga Springs, N. Y.. 8,421 5-21 2,639 12 1,726 32 200 1,668 1,097 Schenectady, N.Y* . 13, 655 5-21 4, 500 9 42 2, 288 Syracuse, N. Y . 51,792 5-21 18, 598 19 8, 383 186 196 9, 379 7,174 Troy, N.Y* . 56,747 5—21 18,464 17 6,500 142 201 9,351 5,613 Utica, N.Y . 33,914 5-21 12,048 18 4,690 107 | 196 5, 318 3,399 Watertown, N.Y . 10,697 1 5-21 3, 128 9 52 2, 154 Raleigh, N. C . 9, 265 6-21 24, 388 25 23 j 1962 21, 778 21,000 Akron, Ohio . 16,512 6-21 4,719 8 2,987 56 194 3, 195 2,485 Canton, Ohio . 12, 258 6-21 4,367 7 2,604 53 189 2,838 1,977 Chillicothe, Ohio . 10, 938 6-21 3,387 5 1,825 44 186 1,925 1,478 Cincinnati, Ohio . 255, 139 0-21 87,997 53 36,881 671 200 35,592 27, 279 Cleveland, Ohio . 160,146 6-21 52,412 42 22, 498 445 195 1 24,836 17,017 Columbus, Ohio . 51,647 6-21 15, 899 26 7,632 153 195 8,014 6, 103 Dayton, Ohio . 38, 678 6-21 11,225 14 6,340 133 195 6,502 4,670 Fremont, Ohio . 8,446 6-21 2,351 7 1,100 19 185 1,040 718 Hamilton, Ohio . 12, 122 6-21 4,895 5 2,100 36 195 2,008 1,477 Tronton, Ohio* . 8,857 0-21 2,720 5 1,600 29 185 1,807 .. i Newark, Ohio . 9,600 6-21 3, 880 6 2,024 40 183 1,853 1,305 Portsmouth, Ohio . 11, 321 6-21 *3, 734 6 2,200 43 190 2,215 1,905 j Sandusky, Ohio . 15,838 6-21 6, 290 10 2,770 49 195 2,519 1,869 Springfield, Ohio . 20,730 6-21 6,352 i 11 3, 186 61 193 3, 134 2,348 tion for 1880. estimated. exclusive of 300 sittings in a building formerly used for evening schools. district only. d For the entire city. e In 1879. CITY SCHOOLS. 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 pub¬ lic schools. Estimated enrolment in private schools. Permanent improve¬ ments. | Teachers’ salaries. Total expenditui’e. Instruction and su¬ pervision. Incidental expenses. 11 12 13 14 15 16 17 18 19 20 9,628 $89, 237, 320 $180, 100 $351, 095 $3,785 $282, 927 $347,204 $19 75 $3 63 500 10, 982, 664 100,000 7. 2 42,250 441 22,027 34, 381 14 25 6 94 816 10, 633, 000 316,000 4.75 71, 812 10,341 40,729 70, 939 14 21 3 16 350 6, 000,000 35,695 5.2 14,568 9,062 9,475 21,873 13 47 2 39 700 25,000 21, 158 6,237 8,705 15, 647 75 6, 000, 000 60,200 7. 58 29,650 8, 141 14,338 29, 650 11 82 2 57 197 5,475,440 148, 500 3.28 25,823 196 15,149 22, 472 15 11 1 35 500 8, 250, 000 105,000 3.2 37, 822 2,074 22, 267 32, 419 14 68 4 47 e/4, 681, 847 65,000 46,003 2,026 26,385 39, 697 701 17, 000, 000 192,000 4.2 47,787 6,198 29,206 44,757 14 42 3 69 40, 000 1, 644, 635, 197 11,775,000 2.99 3, 690, 283 343,510 2, 662, 008 3, 690, 283 20 24 4 89 570 45,000 15, 117 3,000 10, 800 21,263 1,268 /5, 712, 111 168, 380 4.5 47,803 2,752 28, 168 45,462 11 06 5 25 80 3,000,000 57,000 7 18, 246 •259 9,742 21, 143 828 /ll, 992, 115 128, 005 2.41 53, 824 6,518 25,645 40, 653 13 97 3 85 3,500 85, 000, 000 501,039 3.58 214,609 15, 499 129, 783 214, 179 14 76 7 65 465 7, 500, 000 75,250 2.05 15, 999 11, 392 15, 243 8 47 1 78 319 19,201,040 69, 300 4 35,027 2,439 13, 691 22, 222 14 99 4 37 450 72,000 23,092 1,360 18, 774 23,092 1,862 28, 104, 332 779,900 3.2 128, 840 20, 826 7i84, 332 128,839 11 75 3 30 1,200 46, 492, 376 243,800 106, 399 80, 396 106, 399 14 69 4 25 1,327 21,940,721 654,532 3.4 110, 919 12, 323 50,845 79,259 15 63 4 05 100 95,000 39, 373 4,766 17, 991 29,373 7250 710, 000, 000 75, 000 1.2 710, 732 750 10,000,000 208, 200 6 88,457 7,495 27, 826 86,228 12 00 6 80 600 /5, 379, 824 *152, 200 5 49, 172 9,485 22, 803 45,817 (12 87) 350 7, 373, 645 170, 400 5.75 43,062 5,904 21,130 34,577 15 65 3 50 16,525 /162, 500, 000 2,000,000 742,941 49, 137 462,430 687,152 20 14 2 14 9,865 *220,941,582 jl, 663, 035 4.5 399, 030 76, 126 276,316 420, 219 16 83 3 38 2, 107 48, 000, 000 718,384 5.6 207,986 21,960 102, 290 183,777 17 61 5 15 1,802 27, 000, 000 360,000 6 176,333 16,342 89,207 142, 814 19 64 4 17 450 3,000,000 54,000 7 17, 610 50 9,334 14,950 15 09 4 82 1,000 7, 000,000 125,000 5 46, 419 2,000 19,544 38,543 14 38 3 58 300 3,535,420 39, 200 2.88 20,748 2,151 13, 666 21, 162 10 65 2 44 300 95,350 4.5 45, 656 16, 881 22, 865 *200 *5, 000, 000 *180,000 *49, 108 *18, 590 *31, 397 *12 40 *2 60 880 11,000, 000 170,000 7 55,798 5,693 20,710 48, 660 12 16 3 56 e800 el5, 000, 000 119,819 5.5 84,648 19, 862 35, 022 68,739 15 68 4 10 /Assessed valuation. i For city and county. g Census of 1877. j In 1878. h Includes cost of supervision. Cl 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 CII 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 REPORT OF THE COMMISSIONER OF EDUCATION. Table II. — Summary of school Cities. Total population (census of 1880). Legal school age. School population. ■ Number of school buildings. Number of sittings for study. Number of teachers. Number of days schools were taugli Pupils. a u bo be < Total. Native. _bC "5 u 0 ft- | Male. Female. Total. •California . San Francisco... 7, 245 8,640 5, 454 256 5, 198 40 59 99 447 562 335 85 240 12 15 27 ■Connecticut . New Haven . 4,440 6,457 5, 880 637 5,243 113 80 193 7, 131 8, 229 3, 071 1,415 1,656 186 178 364 ■nk'org-in Fulton . 9,978 11, 817 2,048 1,981 67 209 171 380 Illinois . Cook . 13,598 16,883 16, 094 1, 149 14,945 321 275 596 Indiana. Marion . 4,063 5, 262 3,098 1,742 1,356 67 52 119 Kentucky . Jefferson . 14, 367 16, 508 5, 434 2,579 2,855 252 191 443 Louisiana . Orleans . 28, 166 30, 426 6,855 2,299 4, 556 417 337 754 Maryland . Baltimore City.. 22, 506 28, 433 8,903 4,185 4,718 253 198 451 Massachusetts. . . . Suffolk . 16, 108 20, 187 19, 251 706 18,545 61 90 151 Michigan . Wayne . 6,163 7,648 7, 158 1,480 5,678 216 184 400 Minnesota . Hennepin . 1,216 1,620 1,538 289 1,249 38 30 68 Missouri . St. Louis City.... 13, 836 16, 954 9, 264 2,259 7,005 302 244 546 New Jersey . Essex . 5, 425 7, 308 6,369 1,117 5,252 172 147 319 New York . Kings . 16, 490 22, 012 20, 610 3,190 17,420 568 590 1,158 Do . New York . 50, 203 63, 082 59, 531 5,998 53,583 1,301 1, 187 2,488 ■Ohio . Hamilton . 8, 292 9,831 7,091 1,786 5,305 107 75 182 Pennsylvania . Philadelphia . 25,812 36, 575 30, 592 8,502 22,090 726 541 1,267 Rhode Island . Providence . 13, 288 19, 142 18,259 2,799 15, 460 829 694 1,523 : South Carolina... Charleston........ 34,485 37,914 1, 538 1,312 226 168 131 299 Tennessee . Davidson . 14, 913 17,772 3,357 3,030 327 321 252 573 “Virginia . Henrico . 16, 155 17, 888 1,364 1,235 129 122 78 200 “Wisconsin . Milwaukee . 3, 170 3,960 3, 922 249 3,673 38 47 85 State. County. Cannot write. White. Colored. 15 to 20. 21 and over. Total, includ¬ ing Chinese and Indians. Male. Female. "3 o H Male. Female. Total. ■California . San Francisco... 57 71 128 1,962 3,265 5,227 3, 186 Colorado ... . Arapahoe . 6 10 16 142 150 292 227 Connecticut . New Haven . 126 110 236 2, 139 3,312 5, 451 577 Delaware . New Castle . 119 119 238 1,072 1,397 2,469 5, 158 Georgia . Fulton . 137 155 292 471 905 1,376 9,769 Illinois . Cook . 434 522 956 6, 048 8, 494 14, 542 789 Indiana . Marion . 109 85 194 1,210 1,575 2, 785 2,164 Kentucky . Jefferson . 259 228 487 1,787 2, 717 4,504 11,074 Louisiana . Orleans . 228 274 502 2, 220 3,379 5, 599 23,571 Maryland . Baltimore City.. 328 329 657 3,064 4,731 7,795 19, 530 Massachusetts. ... Suffolk . 143 336 479 5,893 12, 728 18, 621 936 Michigan . Wayne . 260 281 5fi 2,731 3, 486 6, 217 490 CXII REPORT OF THE COMMISSIONER OF EDUCATION Selected statistics of illiteracy, 1880 — Continued. Cannot write. White. i Colored. State. County. 15 to 20. 21 and over. 1 Hi ] 2|| 6 i '"o j: Male. d S Total. 6 § «S Ph Total. i rt fcc'g Eh"- Minnesota . Hennepin . 82 65 147 619 704 1,323 82 Missouri . St. Louis City.... 293 411 704 3, 238 4, 776 8,014 7,690 New Jersey . ! Essex.. . 183 170 353 1,998 3, 699 5,697 939 New York . ' Kings . 363 699 1,062 6,084 12,306 18,390 1 1,402 Do . New York . 1,430 2,248 3, 678 19, 404 34, 011 53, 415 3,501 Ohio . Hamilton . 175 234 409 2,321 4,179 6,500 2,740 Pennsylvania . Philadelphia . 944 1,128 2,072 9, 216 18, 037 27,253 5, 983 Rhode Island . Providence . 1,017 1,060 2,077 5,474 9, 185 14,659 883 South Carolina... Charleston . 131 89 220 481 538 1,019 36, 376 Tennessee . Davidson . 242 144 386 1,148 1,250 2,398 14, 415 Virginia . Henrico . 76 52 128 495 541 1,036 16, 524 Wisconsin . Milwaukee . 106 137 243 1, 525 , 2,069 3, 594 38 Cannot write. Colored. State. County. 10 to ,14. 15 to 20. 21 and over. 45' 45 1 -• 4,976 (738) ) 2,700 I 2,416 J X S' c ic - si j= be £ 154 33 a Classification not NORMAL SCHOOLS. CXXX statistics of private normal schools. Volumes in li¬ braries. 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 ap¬ paratus. Number possessing a mu¬ seum of natural history. 1 N umber 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. 860 100 0 4 3 1 1 1 0 i 4 3,000 100 0 1 1 1 1 0 0 i 1 100 20 2 1 2 1 1 2 2; 200 i 2 3 1 1 4,122 200 3 2 5 5 4 5 5 1 2 4 9,240 800 9 4 10 8 8 8 2 5 9 1,700 70 6 2 6 5 ? 5 2 1 3 7 3,320 120 2 i 1 2 2 2 i 1 2 1,860 281 3 5 5 4 5 i 1 2 5 780 30 0 0 2 1 0 0 0 0 1 1 300 2 1 2 2 2 1 2 1 2 1 1 1 1 1 1 1 2 2 1 1 9 1 2 2 1 1 2. i 1 1 1 1 1 i 0 1 1 0 1 1 0 0 2 1 1 1 2 325 43 2 3 2 1 7,956 244 5 2 5 5 5 6 4 2 6. 56 56 1 1 1 1 1 1 1 1 4,817 446 5 1 5 3 3 3 1 5 5 250 42 4 3 3 1 2 2 3- 3, 842 108 6 1 9 8 4 5 3 7 8 550 350 2 1 2 2 1 1 1 2 3: 100 100 1 0 1 0 1 1 1 0 1 1 20 0 0 1 1 1 3,100 200 1 0 1 1 0 0 0 0 1 250 2 .1 2 2 0 1 1 2 1 2? 90 12 2 0 o ° 1 1 1 2 2. 46, 838 3,322 67 18 86 68 57 30 9 42 80 reported in all cases. CXXII REPORT OF THE COMMISSIONER OF EDUCATION. Table III. — General summary of statistics of public and private normal schools. T Number of normal schools supported by — States and Territories. State. County. City. All other agencies. Number of schools. Number of instructors. Number of students.a Number of schools. Number of instructors. Number of students.a Number of schools. Number of instructors. Number of students.a Number of schools. Number of instructors. Number of students.a 4 20 536 4 19 186 2 205 1 8 34 1 16 432 1 3 155 2 14 1 9 1 1 9 150 1 7 13 61 78 4 4 274 2 608 1 9 223 8 47 638 1 12 588 2 4 29 10 76 4, 194 y g 343 2 2 38 39 681 2 10 187 2 11 318 U*. 5 38 377 2 9 131 4 21 444 2 10 17 c2 4 52 Maryland . 20 245 2 4 195 Massachusetts . 6 63 1,099 3 14 101 2 8 28 Michigan . 2 13 389 3 19 156 Minnesota . 3 539 Mississippi . 2 11 187 2 9 168 Missouri . 5 48 1,290 1 7 134 1 Nebraska . 1 9 274 1 11 34 New Hampshire . 1 4 35 New Jersey . 1 10 236 1 1 27 New York . 8 T25 2 688 2 50 1,285 2 14 North Carolina . 57 853 5 20 241 Ohio . 3 17 122 8 82 3,486 Oregon . 1 4 61 Pennsylvania . 10 128 3, 267 1 28 965 9 39 567 Rhode Island . 1 11 136 South Carolina . 4 21 346 Tennessee . 1 8 161 12 57 885 Texas . 2 10 199 3 16 132 Vermont . 3 17 411 1 6 Virginia . 61 48 305 1 3 66 2 10 25 West Virginia . 5 10 186 1 8 170 Wisconsin . 4 56 1,029 1 2 15 2 14 54 Dakota . dl District of Columbia . 2 6 38 3 10 122 Utah . dl 2 45 W a.sh i n gton dl 21 Total . 90 823 17, 188 1 9 223 22 147 2, 992 112 594 13,589 a This summary contains the strictly normal students only, as far as reported ; for total number of students, see the preceding summaries. 6 Partially supported from the proceeds of the national grant of land to agricultural colleges, this normal school being part of an institution so endowed, c Receive an allowance from the State. d Territorial appropriation. NORMAL SCHOOLS. CXXIIX Appropriations for normal schools. Name of school and location. State Normal School, Florence, Ala . . Normal School for Colored Teachers, Huntsville, Ala . Lincoln Normal University, Marion, Ala . Tuskegee Normal School, Tuslcegee, Ala . Normal department of Arkansas Industrial University, Fayetteville, Ark- Southland College and Normal Institute, Helena, Ark . Branch Normal College of Arkansas Industrial University, Pine Bluff, Ark- Normal department of Girls’ High School, Son Francisco, Cal . California State Normal School, San Jos6, Cal . . Normal department of the University of Colorado, Boulder, Colo . . . . Connecticut State Normal School, New Britain, Conn . East Florida Seminary, Gainesville, Fla . . . Noi-mal department of Atlanta University, Atlanta, Ga . Normal department of North Georgia Agricultural College, Dahlonega, Ga.. Southern Illinois Normal University, Carbondale, Ill . Illinois State Normal University, Normal, Ill . Cook County Normal and Training School, Normalville, Ill . Training school department of public schools, Fort Wayne, Ind . Indianapolis Normal School, Indianapolis, Ind . Southern Indiana Normal College, Mitchell, Ind . Indiana State Normal School, Terre Haute, Ind . Burlington City Training School, Burlington, Iowa . Iowa State Normal School, Cedar Falls, Iowa . Normal department of the High School, Davenport, Iowa . Chair of Didactics, State University of Iowa, Iowa City, Iowa . Kansas State Normal School, Emporia, Kans . Normal department of University of Kansas, Lawrence, Kans . 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, Castine, Me . State Normal and Training School, Farmington, Me . . . . . 4,000 2,000 (&) c460 2,000 d5, 000 33,300 $20 00 17 00 (&) 1 14 77 08 (b) ( b ) e87, 000 80 00 (/) (/) (&) (b) to) C 9 ) h20, 190 50 50 22, 494 49 44 il5, 000 j27 50 (fc) (fc) (fc) tl2, 000 17,000 (fc) 28 91 (fc) (fc) 8,750 21 00 (fc) (fc) (b) (b) 0 0 (&) ( b ) 140 1 75 (m) (m) n2, 900 n28 50 6,000 30 00 6,333 63 33 a Exclusive of appropriations for permanent objects. b Appropriation in common with other departments of the university ; see Table IX. c$300 from the State and $160 from the county. d City appropriation. e Of this, $75,000 is a special appropriation for new building ; there was also an appropriation of $25,000 from the city for the same purpose. /School is supported from interest of funds derived from sale of lands donated by the United States. g Partially supported from the proceeds of the national grant of land to agricultural colleges, this normal school being part of an institution so endowed. h Of this sum $6,397 were from the fund donated by Congress for seminary and $1,200 for perma¬ nent improvements. i County appropriation. j County appropriation per capita. k Appropriation in common with other public schools of the city. I City appropriation for buildings. m Sustained by the Peabody fund. nFrom local conti’ibutions and Peabody fund, the amount per capita being the amount of these two funds. CXXIV REPORT OF THE COMMISSIONER OF EDUCATION, Appropriations for normal schools — Continued. Name of school and location. S3 CO 0 •S ◄ State appropriation per capita of pupi Is in the last year. a State Normal and Training School, Gorham, Me . : . $6,333 $45 00 Normal Practice School, Lewiston, Me . (&) (b) ' 600 cl, 550 1,000 600 2,000 Maryland State Normal School, Baltimore, Md . 10,000 37 90 Boston Normal School, Boston, Mass . (b) (&) Massachusetts Normal Art School, Boston, Mass . 17,000 57 83 State Normal School, Bridgewater, Mass . 13,800 74 25 c3, 380 State Normal School, Framingham, Mass . 11,200 120 00 c3, 000 State Normal School, Salem, Mass . 20, 876 55 00 Westfield State Normal School, Westfield, Mass . 10, 350 86 25 Massachusetts State Normal School at Worcester, Worcester, Mass . 10, 925 69 14 Course in the Science and the Art of Teaching (University of Michigan), (d) (d) Ann Arbor, Mich. Michigan State Normal School, Ypsilanti, Mich . e44, 500 39 63 State Normal School at Mankato Mankato Minn 12, 000 State Normal School at St. Cloud, St. Cloud, Minn . 12,000 69 00 State Normal School at Winona, Winona, Minn.... . 12,000 32 00 Mississippi State Normal School, Holly Springs, Miss . 3,000 22 50 Tougaloo University, Tougaloo, Miss . 2,000 8 68 Missouri State Normal School, third district, Cape Girardeau, Mo . 8, 750 38 21 Normal College of the University of the State of Missouri, Columbia, Mo.... (d) (d) Lincoln Institute, Jefferson City, Mo . /15, 000 Missouri State Normal School, first district, Ivirksville, Mo . 10,000 20 32 St. Louis Normal School, St. Louis. Mo . c9, 228 g92 27 State Normal School, second district, Warrensburg, Mo . 10,000 25 64 Nebraska State Normal School, Peru, Nebr . . 11, 750 New Hampshire State Normal School Plymouth N. H 7i8, 500 Newark Normal School Newark N J cl, 490 New Jersey State Normal School, Trenton, N. J . j 20,000 73 00 State Normal School, Albany, N. Y . | 18,000 72 00 State Normal and Training School, Brockport, N. Y . | 18,000 20 20 State Normal School, Buffalo, N. Y . . . 17, 599 State Normal and Training School, Cortland, N. Y . 18,000 51 43 State Normal and Training School, Fredonia, N. Y . . . 18,000 State Normal and Ti'aining School Geneseo N. Y 18,000 Normal College, New York N Y c95, 000 State Normal and Training School, Oswego, N. Y . 20,000 j 40 90 a Exclusive of appropriations for permanent objects. b Appropriation in common with other public schools of the city. cCity appropriation. d Appropriation in common with other departments of the university ; see Table IX. e$25,000 for building. / For two years. g City appropriation per capita. TiAlso $1,350 from city. NORMAL SCHOOLS. CXXV Appropriations for normal schools — Continued. Name of school and location. c-~ e cs ~ 5 8 Cw ct rtls $ ».£ ai Pa. State Normal and Training School, Potsdam, N. Y . Syracuse Training School, Syracuse, N. Y . University Normal School, Chapel Hill, N. C . Elizabeth City State Normal School, Elizabeth City, N. C. State Colored Normal School, Fayetteville, N. C . Franklin Normal School, Franklin, N. C . New Berne State Normal School, New Berne, N. C . Newton State Normal, Newton, N. C . Wilson State Normal School, Wilson, N. C . Cincinnati Noi’mal School, Cincinnati, Ohio . Cleveland City Normal School, Cleveland, Ohio . Dayton Normal and Training School, Dayton, Ohio . Geneva Normal School, Geneva, Ohio . . . Pennsylvania State Normal School, Bloomsburg, Pa . Southwestern State Normal School, California, Pa . State Normal School, Edinboro’, Pa . State Normal School at Indiana, Indiana, Pa . Keystone State Normal School, Kutztown, Pa . Central State Normal School, Lock Haven, Pa . Pennsylvania State Normal School, Mansfield, Pa . Pennsylvania State Normal School, Millersville, Pa . Philadelphia Normal School for Girls, Philadelphia, Pa.... Cumberland Valley State Normal School, Sliippensbur; West Chester State Normal School, West Chester, Pa . Rhode Island State Normal School, Providence, R. I . Fairfield Normal Institute, Winnsboro’, S. C . Warner Institute, Jonesboro’, Tenn . Freedmen’s Normal Institute, Maryville, Tenn . State Normal College, University of Nashville, Nashville, Tenn . Sam Houston Normal Institute, Huntsville, Tex . State Normal School of Texas for Colored Students, Prairie View, Tex.. State Normal School, Castleton, Vt . Johnson State Normal School, Johnson, Vt . . State Normal School, Randolph, Vt . Bridgewater Normal School, Bridgewater, Va . . Hampton Normal and Agricultural Institute, Hampton, Va . Richmond Normal School, Richmond, Va . . a Exclusive of appropriation for permanent objects. b Appropriation in common with other public schools of the city, c Includes $500 from Peabody fund. d Includes $200 from county and $200 from Peabody fund. e Includes $200 from Peabody fund. / Includes $100 from county and $200 from Peabody fund. g City appropriation. h Fifty cents a week for normal pupils. i From State, county, and city. j From county. k Also $159 from county. 1 Also $120 from county, m From State and county. ?iThis institute receives annually about $10,000 from the State, being its share of the income from the congressional grant of lands to agricultural colleges. o City appropriation ; also $270 from State. $18, 000 (&) (&) 2,000 $5 91 500 8 81 c2, 500 I 18 &5 c?900 j e700 7 69 500 ; /800 j 2 50 07,731 pi, 500 | . 10,000 I (h) . 2,500 1 (h) 5,000 10 50 11,270 | 2,500 (h) 5,000 j 5,000 ; 10,000 p25, 000 j 9,749 6 97 4,841 (h) 9,000 50 00 t'850 jl50 j£3S 0 0 20,000 120 00 7,600 2,000 fcl, 800 14 40 72, 146 m3 85 (») 26 83 ol, 170 CXXVI REPORT OF THE COMMISSIONER OF EDUCATION. Appropriations for normal schools — Continued. Name of school and location. 00 s 1 1 o < State appropriation per capita of pupils in the last year. a i Glenville State Normal School, Glenville, W. Ya . $1,333 Storer College, Harper’s Ferry, W. Va . 504 Marshall College State Normal School, Huntington, W. Ya . 1,333 $15 15 Shepherd College, Shepherdstown, W. Ya . 1,000 West Liberty State Normal School, West Liberty, W. Ya . 773 22 00 Milwaukee Normal School, Milwaukee, Wis . 54, 089 State Normal School, Oshkosh, Wis... . 18,000 26 10 Wisconsin State Normal School, Platteville, Wis . 22,703 30 66 State Normal School, River Falls, Wis . 18, 521 69 42 State Normal School, Whitewater, Wis . 25,188 Dakota Normal School, Springfield, Dak . Miner Normal School, Washington, D C . Normal department of Howard University, Washington, D. C . (c) (c) Washington Normal School, Washington, D. C . Normal department of Universitv of Deseret, Salt Lake City, Utah . d2, 500 d62 50 Normal department, University of Washington Territory, Seattle, Wash. Ter.. (e) (e) a Exclusive of appropriations for permanent objects. b City appropriation. c Congressional appropriation of $10,000 for all departments of the university. d Territorial appropriation. e Appropriation in common with other departments of the university; see Table IX. The comparative summary of normal schools shows a net increase of 5 schools, 107 instructors, and 5,628 students over the figures for 1880. The total increase in the num¬ ber of normals reporting is 18, the total decrease 13, the increase being chiefly in public normal schools or departments for colored teachers in the South and the decrease chiefly in private normals. The number of city normal schools is 147, representing cities in 13 States ; the number of State normals, 90, representing all but five of the States. Only one county normal was reported upon returns to the statistical division, viz, Normal and Training School, Cook County, Illinois; a few others are mentioned in the abstracts. Of the whole number of normals, 113 are public, as against 106 in 1880. The public normals differ widely in respect to income, appliances, &c. ; a few, as may be inferred from the duration of the course, have the characteristics of normal institutes rather than of normal schools. Considered by geographical position the public normals are distributed as follows : New England States (6) _ Middle Atlantic States (6) Southern Atlantic States (4) _ Gulf States (4) _ Southern Central States (6)__ Northern Central States (9) _ _ States of the Pacific slope (3) Territories (11) _ 21 27 9 8 16 25 2 5 These schools are supported by public funds, subject to inspection by State, county, or city authorities, and for the most part confer a diploma upon their graduates which is accepted in lieu of an examination for the position of teacher in the common school. In NORMAL SCHOOLS. CXXVII a few States there is a permanent endowment fund for normal schools, bnt as a rule they are sustained by annual appropriations. The estimates are very closely scrutinized, and the debates to which they give rise often become the scene of violent opposition to the schools themselves. It is gratifying to note that the investigations prompted by these periodical attacks have invariably resulted in the vindication of the particular school involved and the consequent strengthening of the system of normal training. The experience of the Connecticut State Normal School is significant. In 1867, it will be remembered, the opponents of the school had so far prevailed that all appropriation was withheld and the school suspended for two years. Opposition was renewed after the school reopened, but the final issue has been a grand rally for its support ; by the unanimous action of both houses of the Connecticut legislature $75,000 were appropri¬ ated in 1881 for a new building upon the condition, already fulfilled, that New Britain should add $25,000. This result reflects great credit upon the judicious management of those who have had the conduct of the school through its struggles. APPROPRIATIONS FOR NORMAL SCHOOLS. Appropriations for normal schools average a little higher than in 1880. The six largest appropriations were as follows : Philadelphia Normal School for Girls, Philadel¬ phia, Pa., $25,000; State Normal School, Whitewater, Wis., $25,188; California State Normal School, San Jose, Cal., $33,300; Michigan State Normal School, Ypsilanti, Mich., $44,500; Connecticut State Normal School, New Britain, Conn., $87,000; Normal Col¬ lege, New York City, $95,000. The largest public appropriations to normal schools in the 12 States aided by the Pea. body fund were $20,000 to the Sam Houston Normal Institute, Huntsville, Tex., and $7,600 to the Normal School of Texas for Colored Students, Prairie View. REQUIREMENTS FOR ADMISSION TO NORMAL AND TO PROFESSIONAL SCHOOLS. The tendency is noticeable in the public normals to increase the length of the course and to give it more and more a professional character. In view of these efforts it is important that the relative standing of normal schools and schools of law, medicine, &c., should be understood. The following statements indicate the admission require¬ ments of these several classes of institutions : Boston Normal School. Candidates for admission must be at least eighteen years of age, unless an exception is made by a special vote of the committee in charge, and must be recommended for admission by the master or committee of the last school they attended. A certificate that a candidate has completed the fourth year of the high school course is accepted as proof of qualification for admission. The course of study in the Boston high schools embraces the following subjects : Composition; rhetoric; English literature; an¬ cient, mediaeval, and modern history ; civil government; botany; zoology; anatomy and physiology; chemistry; physics; astronomy; arithmetic, including the metric system; algebra; geometry; plane trigonometry; Latin, or French, or German; vocal music, and drawing. Candidates who have not completed the fourth year of the Boston High School course will be examined on this or its equivalent. State Normal School , Worcester , Mass. Candidates must show upon examination good capacity and general intelligence, and also fair attainments in the following branches, viz : reading, spelling, penmanship, geography, arithmetic, English grammar, history of the United States. Express warning is given against trying to enter in the hope of “making up ” defi¬ ciency in any of these departments. Normal College , New York. Candidates must pass an examination in algebra, arithmetic, grammar, geography, history, spelling, and drawing. 'CXXYIII REPORT OF THE COMMISSIONER OF EDUCATION. Michigan State Normal School. Candidates must sustain a thorough examination in arithmetic, elements of English grammar, geography, reading, spelling, and penmanship. Harvard Law School. (1) Latin. — Candidates will he required to translate (without the aid of grammar or dictionary) passages selected from one or more of the following hooks: Caesar’s Commen¬ taries on the Gallic War, the iEneid of Virgil, and the following orations of Cicero : Four orations against Catiline : for Archias; for the Manilian Law; for Marcellus; for Liga- rius. (2) Blackstone’s Commentaries (exclusive of editor’s notes). Proficiency in French, representing an amount of preparatory work equivalent to that demanded of those who offer Latin, will he accepted as a substitute for the requisition in the latter language. Harvard Medical School. (1) English. — Every candidate shall be required to write legibly and correctly an English composition of not less than two hundred words, and also to write English prose from dictation. (2) Latin. — The translation of easy Latin prose. (3) Physics. — A competent knowledge of physics (such as may he obtained from Bal¬ four Stewart’s Elements of Physics). (4) Elective subject. — Each candidate shall pass an approved examination in such one of the following branches as he may elect: French, German, the elements of algebra or of plane geometry, botany. Dartmouth Medical College. Applicants for admission must he eighteen years of age, and, unless already matricu¬ lates of this institution or graduates of some reputable college, academy, or high school, will be examined as to their fitness for entering upon and appreciating the technical study of medicine. They will he expected to he familiar with the elementary principles of physics (light, heat, electricity, &c.) on entrance. Boston University School of Medicine. Candidates who have taken their first degree in arts, philosophy, or science are admitted without examination. All others, before matriculation, are examined in the following branches: (1) In orthography, English composition, and penmanship; (2) in arithmetic, geography, and English grammar; (3) in elementary physics, by an examination in Stewart’s Primer of Physics; (4) in Latin, by requiring a translation from Harkness’s Latin Reader at sight. Massachusetts Institute of Technology. Regular courses : To he admitted as a regular student of the first year’s class, the applicant must have attained the age of sixteen years and must pass a satisfactory exam¬ ination in arithmetic (including the metric system of weights and measures) ; algebra, through equations of the second degree; plane geometry; French, grammar through irregular verbs and the first two hooks of Voltaire’s Charles XII or an equivalent; Eng¬ lish grammar and composition; geography. COURSES OF STUDY AT HOME AND ABROAD. By a comparison of Table III with Tables XII and XIII, appendix, it will he seen that the average duration of the course in normal schools is about the same as that of ^schools of law or medicine. The faculties of normal schools and educators generally seem to he rapidly approach¬ ing agreement as to the essentials of a pedagogic course. Whether there he or he not a science of education is still matter of dispute, hut both parties in the discussion allow that the body of facts and principles derived from psychology, physiology, and the his¬ tory of methods of training should he included in the normal studies. It is also admitted NORMAL SCHOOLS. CXXIX that the student must have the opportunity of observing for himself and of practising the art in which he desires to become proficient. The extent to which provision is made for the latter requirement is indicated by the table. Seventy-two public and 42 private normals, it will be seen, report 1 1 model ’ ’ departments, while a number not so sup¬ plied make arrangements for their undergraduates to teach in other schools. This sub¬ stitute plan is open to objection, and, excepting under the most judicious management, is of doubtful utility, the direction and criticism of an experienced principal who has some personal interest in the result being quite as important in the practical as in the theoretical part of the training of normal students. The proportion of normal schools reporting gymnasiums is greater than in previous years, but less than should be the case, considering the importance of physical training in a scheme of popular education. Of all agencies the normal schools can do most to pro¬ mote the systematic training of the body; their graduates are sought for the very schools in which the need of the exercise is most apparent, while, moreover, it is matter of experience that the notions of school training adopted in the normal schools affect to some extent all classes of elementary schools. Not only should a gymnasium be an adjunct of every normal school, but physiology, hygiene, and sanitation should be included in the curriculum as affording invaluable knowledge to teachers. The assembling of many persons in the same room is well known to be a condition prejudicial to health; in the case of children in a school the teacher is the only person who can be relied upon to maintain the counteracting influences. It is to teachers, moreover, that we must look in some measure for the diffusion of knowledge with refer¬ ence to the laws of health. 1 1 1 have long ceased to doubt, ’ ’ says Dr. Schrodt, ‘ 1 that, apart from the effects of wounds, the chances of health or disease are in our own hands ; and, if people knew only half the facts pointing that way, they would feel ashamed to be sick or to have sick children. ’ ’ This may seem an extreme statement, but the progress made in sanitary knowledge leaves no reasonable doubt that human misery may be greatly diminished by a general regard of the laws of health. The subject should be pressed upon the attention of every normal student and be made as familiar to the minds of children as the rudiments of language and numbers. A larger number of schools report laboratories, museums, &c., than in previous years. With the increasing demand for science teaching, it is hard to understand the opposition manifested in some quarters to appropriations for appliances. The Illinois legislature was the scene of a special manifestation of this false economy during the present year, when the appropriations for the Southern Illinois Normal School were under discussion. The outcome was the reduction of the item of §1,250 for the library to §500 and the utter rejection of the proposition for §500 per annum for the laboratory and §700 for the museum, a result effected by men of the very class who declaim against cramming and memorizing and demand practical training in the schools. The action of the Illinois legislature offers an unfavorable contrast to the efforts made in other sections of the United States to promote the study of science among teachers. The course of lectures before the Teachers’ School of Science, Boston, consisted for the year 1880-’81 of eight lessons on physics, by Prof. Charles R. Cross ; eight on zool- ogy, by Prof. Alpheus Hyatt ; four on botany, by Prof. George L. Goodale, and four on geology, by Mr. W. O. Crosby. These lessons were illustrated by experiments and specimens in the hands of each student, and were exceedingly interesting as well as instructive. The course was in charge of the Natural History Society ; but the entire expense for lectures, specimens, &c., was borne by Mrs. Augustus Hemmenway and Mrs. Quincy A. Shaw. Four hundred teachers of Boston and vicinity constituted the class. The catalogue of the Lawrence Scientific School, Harvard University, announces that : The school also offers facilities to teachers and to persons preparing to be teachers who desire to qualify themselves in the modern methods of teaching science by observa¬ tion and experiment. A year’s course of study, adapted to this purpose, maybe selected E — IX cxxx REPORT OF THE COMMISSIONER OF EDUCATION. from the elements of natural history, chemistry, and physics, including any of the fol¬ lowing subjects: physical geography and elementary geology; general chemistry and qualitative analysis; mineralogy; physics; botany; comparative anatomy and physiology; zoology. This course is flexible and comprehensive; the instruction is mainly given in the lab¬ oratories and museums of the university, and is of the most practical character, every student being taught to make experiments and study specimens. There are also scholarships in the scientific school, not exceeding eight at any one time, of the annual value of $150 each, for the benefit of graduates of the State normal schools. The manner in which these scholarships are divided among the normal schools is determined by the State board of education. Similar measures have been inaugurated for the benefit of teachers in other States, but no report of them has been received at the Office. In this connection it is proper to recall the views set forth in the London Times and in Nature with reference to the debate in the British Parliament in 1878 upon Sir John Lubbock’s motion for the addition of elementary science to the subjects for which grants should be given under the education code. The Times says : To be taught something about gravitation, about atmospheric pressure, about the effects of temperature, and other simple matters of like kind, which would admit of experimental illustration and which would call upon the learner to make statements in his own words instead of in those of somebody else, would be so many steps toward real mental development. At the end of a vacation, even if the facts of any particular oc¬ currence had become somewhat mixed, the pupils would nevertheless preserve an in¬ creased capacity for acquiring new facts, and would probably retain these for a longer period; and such are precisely the changes which it should be the province of education to bring about. We would even go further than Sir John Lubbock, and in elementary schools would give an important place to the art of drawing, which teaches accurate ob¬ servation of the forms of things. The efforts of a wise teacher should always be guided with reference to the position and surroundings of a child at home, and should seek to supplement the deficiencies of home training and example. Among the wealthier classes the floating information of the family circle often, though by no means always, both ex¬ cites and gratifies a curiosity about natural phenomena; but among the poor this stim¬ ulus to mental growth is almost, if not entirely, wanting. A writer in Nature, referring to the article in the Times, from which the above extract is taken, observed: In itself the article may present nothing remarkable to the readers of Nature, but, as the deliberate utterance of the leading organ of opinion in this country, it marks a dis¬ tinct stage of progress toward a more enlightened conception of what constitutes educa¬ tion. The same writer, in concluding his article, said: Every day we hear of the ignorance of the working classes; every other month “ con¬ gresses” are held to devise means to remedy the consequences of this ignorance: igno¬ rance of the laws of health, ignorance of household economy, ignorance of the imnlements and objects of labor, ignorance of the laws of labor and production, ignorance of the nat¬ ure of the commonest objects with which they come into contact every day, ignorance of almost everything which it would be useful and nationally beneficial for them to know — an ignorance, alas! more or less shared by the “ curled darlings” of the nation. Yet, while every day’s paper shows how keen is the industrial competition with other nations and how in one department after another we are being outstripped by the re¬ sults of better — i. e., more scientific — knowledge, the poor pittance of “elementary knowledge” asked for in Sir John Lubbock’s bill is refused. Those who have watched the progress of elementary schools in England are aware that the movement in favor of science has led to the very result which we are endeavoring to accomplish in our normal schools, viz, the preparation of teachers to give the instruc¬ tion required. Normal school training should embody, and in the best schools does embody, the re¬ sults of the most careful and the most intelligent consideration of the subjects, methods, and aims of popular education. This relation to the whole work of elementary educa¬ tion gives special importance to every new point in the progressive history of this class of schools. The annual reports of the principals of the most efficient normals afford NORMAL SCHOOLS. CXXXI matter which might advantageously be brought to the attention of all teachers and of all persons who, either in the capacity of parents, voters, legislators, or critics, are inter¬ ested in the education of children. It is impossible to read these records and follow the progress of the work to which they give formal expression without being impressed with certain characteristics of our system of training teachers. It is in essence rational, flexible, and progressive. It would be easy to indicate particulars in which foreign systems excel our own. In England the scholastic standard is perhaps higher. Upon the Continent there is a better classification of normals and a more methodical arrangement of details. We may study these examples with profit, but we have nothing to gain by their servile imitation. The attention of our educators has been frequently directed to the German and French training schools; we have had less occasion for considering the status of the same work in Great Britain. The following statements from the report of the committee of council on education in England and Wales, and the same in Scotland, afford, it is believed, some valuable points of suggestion and comparison : With the view of encouraging the study of scientific subjects in training colleges, it has of late years been arranged that success in the examinations in science, held by the science and art department, shall be taken into account in determining the students’ places in the class list of candidates for certificates as teachers of public schools. The record of examinations under this provision in 1881-’ 82 is as follows: Males. Females. England and Wales : Total number examined . 1,349 1,713 1, 298 475 Total number of passes . Scotland : Total number examined . . . . 306 0 Total number of passes . 295 0 It will be observed that a number of students passed in more than one subject. Languages now enter into the course of study in all the training colleges for masters and in several of those for mistresses. French is the language most generally taken; Latin comes next. In Scotland the system introduced by the code of 1873, of combining attendance at university classes with the efficient course of practical professional training provided by the inspected training colleges, is producing satisfactory results. In 1880, 146 students availed themselves of this arrangement; the number at the latest report was 117 attend¬ ing the following classes: Latin, Greek, mathematics, English literature, natural phi¬ losophy, and logic. It is proper to observe that in Great Britain and in European countries generally pedagogic training leads to more permanent employment and a more definite career than in the United States. teachers’ institutes. One of the most important subjects engaging the attention of school authorities in the United States is the adaptation of normal training to the improvement of the great body of teachers who supply the rural schools. It is needless to suggest that a large propor¬ tion of these teachers are persons of very ordinary attainments, with little or no special preparation for their work. Summer normals, normal or teachers’ institutes, and the special or shorter courses offered by some of the regular normals have grown out of the necessity of doing something to save the country schools from the dubious efforts of un¬ trained novices. These agencies have proved so efficient that they have been made an CXXXII REPORT OF THE COMMISSIONER OF EDUCATION. integral part of the school system, and their organization and conduct are among the most prominent topics of discussion in the various pedagogical associations of the States. Detailed statements of the institutes held during the year will be found in the ab¬ stracts of the appendix under the head of Training of Teachers. NORMAL TRAINING IN THE COLLEGES. The science and art of education attract more and more attention in universities and colleges. Chairs of pedagogics are reported as having existed last year in the Uni¬ versities of Michigan, Missouri, and Iowa. The course of lectures delivered during the year by G. Stanley Hall, PH. D. , for the benefit of Boston teachers, indicates the interest of Harvard University in this matter. In his annual report for 1880-’81, President Eliot makes the following statement with reference to Mr. Hall’s lectures: In the first four months of 1881, G. Stanley Hall, PH. d., university lecturer on pedagogy for the year 1880-’81, gave a course of twelve lectures on Saturday mornings at Wesleyan Hall, Boston, to an audience composed chiefly of teachers. The action of the university in directing attention to the philosophy of teaching and in causing Dr. Hall’s lectures to be delivered at a time and place convenient for the teachers of Boston and the vicinity, was received with favor by many persons interested in the subject, and the corporation received, at the close of the course, the public thanks of the teachers who had attended it. The following statement from a recent paper by W. H. Payne, professor of the science and the art of teaching in the University of Michigan, sets forth the work as conducted in that university and answers several inquiries which have arisen: The chair of the science and the art of teaching was established by a unanimous vote of the board of regents, June 29, 1879. This subject had long before received the care¬ ful consideration of President Angell and had been commended to the attention of the regents in his annual reports. Before asking the regents to take formal action in the matter, the president submitted the plan to the faculty in the department of literature, science, and the arts, and by a unanimous vote it was commended to the board of re¬ gents. This action of the president, faculty, and regents was based on a state of facts of long standing. The University of Michigan, as the highest educational institution in the State and as the head of our educational system, had for years been supplying the higher positions in the public school service with teachers. As a rule these teachers assumed the responsibilities of important positions with no conscious preparation; and it was con¬ ceived a duty owing to the State to furnish prospective teachers with an opportunity to learn at least the theory of teaching and of school management. This state of facts be¬ comes more significant when it is recollected (1) that the principal high schools of the State are preparatory schools to the university, (2) that these schools naturally look to the university for their principals and assistant teachers, and (3) that these secondary schools educate large numbers of teachers for the common schools. It seemed, then, that the teaching service of the State might be usefully affected by making the science and the art of teaching a regular branch of instruction in the university. It should be stated, at the outset, that there is no “ normal department ’ ’ in the Uni¬ versity of Michigan. There are merely courses of instruction in the science and the art of teaching, just as there are in science and in mathematics, save that, while the former are wholly elective, some of the latter are required ; but, in both cases, the courses count toward a degree. What is called a ‘‘teachers’ diploma” is given under the following requirements: (1) The pupil must have taken at least the bachelor’s degree; (2) must have taken a teachers’ course in Latin, Greek, or in some other subject; and (3) must have taken at least one of the longer courses in the science and the art of teaching. But this diploma has no legal value whatever. It merely certifies to the accomplishment of certain work. It exempts from no examination. There has never been a thought of interfering, in the least degree, with the work of the State Normal School. From the very nature of things, the normal school and the university cannot be competitors in a way that will noticeably affect either institution. In the first place, it is not at all probable that any pupil will apply for admission to the university for the sole purpose of studying pedagogics. At best, this would occupy only one-half his time. If he BUSINESS COLLEGES. CXXXIII enters at all, lie will almost inevitably pursue courses that are not offered by the normal school, which, in its academic work, is merely a school of secondary instruction. As a matter of fact, there has not been the slightest effect injurious to the normal school through the introduction of courses in pedagogics into the university. The present year of the normal school is one of the most prosperous in its entire history. At their best, these two schools can do but a fraction of the service the State requires in the education of teachers. A part of this work would not be done at all if not done by the university, not even if there were three normal schools, as there should be if the teaching force of the State is to be even moderately recruited. It might be reasonably expected that if the professional education of teachers should receive a larger share of public attention through the introduction of this subject into the university the general effect must be favorable to the normal school. * * * For the year 1879-’80 two courses of instruction were offered, as follows: (1) practi¬ cal, devoted to the organization and management of public schools and to the more important details of school room work; (2) theoretical, devoted to the teaching of a body of public school doctrine. Each course occupied two hours per week for a half year. * * * For the year 1880-’81 both the above courses were raised to four-hour courses, that is, the time given to each was doubled. Scarcely any change was made in the management of course 1 and the result was quite as satisfactory as in the preceding year. In course 2, instead of teaching wholly by lecture, as 1 had done at first, I made Bain’s Education as a Science the basis of my instruction. This gave me several advantages that at this stage of my work were essential: (1) There was a body of doctrine formulated and printed and recommended by a distinguished name; (2) my teaching, based on a printed text, could be made definite. The subject proved to be difficult, but the very difficul¬ ties inspired my pupils with a respect for the study. Better than this, the doctrines were found to be very fruitful in their practical applications, and so there emerged a new spirit: a taste for philosophizing on educational questions. I would do myself injustice (a thing no one has a moral right to do) if I were to allow the inference that none of this spirit was awakened in the first year of the course; but it fell far short of what I desired and expected. On the whole, the gain was considerable, and I began to feel some degree of satisfaction with what I thought to be my real work in the university: that of teach¬ ing a body of educational doctrine as the basis of a rational art of teaching. From the summary here presented it is evident that pedagogic training in the United States has developed a natural gradation. Summer normals and normal institutes, normal schools having one or two years’ course, normal schools having four years’ course, and chairs of pedagogy in the universities cor¬ respond to different demands in the same general department. They are practical expe¬ dients created for the most part as the want was felt and afterwards found justifiable upon philosophic principles. There is needed j ust now a mind at once philosophic and practical to differentiate and systematize these several agencies, to adjust each to its province and coordinate all together in the interest of the various requirements of the school service of our country. TABLE IV. — COMMEKCIAL AND BUSINESS COLLEGES. The following is a comparative exhibit- of colleges for business training, 1872-1881: 1872. 1873. 1874. 1875. 1876. 1877. 1878. 1879. 1880. 1881. N umber of institutions. . 53 112 126 131 137 134 129 144 162 202 Number of instructors.. 263 514 577 594 599 568 527 535 619 794 Number of students . 8,451 22,397 25, 892 26, 109 25, 234 23,496 21,048 22,021 27,146 34, 414 CXXXIV REPORT OF THE COMMISSIONER OF EDUCATION. Table IY. — Summary of statistics of commercial and business colleges. States and Territory. Number of schools. Number of instructors. Number of students. Number of volumes in libraries. Increase in the last year. Total number of students, exclud¬ ing duplicate en¬ rolments. In day school. In evening school. Alabama . 1 5 130 130 0 1,200 0 California . 8 41 al,072 996 73 3,850 200 1 3 149 100 49 2 7 6308 267 75 75 Illinois . 22 83 c4, 836 2,866 1,304 18, 446 354 Indiana . 8 38 d2, 000 1, 262 632 956 55 Iowa . 10 46 el, 864 1,582 383 344 64 3 8 432 382 80 Kentucky . 3 12 480 364 126 50 25 Louisiana . 2 11 366 275 91 1,710 15 Maine . 4 17 898 721 217 1,350 90 Marvland . 2 22 1, 138 675 463 400 M^SECllUSCttS 7 36 fl 227 803 74 Michigan . 9 29 J ±, 441 1,337 1,085 307 Minnesota . . 4 12 0554 172 82 425 25 Mississippi . . . 3 12 150 150 0 1,200 25 Missouri . 10 57 Til, 845 1,367 297 3,345 100 Nebraska . 1 2 120 90 63 New Hampshire . 4 7 140 105 35 New Jersey . 7 39 1,275 716 559 1,650 185 New York . 22 93 5, 641 4,203 1,547 3, 460 95 North Carolina . 1 1 Ohio . 21 69 i2, 630 1,276 563 3,695 120 Oregon . 1 3 170 100 70 200 20 Pennsylvania . . . . 19 61 j2, 660 1,121 601 556 8 Rhode Island . 2 11 474 395 79 160 9 Tennessee . 6 14 440 394 108 50 0 Texas . 7 13 £494 413 94 Vermont . 1 2 125 125 Virginia . 1 1 44 23 21 542 6 West Virginia . 1 4 90 60 30 Wisconsin . 8 32 1,306 1,068 308 431 60 Washington . 1 3 19 19 Total . 202 794 134,414 m23, 305 m8, 256 44, 095 1,531 a Not reported of 3 whether they are in day or evening school. 6 Not reported of 41 whether they are in day or evening school, c Not reported of 966 whether they are in day or evening school. dNot reported of 106 whether they are in day or evening school, e Not reported of 45 whether they are in day or evening school. f Not reported of 350 whether they are in day or evening school. g Not reported of 300 whether they are in day or evening school. h Not reported of 181 whether they are in day or evening school. i Not reported of 845 whether they are in day or evening school. j Not repoi'ted of 938 whether they are in day or evening school. k Not reported of 52 whether they are in day or evening school. I Not reported of 3,827 whether they are in day or evening school. m 974 attended both day and evening school. KINDERGARTEN INSTRUCTION. CXXXV TABLE V.— KINDERGARTEN. The following is a comparative summary of Kindergarten, instructors, and pupils reported to the Bureau from 1873 to 1881, inclusive: 1873. 1874. 1875. 1876. 1877. 1878. 1879. 1880. 1881. Number of institutions . 42 55 95 130 129 159 195 232 273 Number of instructors . 73 125 216 364 336 376 452 524 676 Number of pupils . 1,252 1,636 2,809 4,090 3,931 4,797 7,554 8,871 14,107 Table V. — Summary of statistics of Kindergarten. O 35 -g 35 ft g ,3 a % 3 the other the work of the children, curiosities, specimens, &c. , are preserved. The walls are furnished with the necessary cards, pictures, &c. (2) The garden , which should not be wanting in a normal Kindergarten, must offer the necessary room for a playground (for the warm season sufficiently shaded by trees), for a sufficient number of garden beds, and for the cultivation of common plants, herbs, and shrubs for purposes of instruction. (3) The guidance of the Kindergarten is to be intrusted only to well prepared Kinder- gartners. They must have passed at least a year in a good training school, and must have had some experience in practice under reliable direction. In addition, the Kinder¬ gartner should be of a gentle disposition and should love children. Musically, she should be able to sing the Kindergarten songs in a pleasing though not voluminous voice and to teach them correctly. (4) The number of pupils for one Kindergartner should not be many more than twenty; at least this number should not be exceeded in private or family Kindergarten, since it is impossible for one person to superintend more children and to attend to individual wants and to proceed methodically. In public Kindergarten financial considerations may render it difficult to adhere to this limit; yet, if there is to be a shadow of methodical training, a second Kindergartner must be employed as soon as the number of children exceeds forty, so that two separate divisions may be formed. (5) The time table must be so arranged that the spontaneous wishes of the children may be respected; all pedantry in following it should be avoided; and it should be readily modified by the inclinations of the children, the season, the weather, &c. The Kinder¬ garten must never be made into a school and must ever be a place for spontaneous play and work on the part of the children. All undue physical and mental exertion is to be avoided, and the various ages are to be taken into account. (6) The supervision is to be placed in the hands of ladies, more particularly of mothers, who understand best the wants of early childhood. This does not exclude aid on the part of gentlemen who have the necessary pedagogic culture. All who are intrusted with the supervision should be theoretically and practically familiar with Frobel’s methods of education. SECONDARY INSTRUCTION. Secondary instruction is an expression employed to indicate a grade between element¬ ary and superior instruction, but varying in different countries according to the greater or less extent to which provision is made for liberal culture and for special training. The statistical summary on page cxl of pupils receiving secondary instruction shows that the SECONDARY INSTRUCTION. CXXXIX expression 1 1 secondary instruction ’ ’ has a wide application in the United States. The total of these pupils is 224,815, or about 1 in every 223 of the population. A number of the schools in Tables YI and VII have preparatory departments to which children are admitted as young as 6 years of age; under favorable circumstances the course which is strictly preparatory to college is commenced at 10 or 11 years of age. Secondary in¬ struction proper begins at about 13 years of age and is from 2 to 6 years in duration. High and normal schools are regulated by the school laws of their respective States or cities; preparatory schools sustain the most intimate relation to the colleges and univer¬ sities; secondary schools are variously constituted and controlled. These several classes of institutions have so many points both of agreement and contrast that neither sepa¬ rate nor collective characterization affords an exact estimate of their operations. High schools are apparently strengthened by the opposition which they from time to time encounter. The history of free schools in the North and West, their more recent development in the South, and the experience of foreign nations in the same direction afford convincing evidence that no system of public education can maintain an efficient existence without high schools, or the grade of instruction given in them. It is neither possible nor desirable that they should absorb all the functions of secondary education, but it is undoubtedly true that they offer the only adequate means for the accomplish¬ ment of some of its chief purposes. The transformations which are constantly de¬ manded by the development of society are most readily brought to pass in institutions which are a common interest to all classes and which have resources practically unlimited. The present is a transition period in our country, and those familiar with the inside his¬ tory of our schools are aware that the high schools are taking the initiative in the adjust¬ ment of educational processes. This fact was strikingly illustrated in the dedication of the noble structure in Boston for the accommodation of the Latin and English high schools. Here were represented all subjects of study and all profitable exercises; here provision had been made alike for the classics and for science, for physical and for mental train¬ ing; here, indeed, was exemplified on a grand scale what ought to be and what is rapidly becoming a feature of our public schools of secondary grade, namely, the adapta¬ tion of material appliances to ideal results, of educational theory to living issues. With few exceptions the schools included in Tables YI and YII represent what the English aptly call ‘ 1 voluntary schools, ” i. e. , those originating with people acting in their private or individual capacity and not as a body politic. Above 50 per cent, of all the scholars of secondary grade in the United States are enrolled in the schools reported in Table VI. As a rule these schools are less progressive than the public high schools, and such of them as depend solely upon tuition fees are apt to decline as public schools improve. Of the total number 42 per cent, are reported under the auspices of religious denominations, while a number tabulated as non-sectarian have some church affiliation. Intolerant sectarianism has had very little survival in these schools, and it is evident that they command patronage mainly on other than denominational grounds. They are gen¬ erally controlled by a board of trustees appointed with some reference to their fitness for educational affairs and their ability to afford a trustworthy guarantee of the character of the school. They will always be an important factor in the progress of Christian com¬ munities, and it is gratifying to observe that the several denominations in the United States are moving for the larger endowment and more efficient conduct of the secondary schools under their patronage. CXL REPORT OF THE COMMISSIONER OF EDUCATION. General statistical summary of pupils receiving secondary instruction. In normal schools (Table III), b In institutions for secondary instruction (Table VI). In preparatory schools (Ta¬ ble VII). In preparatory depart¬ ments of — Total. Institutions for supe¬ rior instruction of women (Table VIII). Universities and col¬ leges (Table IX). Schools of science (Ta¬ ble X)., 560 1,007 265 20 47 1,899 243 620 564 1,495 57 4,185 443 135 1,178 34 7,516 299 60 113 604 1,761 1,074 20 3,435 723 37 870 140 1,064 1,204 150 9,803 458 510 70 877 12,286 1,162 6,809 662 259 2,977 77 13,770 1,005 2,524 19 1,809 141 6,770 108 4,949 55 268 1,769 15 7,754 1,043 262 105 889 2,299 88 3,649 785 594 5,989 20 745 92 1,213 40 2,377 210 1,926 580 45 3,903 215 2,560 392 75 360 6 5, 641 10 2, 666 2,489 92 192 12,250 174 1, 275 110 1,361 5,248 369 2,061 20 421 3,057 193 3, 266 308 557 437 4,761 3,785 379 467 1,101 274 7,238 109 526 360 1,095 40 40 1,982 702 182 3,304 4,041 377 39 5,642 2,649 19,045 2,127 1,042 2,944 31,715 178 3, 935 200 616 4,929 434 3,478 299 197 3,726 93 13,023 1,655 35 785 2,676 1, 242 6, 824 1,152 260 1,908 52 13,952 370 433 1,351 629 2 227 150 271 358 3,635 658 5,929 420 515 1, 122 9,104 271 3,482 287 1,153 | 5, 193 33 2,765 167 50 3,015 305 1,949 254 201 73 108 3, 389 31 745 56 134 966 756 2,179 492 224 850 4, 872 94 1,177 359 1,864 296 296 1,229 1,229 2,553 . 202 . 2,755 218 113 331 73 73 ! . 13,136 122, 617 13,275 7,016 29, 976 2, 201 224,815 1 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 . Rhode Island . South Carolina . Tennessee . Texas . Vermont . Virginia . West Virginia . Wisconsin . Dakota . District of Columbia. Indian . New Mexico . Utah . Washington . Wyoming . 1,484 132 580 110 418 1,824 1 272 590 873 267 1,142 2,033 6,801 2,328 186 1,232 100 438 1,185 3.908 4, 796 201 2,514 548 460 371 Total . 36,594 234 a In 134 cities. b Strictly normal students not included. SECONDARY INSTRUCTION. CXLI Preparatory schools, Table VII, are located chiefly in the Middle and New England States, in which section secondary education, as distinct from elementary and collegiate, is most completely organized. The preparatories include a number of endowed academies which justly rank among the most noted institutions of the country. They have ample resources and are admirably furnished as regards teachers and material appliances, and they have preserved to us from our earliest history a conception of secondary instruction which is among the most precious of our inheritances from the past. The act of incorporation of Phillips Academy at Andover, do, ted October 4, 1780, sets forth the purposes of the institution as follows: “For promoting true piety and virtue, and for the education of youth in the English, Latin, and Greek languages, together with writing, arithmetic, music, and the art of speaking; also, practical geometry, logic, and geography, and such other of the liberal arts and sciences or languages as opportunity may hereafter permit and as the trustees hereinafter provided shall direct.” The con¬ stitution of the academy includes among the subjects in which the students are to be in¬ structed ‘ 1 the great end and real business of living. ’ ’ The founder of Phillips Exeter in defining the duties of the instructors says: “Above all, it is expected that the attention of instructors to the disposition of the minds and morals of the youth under their charge will exceed every other care, well considering that, though goodness without knowledge is weak and feeble, yet knowledge without goodness is dangerous, and that both united form the noblest character and laythe surest foundation of usefulness to mankind. ” In another place he says again: “And in order to prevent a perversion of the true intent of this foundation, it is again declared that the first and principal design of this institution is the promoting of virtue and true piety, useful knowledge being subordinate thereto. ’ ’ In this spirit our secondary schools must be maintained, especially those which are likely to draw patronage from the most prosperous families, if we would not have our ‘ ‘ wealth outstrip our civilization. ’ 7 The consideration of particular institutions and localities gives a more favorable im¬ pression of our secondary education than the survey of the whole country. In this broader view it seems that the interests of education in our midst could not be better served than by an investigation of this class of schools, conducted under the united authority of all the agents concerned in their maintenance. The particulars to which inquiry should be directed are the cost of the service, qualification of the teachers, personnel of the scholars, curricula, and results. The tables afford much information on these points, but it is incomplete, and in the case of the high schools involved with the statistics of other public schools. The total number of institutions in Tables VI and VII is 1,466, having 7,360 instructors and 135,892 scholars. The total amount of productive funds in the possession of these institutions is $11,454,915, yielding an income of $1,042,073. The receipts from tuition fees during the year were $2,216,681. The price of tuition varies greatly in the different schools and affords no certain criterion of efficiency. Where there are no endowments low charges may be regarded as the indication of feebleness, but the reverse cannot be affirmed. The total receipts, averaged upon the total attendance, give a per capita expense of $16; if the income from productive funds be included, the per capita is $24. It is unnecessary to suggest that the sum does not represent a fair equivalent for the result proposed. The inference is plain: a prosperous people like our own ought to make larger invest¬ ments in this department. It is inevitable that a larger number of students should enter upon and complete a course of secondary training than a higher collegiate course; for 1881 the number of students in the schools of Tables VI and VII is four times the num¬ ber of students reported in the institutions comprised in Table IX. The total number of students under secondary instruction is above three times the number in all classes of institutions for superior instruction, not including students in preparatory depart¬ ments; nevertheless it will be observed that the resources of the superior institutions CXLII REPORT OF THE COMMISSIONER OF EDUCATION. greatly exceed those of the secondary schools. Thus the value of grounds, buildings, and apparatus for secondary and preparatory schools, Tables VI and VII, is $24,813,687; for universities and colleges, Table IX, $40,255,976; the amount of productive funds for the former is $11,454,915, yielding an annual income of $1,042,073; for the latter, $43,786,877, yielding an annual income of $2,618,008. Considering the diffusion of secondary training and its absolute importance, this is a matter to which the patrons and benefactors of learning may well turn their attention. It is important that the qualification of teachers and the curricula of secondary schools should correspond to some rational system of training. Here we have much to learn from European nations, in which secondary education is better organized and adjusted more skilfully to the requirements of highly civilized and populous communities than in our own country. The courses of study must be as various as the purposes for which they are intended, and these in turn must be regulated by the classes into which the scholars may be grouped. I use the expression advisedly, for wherever the subject has been examined a classification of scholars has been recognized which seems to result from the natural order of life in modern society. The classification is not determined by ‘ ‘ hard and fast lines ’ ’ and is not the same in all countries. For the United States it is substantially as follows: First. Scholars who may pursue the secondary course for about two years. Second. Those who may complete a course of four or six years, but who desire at about 16 years of age to pursue studies related to their prospective vocations. Third. Those for whom secondary training, is a preparation for the college or univer¬ sity. The adjustment of courses of study to these distinct classes has long engaged the thoughtful consideration of the educators and enlightened statesmen of foreign countries; superior primaries, Gymnasien, Realschulen, polytechnic schools, professional or trade schools, &c. , indicate the drift of their deliberations. The keenness of international com¬ petition (in which we are becoming constantly more involved), the growth of our business interests, the development of superior instruction — i. e., that which occupies students up to 24 or 25 years of age — urge us to follow the example of European nations in the adaptation of secondary training. We are met at the outset of every such endeavor by the necessity for a fuller and more reliable presentation of the facts which must determine our adjustments. What is the proportion of scholars in each of the specified classes? What is the course which each pursues and with what results? The tables, as they stand, indicate how far we are from adequate information upon these points, while only those familiar with the work of the Office can appreciate the difficulties in the way of a more complete record. From an examination of the statistical summary of classical and scientific preparatory courses two facts are made evident : (1) The majority of students in the schools pre¬ sented in Tables VI and VII are not preparing for superior institutions, only 7 per cent, of the scholars of the former being so reported and 34 per cent, of those of the latter. (2) A large proportion of this preparatory work is accomplished in the preparatory departments of colleges, universities, and schools of science. In other words, for the majority of their scholars the training of the secondary and preparatory schools is final. The importance of a reliable estimate of the number of students preparing for college and the number who annually present themselves for the college entrance examinations will be readily recognized. With a view to securing this information I have from year to year sent out inquiries, the returns to which are embodied in the summaries of col¬ lege entrance examinations and of students in classical and scientific preparatory courses, Table IX. These returns, it will be seen, are as yet too fragmentary for any general in¬ ference. They are given merely to illustrate what is required as a means of estimating the results of that department of secondary training which is professedly preparatory SECONDARY INSTRUCTION. CXLIII for college. The demand for such information is increasing. Each institution seeks to know what others of the same grade are accomplishing, and those who meet for the gen¬ eral discussion of education realize the fatuity of counsels not based upon a knowledge of facts. In view of these manifestations I can but hope that the time is' not distant when the teachers and officers of secondary schools will agree upon such a representation of the conditions of their work as the public interests demand. TABLE VI. — INSTITUTIONS FOR SECONDARY INSTRUCTION. The following is a comparative summary of the number of institutions for secondary instruction (exclusive of high schools, preparatory schools, and departments of normal schools and of institutions for superior instruction) making returns from 1872 to 1881, inclusive: 1872. 1873. 1874. 1875. 1876. 1877. 1878. 1879. 1880. 1881. No. of institutions.. 811 944 1,031 1, 143 1,229 1,226 1,227 1,236 1,264 1,336 No. of instructors.. 4,501 5,058 5,466 6,081 5,999 5, 963 5,747 5,961 6,009 6,489 No. of students . 98,929 118,570 1 98,179 108, 235 106, 647 98,371 100,374 108,734 110, 277 122,617 CXLIY REPORT OF THE COMMISSIONER OF EDUCATION Table YI. — Summary of statistics af States and Territories. Number of schools. Instructors. Number of students. Male. Female Total. Male. Female a> 02 o to H ai 03 3 o '5 ’o3 J a In modern languages. 1 Alabama . 13 23 27 al, 007 489 f 376 470 173 53 Arkansas . 8 «14 6 a620 265 295 477 59 2 California . 30 92 168 4,185 1,698 2,487 3, 353 435 1, 308 Colorado . 3 5 11 299 59 ! 240 245 20 34 Connecticut . 36 46 108 1,761 692 1,069 825 427 356 Delaware . 13 36 13 723 439 284 401 111 39 Florida . 9 11 30 1,064 349 715 1,000 119 71 Georgia . 135 al79 155 a9, 803 5,111 4, 542 6,834 1,589 791 Illinois . 43 95 215 a6, 809 2,817 3,913 63,196 196 1,041 Indiana . 17 20 37 a2, 524 857 1,444 898 84 79 Iowa . 40 83 78 a4, 949 2,224 2,078 2,525 326 401 Kansas . 2 2 9 262 100 162 200 40 25 Kentucky . 49 80 149 3,649 1,446 2,203 2,272 702 440 Louisiana . 15 28 33 745 378 367 505 51 221 Maine . . . 24 32 39 1,926 1,078 848 1,088 262 168 Maryland . 33 94 56 2,560 1,362 1,198 1,417 439 457 Massachusetts . 43 79 137 2,666 1, 056 1,610 1,640 569 673 Michigan . 9 a26 46 al, 275 242 785 526 100 73 Minnesota . 18 40 42 2,061 1,118 943 1,555 183 269 Mississippi . 34 a A small number of scientific students included here. b Sex not reported in all cases. c Includes 97 sex not given. d Includes 36 sex not given. SUPERIOR INSTRUCTION. CLT universities and colleges — Continued. Collegiate depart¬ ment. Volumes in libraries. Property, income, &c. Special or optional students. Number of graduate students. Number in college libraries. Increase in the last collegiate year. Number in society libraries. Value of grounds, buildings, and apparatus. Amount of productive funds. Income from productive funds. Receipts for the last year from tuition fees. Receipts for the last year from State appropriation. Aggregate amount of scholar¬ ship funds. 12 8 200 150 1,500 $300, 000 $312,000 $24,600 $8,000 107 2, 286 100 300 114,000 12,000 1,000 8,300 $5,000 49 4 47, 750 • 960 7,250 1, 380, 200 1,739,204 105,116 91, 014 36,597 7 11,000 540 230,000 17, 934 1,282 366 17,000 59 47 148, 155 7,006 22,500 472, 884 1,888, 979 120, 776 114, 128 $187, 843; 1 1 6,000 25 3,500 75,000 83,000 4,980 500 0 4 2 30, 100 615 14,600 652,300 588, 170 43,493 10, 650 8, 000 20, 300 220 20 130,630 1,905 20,300 2,511,550 1,418, 184 95, 229 116, 844 104, 875' 177 9 76,591 1,703 15,700 1,298,000 1,038,000 50, 029 29, 646 20,000 24, 755- 129 11 51, 022 1,437 2,854 789, 000 817,382 51,382 42,568 20,000 10, 209 56 1 24,178 3,020 2,617 523,000 58,000 5,500 5,400 30,000 79 3 45,076 1,488 14, 649 673,000 619,000 38, 443 37, 060 57, 000- 57, 995 425 7,200 837,000 328, 313 15, 100 21, 060 20,000 59,371 725 1,800 863, 500 576, 884 39,000 22,000 600 109, 180 8 83 49, 922 2, 641 5,575 892,500 3,027,600 181,734 45, 705 30,065 12, 412' 80 24 292, 626 6,053 39,545 1,250,000 5, 985, 207 276, 131 166, 851 612, 074 54 12 59, 690 3, 272 7,100 1, 344, 942 1,102,684 89,290 75, 351 64,250 15,000 113 3 21,600 1,717 2, 287 421, 196 777,327 50,900 8, 340 23,000 12, 050’ 52 3 8,400 306 4,700 446,000 544,061 32,643 8,275 35 33 108, 315 6,490 8,700 1, 127, 220 1,025,450 63,005 135,294 27,000 134, 200' 8,000 500 205,000 34,180 2,359 682 28,000 300- 54,000 1,600 125,000 500,000 25,000 16,000 1,000 100, 000> 11 41 60,600 3,300 21,800 1, 150, 000 1,386,344 86, 615 20,770 116, 616- 207 65 294,437 13, 069 23,375 7,480,540 8,958,612 472,413 462,059 140, 696 285, 465 65 31, 250 720 35, 500 549,000 278, 000 10,000 37, 096 21,120 418 15 286,411 12, 347 34,736 gS , 156, 744 2, 159, 228 7x180, 661 101,775 20,000 181,000 66 1 9, 420 275 1,200 257,000 244,000 20, 600 15, 950 2,500 45, 620 132 28 163, 718 12, 525 69, 848 4, 744, 850 4, 200, 204 239, 499 250,105 190, 398- 53, 000 575 0 645, 979 36, 099 30, 869 86,468- 14 17,450 650 10, 600 340,000 462, 000 22, 869 5,194 5,000 30, 000- 43 22 51,708 1,854 8,740 1, 498, 250 1, 245, 264 80,475 39,720 16,410 1 10,411 653 1,350 335, 000 20,750 775 55, 150 180 1,500 2 33, 000 400 440,000 255, 000 16, 328 6,082 8,130 36, 700 23 5 102, 000 254 26, 000 1, 558, 000 370, 800 22,200 20,540 5,500 29 2 5, 800 310 350 295, 000 139, 000 8,469 5,592 11, 500 132 1 48,765 1,859 1,980 890, 300 803,137 101,556 56,702 43,381 21, 500 11 47, 411 900 900, 000 120,000 1,957 1,165 10, 000 18, 810 2, 735 35 30, 000 3,147 2,500 6 3, 200 1,400 100,000 5,000 500 4, 500 1,250 2,378 460 2, 522, 223 92, 904 419, 056 gr40, 255, 976 43,786,877 7x2,618,008 2, 080, 450 575,649 2, 457, 303 e Classification not reported in all cases. /Includes 161 sex not given. gr The productive funds in sevex*al instances are included in this number. h A small income from tuition fees is included here. CLVI REPORT OF THE COMMISSIONER OF EDUCATION, Summary of college entrance examinations in 1881. Name. Location. Number admitted. Benicia, Cal . College City, Cal . San Francisco, Cal.... Santa Clara, Cal . Hartford, Conn . Bloomington, Ill . Carlinville, Ill.. Eureka, Ill . Evanston, Ill... Galesburg, Ill ..... Galesburg, Ill . Irvington, Ill . Lebanon, Ill . Monmouth, Ill ... Rock Island, Ill .. Upper Alton, Ill.. Urbana, Ill . University of Alabama....] Tuscaloosa, Ala . ] 158 Arkansas Industrial Fayetteville, Ark . ) 475 University.* College of St. Augustine Pierce Christian College St. Mary’s College . Santa Clara College . Trinity College . Illinois Wesleyan Uni¬ versity. Blackburn University ... Eureka College . Northwestern Univer¬ sity. Knox College* . Lombard University . Irvington College . McKendree College . Monmouth College* . Augustana College . Shurtleff College . Illinois Industrial Uni¬ versity. Wheaton College . I Wheaton, Ill . The Indiana University.. Bloomington, Ind Concordia College* . ! Fort Wayne, Ind . ^ 45 Franklin College . I Franklin, Ind . I 28 Harts ville, Ind . ! 16 Merom, Ind . ^ 10 Richmond, Ind . . 13 Davenport, Iowa . ! 9 Fairfield, Iowa.. Fayette, Iowa.... Indianola, Iowa Hartsville University*.... Union Christian College. Earlham College* . Griswold College . Parsons College* . Upper Iowa University.. Simpson Centenary Col¬ lege. German College . 90 45 70 30 645 60 250 55 30 12 3 175 80 24 17 114 18 74 Mt. Pleasant, Iowa .. Penn College . | Oskaloosa, Iowa. Pella, Iowa. Central University of Iowa.* Tabor College* . ] Tabor, Iowa . Lane University . \ Lecompton, Ivans... Bates College . Lewiston, Me . Boston College . I Boston, Mass . Tufts College . I College Hill, Mass. Number rejected for deficiency in — GO Conditioned in — History and geography. 03 « Without conditior a Greek. Mathematics. History and geog¬ raphy. Latin. Greek. Mathematics. 'i? tB 01 0 a 0 0 £ 1 1 156 2 1 440 15 5 5 10 11 0 15 5 8 3 2 6 | . . 45 70 8 12 13 16 al4 2 1 23 58 . | . . 34 i 4 3 6 4 4 18 5 1 0 0 2 2 0 0 2 12 3 0 0 0 0 0 0 0 0 0 50 22 1 1 4 12 1 75 2 0 17 1 0 0 0 0 9 41 28 25 4 23 5 16 1 1 . 10 f"" 1 . 4 1 4 1 3 0 0 5 2 2 30 10 12 4 10 l 5 1 19 7 1 1 2' 1 1 ! 1 24 1 0 0 0 ! 0 0 0 0 0 28 ! 8 ! 8 35 0 0 0 0 0 1 1 0 | 0 0 0 37 1 I 0 0 4 0 0 0 1 i 0 0 4 1 _ 9 !t ! 4 1 0 1 0 0 0 0 * From Report of the Commissioner of Education for 1880. a Number admitted conditioned in history and geography or in English. 6 Whole number admitted. SUPERIOR INSTRUCTION, CLYII Summery of college entrance examinations in 1881 — Continued. Name. 03 © "3 Number admitted. N umber rej ected for deficiency in — Location. :3 « o © s* B O J 1 jg o o o Cor . 3 iditii *3 > a a bQ o © &0 -a G c3 >> O .03 93 © © IS5 G 93 © o a it o o ft a rt © © 0 CD a © 0 © 60 'G & So, ^ ft O 03 K 42 27 4 10 9 6 3 Haverford College* . Haverford College, 27 16 4 2 3 2 2 i . 2 1 2 Pa. 38 38 65 65 0 0 0 0 0 0 0 0 0 Meadville, Pa . 42 0 0 0 0 0 24 20 2 2 2 Pa. Pittsburgh, Pa . 75 52 20 3 lege. Western University of Pittsburgh, Pa . 43 21 3 2 3 3 0 0 1 1 9 Pennsylvania.* Swarthmore College* . Swarthmore, Pa . 73 29 10 9 8 5 21 17 26 77 27 31 13 31 1 1 3 2 16 8 0 8 3 3 4 0 4 Newberry College . Newberry, S. C 25 12 5 3 5 5 5 5 East Tennessee Wes¬ Athens, Tenn . 22 15 4 2 1 leyan University. Southwestern Baptist Jackson, Tenn . 62 University. Maryville College . Marvville, Tenn . 6 6 Mosheim Institute . Mosheim, Tenn .... 35 Central Tennessee Col¬ Nashville, Tenn . 3 0 3 3 0 0 0 0 0 0 0 lege. Fisk University* . Nashville, Tenn . 8 6 0 1 1 1 0 0 0 0 0 University of the South.. Sewn, nee Tenn . 186 186 Southwestern Univer¬ Georgetown Tex 32 19 7 8 H 4 sity. Baylor University . Independence, Tex... 12 0 0 0 0 0 0 0 0 0 Marvin College* . Waxahachie Tex 231 147 12 2 20 0 2 1 5 0 0 University of Vermont Burlington, Vt . 25 21 3 3 2 0 2 2 1 0 3 and State Agricultural College. Middlebury College Middlebnrv, Vt, 17 11 2 2 4 4 Randolph Macon Col¬ Ashland Va, 127 lege.* Roanoke College* . Salem, Va, . , 50 Lawrence University Appleton Wis 36 6 18 2 6 4 Beloit College . Beloit Wis . 25 12 5 3 4 4 0 0 0 0 University of Wiscon¬ Madison, Wis . 140 sin.* Racine College . Racine Wis 8 5 2 1 Howard University . Washington, D. C . 5 5 0 0 0 0 0 0 0 0 0 National Deaf-Mute Col- Washington, D. C . 12 4 4 0 7 0 0 0 0 0 0 1/^0*^ sf* (92) Total . 6,096 2,885 543 340 486 | 231 96 75 120 45 176 * From Report of the Commissioner of Education for 1880. SUPERIOR INSTRUCTION. CLIX Statistical summary of students in classical and scientific preparatory courses. States and Territories. Number preparing for classical course in college. N umber preparing for scientific course in college. Total reported. In academies(Table VI). In preparatory schools (Table VII). In universities and col¬ leges (Table IX). > 2 H c$ a ci § In preparatory schools (Table VII). In universities and col¬ leges (Table IX). In preparatory depart¬ ments of scientific schools (Table X). 87 5 47 139 103 22 16 141 California . 93 7 126 83 11 222 34 576 5 37 36 78 68 245 13 16 342 28 20 48 18 18 589 112 12 198 201 877 1, 989 Illinois . 100 160 630 69 113 772 1,921 45 385 59 345 141 975 Iowa . 199 2 662 190 0 562 15 1,630 40 75 100 84 299 Kentucky . 336 196 228 116 876 Louisiana . 54 107 53 32 40 286 Maine . 185 147 44 37 9 422 Maryland . 119 45 169 ■ 94 16 30 6 479 Massachusetts . 160 670 100 29 144 30 1,133 Michigan . 30 10 239 16 16 542 853 Minnesota . 85 155 106 124 470 Mississippi . 226 249 189 131 437 1,232 Missouri . 67 42 368 89 35 211 274 1,086 Nebraska . 27 47 25 99 New Hampshire . 110 459 28 21 618 New Jersey . 233 56 96 44 429 New York . 1,137 598 919 286 257 590 3,787 North Carolina . 371 339 72 102 884 Ohio . 228 94 1,134 84 51 1,035 93 2,719 Oregon . 84 234 93 245 656 Pennsylvania . 265 359 606 44 98 303 52 1,727 Rhode Island . 16 131 13 160 South Carolina . 59 20 47 42 19 187 Tennessee . 349 35 297 216 37 237 1,171 Texas . 164 243 67 240 714 Vermont . 177 20 51 12 260 Virginia . I 115 75 18 24 20 10 108 370 West Virginia . 10 40 2 37 89 Wisconsin . 74 125 171 24 82 110 586 District of Columbia . 17 302 8 10 337 New Mexico . 40 60 100 Utah . . 53 107 160 Washington . 5 80 13 98 Total . 6,171 3,412 8,053 2,936 1,196 6,175 2,201 30, 144 CLX REPORT OF THE COMMISSIONER OF EDUCATION. Statistical summary of students in institutions for superior instruction ( not includinj students in preparatory departments). Alabama . Arkansas . California . Colorado . Connecticut . Delaware . 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 . Rhode Island . South Carolina . Tennessee . Texas . Vermont . Virginia . West Virginia . Wisconsin . District of Columbia. Washington . Total . States and Territories. Number of students in colleges. | Number of students in schools of science. 1 Number of students in | schools for the supe¬ rior instruction of women. - Total number of stu¬ dents r-eported in 1 these institutions, j 314 135 751 1,200 271 14 285 602 169 267 1,038 45 140 185 959 185 80 1,224 54 37 91 554 182 1,392 2,128 1,887 303 1,247 3,437 1,329 140 197 1,666 1,614 211 263 2,088 ! 431 267 65 763 1,178 182 1,295 2, 655 174 29 231 434 422 110 114 646 1,385 310 274 1,969 1,865 741 1,505 4,111 1,166 234 103 1,503 408 175 583 320 102 670 1,092 1,695 362 1,463 3,520 216 216 56 56 247 94 198 539 677 210 330 1,217 3,495 3,073 2,077 8,645 590 24 431 1,045 2,612 124 896 3,632 458 60 140 658 2,367 2,312 1,212 5,891 251 251 304 58 437 799 1,876 1,203 3,079 540 127 533 1,200 93 43 146 282 889 443 941 2,273 201 80 281 658 124 216 998 222 222 90 90 32,459 10,508 19,025 61,992 The statistics of colleges and universities show slight losses at a few points and mod¬ erate gains at others. Colleges and students are fewer this year than last. The income from productive funds has diminished, but the resources of colleges have increased. They have more property at their disposal and a larger force of teachers. Here and there an institution has enlarged its courses or given to them greater flexibility or closer adapta- SUPERIOR INSTRUCTION. CLXI tion to public needs. Some additional institutions have adopted the practice of admit¬ ting without examination the graduates of approved high schools. Other institutions have held examinations for admission in distant cities where they have not been held be¬ fore. Several State universities have received public appropriations sufficient to insure them against immediate necessity and, in some cases, to provide for future needs. In¬ centives to study have been increased by additional prizes and fellowships. More strin¬ gent rules relative to conferring degrees have occasionally been adopted. The conduct of students has received many favorable notices and internal dissensions have not pre¬ vailed to any great degree. COLLEGE HYGIENE. Prof. Edward Hitchcock, M. D., of Amherst College, Mass., has issued a report on his twenty years’ experience in the department of physical education and hygiene in that institution. Heavy gymnastics are not commended by him to the mass of students. Dumb bells weighing about a pound each are approved, and exercise with them is taken for 20 or 30 minutes each afternoon, toward the evening. This has been found the most practicable time. Reliance is not placed on exercise alone for maintaining health. At¬ tention is paid to cleanliness, care of the digestive organs, relaxation from mental effort, &c. Athletic sports are encouraged, but not unduly stimulated. The average develop¬ ment and health of students during their course have been satisfactory. The increase of height from freshman to senior year has been from 67.33 to 67.94 inches; of weight, from 133 to 142 pounds; of chest girth, from 34.76 to 35.97 inches; and of lung capacity, from 233 to 251 cubic inches. The diseases incident to students are principally colds, pneumonia, and throat difficulties. About 40 per cent, of sickness arises from these causes, 9 per cent, from physical injuries, 5 per cent, from febrile complaints, and nearly as much from weak and sore eyes. The average time lost by students on ac¬ count of sickness has been 2.65 days yearly. Instruction in anatomy, physiology, and hygiene is given in freshman and sophomore years. GROWTH OF YALE COLLEGE. The president of Yale College has this year issued the first of a proposed series of reports on the progress of that institution and the changes within it. Once in five years a simi¬ lar report will be presented to the alumni and distributed to the public. This one covers 15 years. During this period the officers of government and instruction in all the depart¬ ments have increased from 49 to 108; the students, from 682 to 1,037. The academic staff has increased from 12 professors and 8 tutors to 22 professors and 9 tutors. The graduate department has increased from a single professor and 4 or 5 students to 6 pro¬ fessors and 29 students. The college library has 102,000 volumes against 46,000 in 1865-’66. The Peabody museum lias been provided and is made of great service in the study of natural history and kindred sciences. Eight buildings have been erected and $70, 000 have been expended in permanent improvements. The aggregate addition to the wealth of the college is more than $2,500,000. Of instruction in the academical depart¬ ment President Porter says : The three lower classes are taught in smaller divisions and the divisions themselves are graded according to scholarship. In the junior and senior classes arrangements for optional studies in the afternoon have been matured and a liberal variety of such studies is offered, and as much time has been allotted to the optional system as, in our opinion, is practicable or desirable. The optional studies are assigned to the afternoon, four in each week, and are so arranged as to provide for continuous study for from one to several terms in all the principal departments of science and letters. ELECTIVE SYSTEMS. Elective systems of instruction in colleges have been increasing in favor and have been adopted or extended by several institutions within a few years. Sufficient time has elapsed to warrant inquiry as to results. Theories have been tested practically, and the E — XI CLXII REPORT OF THE COMMISSIONER OF EDUCATION. advantages and disadvantages of allowing students a choice of studies have been weighed against each other in college halls under the eyes of vigilant observers, whose tes¬ timony may be accepted as strong evidence of the appropriateness and value of the elective system. One of the most prominent objections was that students would elect studies requiring the least effort. This has not been found a common practice. In Columbia College, New York City — The great body of young men in college are really interested in study. They appre¬ ciate the value of their opportunities and are earnestly desirous to improve them to the best advantage. They select their studies, when free to do so, with an intuitive recog¬ nition of those which they are most capable of mastering, and from which therefore they are conscious that they will derive the greatest profit. Dr. A. P. Peabody, some time ago, said of the manner in which the power of choice was exercised at Harvard College : I think that at first there was in the choice of studies a good deal of caprice, wanton¬ ness, and haphazard ; but with every year the choice has become more and morre a seri¬ ous matter, a subject of careful forethought and forecast, insomuch that there are some of our late freshman class who have, with suitable advice, drawn up written schemes, and very judicious ones, of a course of study extending through the remaining three years. The choice of subjects made by students freely exercising their taste and judgment bears out the opinions presented and shows a sufficient adherence proportionately to the studies usually constituting college curricula. The number of courses of instruction in the principal departments of collegiate study in Michigan University and the number of students in them present at examination were reported last year. In history there were 11 courses, 582 students; in Latin, 13 courses, 527 students; Greek, 13 courses, 413 students; German, 7 courses, 381 students; French, 8 courses, 315 students; English, 10 courses, 409 students; philosophy, 4 courses, 195 students; mathematics, 11 courses, 339 students; chemistry, 13 courses, 162 students; physics, 6 courses, 113 students; zoology, 6 courses, 117 students; geology, 9 courses, 73 students. Many other depart¬ ments were represented by fewer courses and students. Those mentioned show the prominence of English and linguistic studies. At Johns Hopkins University, 1880-’81, the number of students in attendance on courses in mathematics was 31 ; physics, 35; chemistry, 40; biology, 25; Greek, 31; Latin, 40; German, 55; French, Italian, &c., 33; English, 29; history, 40. “In Harvard College,” says Prof. Charles F. Dunbar, ‘ ‘ it does not appear that the tendency of the elective system has been to develop abnor¬ mally any particular class of studies. ’ ’ Classical literature has received slightly less attention. Modern languages have maintained their ground. History has gained heavily. Mathematics remains singularly constant. Physics, chemistry, and natural history attract a slightly increasing number of students. In Columbia College, the inferences drawn from a tabular statement of elective work during junior and senior years by President F. A. P. Barnard are as follows : It appears from the foregoing that the ancient languages are chosen by a larger propor¬ tion of the class during the junior than during the senior year; that this proportion for Greek is more than two-tliirds in the junior and about one-half during the senior year; for Latin it is five-sixths during the junior and a little less than one-half during the senior; also, that mathematics is chosen by more than three-fourths of the juniors and by only about one-fifth of the seniors. The small number in this latter class is accounted for by the fact that the mathematics of the senior year is the differential and integral calculus, which is only selected by those who have a special aptitude for this class of studies. Physics is a favorite study in both years and was chosen in the year under consideration by nearly the entire number in each class. Of the modern languages, French and German are selected by about a third of the juniors and by about one in eight or ten of the seniors; Italian comes next, and Spanish is the choice of the smallest number. Botany, which was not offered at the beginning of the year, was chosen only by nine juniors. Of the studies which are elective in the senior year only, geology was, during the year endthg June, 1881, elected by every member of the class and astronomy by all but one; about three-fifths selected chemistry, two-fifths / philosophy, and one-fifth political economy. Logic, history, and English literature do not appear in the above lists, as these studies are obligatory on all students. SUPERIOR INSTRUCTION. CLXIII The effect of the elective system on scholarship has been excellent. The studies selected are in harmony with the tastes and proclivities of the students and are pursued with interest and satisfaction. A transition from prescribed to elected studies is accom¬ panied by an improvement in marks. But as some students are not conscious of their unfitness for certain studies and their fitness for others it is suggested that instructors, who have become familiar with the mental qualities and inclinations of pupils, both in preparatory schools and during the period of fixed studies, should be consulted in the preparation of a scheme of elective studies. The general results of the elective system at Harvard College are summed up by President Eliot in a review of the annual report of the dean of the faculty, as follows : It is to be inferred from his account of the actual experience of the college during a period of ten years that the system does not tend to bring about the extinction of the traditional studies called liberal; because these studies, though pursued by a smaller proportion of students than formerly, are pursued by those who choose them with greater vigor and to better purpose than they were ever pursued as parts of a prescribed curric¬ ulum. The tables of the dean’s report also indicate that the scientific turn of mind is comparatively rare among the young men who enter the college, a large majority of the students preferring languages, metaphysics, history, and political science to mathemat¬ ics, physics, zoology, and botany. Whether this preference is the result of genuine nat¬ ural predisposition or an effect of the training supplied by the secondary schools it would be hard to determine. Finally, whoever reads the history of the development of the elective system as it is recorded in the successive annual reports of the dean of the col¬ lege faculty since 1870 will arrive at the well grounded conviction that every extension of the system has been a gain to the individual student, to the college, and to every in¬ terest of education and learning, and will also see reason to believe that the time is not far distant when the few subjects still prescribed for all students will in their turn become elective. VARIATIONS IN COLLEGE ATTENDANCE. The statistics of the colleges and universities of the country show the number of stu¬ dents in their collegiate departments to be 32,459. The ratio between the number of students and the entire population, whether in the whole country or in the individual States or in groups of States, has much significance and interest. Schools of science form a distinct class of schools, and therefore may be omitted in the consideration of this question, though they have courses of study as advanced as those commonly pur¬ sued in colleges and often nearly identical with the scientific courses of classical insti¬ tutions. The influence of students and graduates of scientific and classical schools is not greatly different, socially or politically. The mental discipline and the acquisitions of the two classes fit them for responsibilities equally burdensome and important. If the frequency with which young people are availing themselves of opportunities for gaining higher education would be ascertained definitely, schools of science and insti¬ tutions for the higher instruction of women should be taken into account. But many indications may be obtained from approximate figures relating to the relative attendance of youth in distinctly collegiate institutions in different sections of the country. There is in the United States 1 college student to 1,545 inhabitants. The number of inhabitants of a State for each student attending college within it varies greatly. Con¬ necticut has 655 inhabitants for each student in its colleges; Tennessee and Maryland, about 800; Massachusetts, a little less than a thousand ; California, a little more. At the other end of the list are Vermont and several of the States in the Southwest, which have more than three thousand inhabitants to a student in their own colleges. These figures do not represent the number of students from any particular State pursuing col¬ legiate studies. They are approximately correct for the larger States South and West; they are entirely misleading when applied to New England. Comparatively few per¬ sons are found in southern colleges who reside out of the State, except in the cases of noted universities and of colleges located near the State boundary. The same is, to a smaller extent, true in the West. In New England there are 1,034 inhabitants for each student in the colleges of its six States and 1,526 inhabitants for each resident of New England in its colleges. Maine has 1 student in college in New England for each 1,310 inhabitants; New Hampshire, CLXIV REPORT OF THE COMMISSIONER OF EDUCATION. 1 for 1,983; Vermont, 1 for 1,477; Massachusetts, 1 for 1,393; Rhode Island, 1 for 2,049 ; and Connecticut, 1 for 1,946. Thus Vermont, which has only 1 student in its colleges for every 3,000 inhabitants, has more students according to its population than Connecticut, though the latter State has one student in its colleges for every 655 inhab¬ itants. Reasons for this are apparent. One of them may be discussed here, since it largely determines whether there will be more students from a State or in a State. It is the presence of well known and richly endowed colleges. The colleges of Vermont are small and limited in means. Just beyond the boundary of the State are Dartmouth and Williams. The former has 47 Vermont students; the latter, 14. Amherst College is but little more distant and lias 12. Harvard and Yale are near enough to attract several. More than one-half of Vermont’s students are in colleges outside of the State. The condition of affairs is quite different in Connecticut. Her students are largely in her own institutions. Other States send thither their sons : Maine, 30; New Hampshire, 13; Vermont, 10; Massachusetts, 65; New York, 200; New Jersey, 30; Pennsylvania, 90; and the States of the West are well represented. It does not appear that the proportion of college students is so much smaller in the older Southern States east of the Mississippi than in New England as many would sup¬ pose. One student for 1,700 inhabitants is not far from a just average. A much smaller proportion is reported as in their colleges. But the same inequality exists here as in the States above mentioned. For instance, South Carolina has reported only one student to 3,270 inhabitants. Had every one of its colleges reported, it would have shown a larger proportion of students. A further increase must be made, not only because the State does not educate all its students, but also because almost no students from outside attend its colleges. There are as many students from South Carolina in Yale and Harvard as there are collegiate students in South Carolina from other States, so far as can be ascer¬ tained by the catalogues of the colleges of that State for the present year possessed by the Office, and nearly all are in its files. The case of Tennessee is different. It has a large student population from other States. Vanderbilt University alone has nearly 400 such students. In 1880 it registered 31 from Texas, 38 from Kentucky, 35 from Alabama, 14 from Georgia, 7 from Louisiana, 4 from South Carolina, 19 from Arkansas, 23 from Mississippi, and a small number from nearly every one of the Southern and Cen¬ tral States. It would seem that there has been an increase not only in the absolute number, but also in the relative proportion of college students during the last fifty years ; but it is essential to bear in mind that the facilities for gathering such statistics available half a century ago were far inferior to those existing at present. Then 44 institutions reported 4,021 students. A t least 13. other colleges existed. If their attendance was on the aver¬ age the same as that of the 44 reporting, the entire number of students may be esti¬ mated at 5,200, about one-sixth of the present number. The population then was a little more than one-fourth as large as in 1880. The establishing of colleges north of the Ohio had only commenced. Five of the 36 colleges in Ohio, 1 of the 15 in Indiana, and 1 of the 28 in Illinois had been founded and in them were gathering small knots of stu¬ dents around the few energetic men that were the soul of these ventures. South of the Ohio River and Pennsylvania and east of the Mississippi 25 colleges, with 1,229 students, were reported in the spring of 1831 to the American Quarterly Register, where now there are 92 colleges, with 7,757 students. Then there was 1 student to about 4,000 in¬ habitants. North Carolina, Georgia, and Tennessee fell below this average. Now North Carolina and Tennessee have more students relatively than the average of Southern States. Virginia and South Carolina have proportionately fewer now than fifty years ago. Iu New York, New Jersey, and Pennsylvania there was 1 student for 3,430 inhabi¬ tants in 1830; now there is 1 for 1,577 inhabitants. Then New York had comparatively the fewest students in college; now it has the most. Its 4 colleges have multiplied to 27. Union College, then far ahead in point of numbers, has been outstripped by two of the colleges of New York City. In New Jersey students have increased slightly more rap- SUPERIOR INSTRUCTION. CLXV idly than the population; and Princeton College has passed by Rutgers. Pennsylvania’s student population has increased from 1 in 3,100 to 1 in 1,745. Some of the colleges then flourishing have no longer an individual existence. Others have been founded, so that there are 20 more now than in 1830. The college population of New England has increased from 1 in 1,281 to 1 in 1,034. That of Vermont is absolutely smaller than fifty years ago; and that of Rhode Island is relatively so. In Maine it has increased from 1 in 2,194 to 1 in 1,500; in New Hamp¬ shire, from 1 in 1,760 to 1 in 1,400; in Massachusetts, from 1 in 1,108 to 1 in 940; and in Connecticut, from 1 in 727 to 1 in 655. In none of the States is there so large a part of the entire number of persons in college from the State attending within the State as in 1830. This is emphatically true of New Hampshire and Vermont. Fifty years ago most of the young men of Maine, Rhode Island, and Connecticut were educated in their own States, as they are at present. President Porter, of Yale College, says; ‘ ‘ The liberal education which the colleges have uniformly proposed to give is none other than what Milton calls the ‘ complete and gen¬ erous education ’ that ‘ fits a man to perform justly, skilfully, and magnanimously all the otfices, both private and public, of peace and war. ’ ’ ’ This being done, the increased college attendance is a pleasing feature of educational progress. That the tendency of students to pass beyond State limits in seeking higher education is praiseworthy is the opinion of President Eliot, of Harvard. In a recent report he said: The segregation, within State limits or any other narrow bounds, of the young men receiving university instruction would be a grave calamity for the United States; for the association and education in common of young men taken from all parts of the country is one of the strongest of national bonds. It is much to be wished that universities may grow up in the Western and Southern States, as well as in the Eastern, strong enough to attract students from all parts of the country, and that the German practice of migrat¬ ing from one university to another may take root here. SCHOOLS OF POLITICAL SCIENCE. Political science should be taught in colleges because it directs the attention of the student to important truths and instructs him in principles of government viewed from the standpoint not of the politician, but of the scholar. Most colleges recognize its claims and give one or two terms of senior year to constitutional and international law and political economy. The introduction of elective and graduate courses has given students larger opportunities to pursue the study advantageously. A few leading uni¬ versities have established courses in which the distinctive studies are history, social science, political economy, and law. Columbia College, New York City, and the University of Michigan, Ann Arbor, have recently added schools of political science to those already in operation. The objects of these new departments are best stated by quotations from the publications of the two institutions. The Columbia College Handbook of Informa¬ tion says: The purpose of the school is to give a complete general view of all the subjects both of internal and external public polity, fr om the threefold standpoint of history, law, and philosophy. Its prime aim is therefore the development of all the branches of the polit¬ ical sciences. Its secondary aim is the preparation of young men for all the political branches of the public service. Acting President Henry S. Frieze, of the University of Michigan, uses the following words in reporting the organization of a school of political science: It aims to give its students a large and thorough preparation for the duties that will devolve upon them as citizens and members of society. It opens to them a wide range of history, wherein they may learn to estimate aright the conditions either of social good or social evil, the conditions of national prosperity or of national ruin. The courses offered to them in jurisprudence, in constitutional law and history, in legislative and parliamentary forms, and in administrative methods and usages are designed to fit them for those public duties to which every citizen is liable to be called. There are also studies in political economy and international law and studies in sanitary science, all combining with the rest to make up a course of advanced and practical education which can hardly fail to make of those who pursue it to the end intelligent and useful citizens and members of society. CLXVI REPORT OF THE COMMISSIONER OF EDUCATION. The requirement for admission to the School of Political Science, Columbia College, is the successful completion of the regular course of undergraduate study in that college or in some other maintaining an equivalent curriculum of stady to the end of the junior year. One year less of preparatory study is required at Michigan University, and those that have gone forward to graduation in a reputable college are credited with so much of the work of the school as they may have completed during their course. The studies of the Columbia College School are arranged in a single course three years in length. Those of the first year are chiefly historical. The development of natural sciences, philosophy, national politics, and constitutions is considered with studies in geography and ethnography. Land tenure, taxation, and finance are the branches of political economy under discussion. The studies of the second year are in Roman and constitutional law ; those of the third include diplomacy, international and administra¬ tive law, and social science. The studies of the Michigan University school are embraced under the four heads of history, political economy, sanitary science, and rights. Eng¬ lish history has a prominent place in the historical department. Courses of instruction are also given in the general history of continental Europe, the political history of the American colonies, and the constitutional history of the United States. There are ele¬ mentary and advanced courses in political economy. The former is theoretical; the latter concerned with practical questions, such as commercial crises, transportation, migra¬ tion, free trade and protection, and social reforms. Sanitary science includes chemical biology, foods, water and air supply, heating and light, ferments and germs, health laws, &c. The completion of one year of the course in the school at Columbia College entitles the student to the degree of bachelor of philosophy; of the entire course, to that of doctor of philosophy. The securing of a degree in the Michigan University depends on the satisfactory completion of a prescribed amount of study. An examination for bachelor's or master’s degree may be undergone at the close of two years’ special work. Those that obtain a master’s degree with distinction may present themselves for a doctor’s degree at the expiration of another year; others may do so any time after two years. The degrees are in philosophy, in science, or in letters. The Wharton School of Finance and Economy in the University of Pennsylvania may be mentioned in this connection, although its aim is to prepare for business rather than public life. Its special studies commence with junior year and continue three years, as do the scientific courses of the university. Students who have passed through the freshman and sophomore classes of either the classical or scientific depart¬ ment of the university are admitted without examination ; all others are examined in subjects similar to those pursued in one or the other of these departments during the first two years. The prominent studies of the school are French, German, natural sciences, social science, political economy, and general law. The principal work of junior year is on questions of money, taxation, commerce, transportation, and labor. The degree conferred at the end of the course is bachelor of science. TABLE X. — SCHOOLS OF SCIENCE. The following statement shows the number of institutions and departments of this class, with instructors and students, as reported to this Office each year from 1870 to 1881, inclusive. The numbers under 1873, 1874, 1875, 1876, 1877, 1878, 1879, 1880, and 1881 include the National Military and Naval Academies : 1870. 1871. 1872. 1873. 1874. 1875. 1876. 1877. 1878. 1879. 1880. 1881. Number of institutions. 17 41 70 70 72 74 75 74 76 81 83 85 Number of instructors.. 144 303 724 749 609 758 793 781 809 884 953 1,019 Number of students . 1,413 3,303 5,395 8,950 7,244 7,157 7,614 8,559 13,153 10,919 11,584 12,709 SCIENTIFIC INSTRUCTION. CLXVIl Table X. — Part 1. — Summary of statistics of schools of science. States. Number of schools. I Preparatory depart¬ ment. Scientific department. Number of State scholarships 1 Number of othe- free scholar¬ ship.. Instructors. Students. Corps of instruction. Students. Male. V 3 . 11 60 353 Christian . . . . 6 12 126 Reformed . . 4 14 51 United Preshvterian . 3 8 69 Universalist . . . 2 12 34 Unsectarian . . . 2 10 74 Free-Will Baptist . . 2 8 54 Methodist Episcopal South . 2 7 88 German Methodist Episcopal . . . . . . . . 2 7 20 Cumberland Preshvterian . . 2 6 35 Unitarian . . 1 7 12 Reformed (Dutch 1 . . . 1 5 45 United Brethren... . . 1 4 22 New Church . . 1 4 6 Methodist Protestant,.. . . . 1 3 18 Brethren . . 1 2 O African Methodist Episcopal . 1 Total . . . 144 624 4,793 _ _ THEOLOGICAL SCHOOLS. CLXXXIII Table XI. — Summary of statistics of schools of theology . States. Number of schools. j Corps of instruction. | Endowed professorships. Students. Libraries. Property, income, &c. Present number. Resident graduates. Present students w h o have received a degree in letters or science. Graduates at commence¬ ment of 1881. 1 j Number of volumes. Increase in the last school year. Value of grounds and buildings. Amount of productive funds. Income from productive funds. 3 4 58 3 2,000 400 $17,000 California . 3 14 2 15 1 2 7 11,340 2,250 104,000 $80,000 $2,770 1 4 1 Connecticut . 3 28 11 157 8 141 24 34, 290 2,342 515,000 307,756 27,659 2 2 9 Illinois . 16 63 18 431 23 121 65 42,000 1,141 481, 000 728,523 33,421 o 10 79 14 26 100 100 Iowa . 4 9 3 51 1 5 250 50 14,049 38, 611 3,275 Kansas . 1 2 2 0 2 3,550 0 25,000 0 0 Kentucky . 5 21 1 190 3 16 7 29, 100 350 95,000 532,545 35,407 Louisiana . 4 5 68 1 Maine . 2 9 5 45 14 14 18,700 300 100,000 193,000 15,080 Mar viand 5 31 334 15 4 74, 144 2,045 95,000 Massachusetts. 7 50 18 258 16 160 92 80, 252 102 656,835 1,537,736 92,004 Michigan . 2 7 2 49 3 7 3 2,000 200 55,000 3,700 Minnesota . 3 28 69 3 1,000 25,000 Mississippi 2 5 23 1 1 1,800 200 25,000 Missouri . 12 153 3 2 10,200 60,000 40,000 Nebraska . 2 2 1 3 5,000 500 New Jersey . 5 40 14 306 7 220 76 92, 296 1,462 949, 000 1,490, 903 77, 820 New York . 14 69 33 674 7 179 107 124,324 4, 762 1,280,000 2, 392, 912 145,491 North Carolina 4 10 68 8 2 2,800 75 13, 000 Ohio . 13 40 10 274 28 90 66 38, 930 145 713, 867 345,776 40, 126 Pennsylvania . 14 67 23 475 6 177 89 94,700 330 573, 870 1,345,628 79, 753 South Carolina 3 4 69 21, 595 100 55, 000 Tennessee . 7 35 5 259 7 8 21 2, 864 50, 000 2,500 1,500 Texas . 2 3 0 26 0 500 300 Virginia . 4 16 10 171 i 21 39 25,000 300 80,000 223,000 14,000 Wisconsin . 5 29 1 284 15 58 14, 167 192 203, 250 74,000 200 District of Co¬ 2 5 1 78 6 1,900 40,000 25,000 lumbia. Total . 144 624 158 4,679 114 1, 209 722 729,802 17,146 6,170,871 9, 417, 890 572,706 A Hebrew summer school was organized in the summer of 1881 by William K. Harper, professor of Hebrew in the Baptist Union Theological Seminary. It held its sessions at Morgan Park, Ill., during the months of July and August and enrolled 22 students. This school was organized to meet the wants of the following classes of persons : (1) Ministers, or persons about to enter the ministry, who cannot avail themselves of the opportunities afforded by a theological seminary, and yet desire to gain a knowledge of the Hebrew language. (2) Ministers who have some knowledge of the Hebrew, yet find the language of little advantage to them because of its “strangeness.” (3) Minis¬ ters and students, more advanced in the language, who wish to pursue their studies CLXXXIV REPORT OF THE COMMISSIONER OF EDUCATION. further and to gain a greater familiarity than is possible in the time which is devoted to it in the regular theological course. The following points were made prominent in the work of the summer school: (1) The almost exclusive use of the inductive method in imparting grammatical in¬ struction. (2) The particular attention paid to translating at sight. (3) The importance attached to the memorizing of those words which are of most frequent occurrence. 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 1881, inclusive, with the number of instructors and number of students: 1870. 1871. 1872. 1873. 1874. 1875. 1876. 1877. | 1878. 1879. 1880. 1881. Number of institutions . 28 30 37 37 38 43 42 43 50 49 48 47 Number of instructors . 99 129 151 158 181 224 218 175 196 224 229 229 Number of students . 1,653 1 722 1,976 2,174 2,585 2,677 2,664 2, 811 3,012 3,019 3, 134 3, 227 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 letters or science. Graduates at the com¬ mencement of 1881. Number of volumes. Increase in the last school year. Value of grounds and buildings. Amount of productive funds. Income from productive funds. Receipts for the last year from tuition fees. Alabama . 1 3 20 10 13 I California . 1 3 187 40 ! . ]$100, 000 1 $7,000 $1,500 Connecticut . 1 14 68 34 31 8,000 j 10,000 564 6, 785 Georgia . 2 9 6 1 | i . Illinois . . . 3 14 156 . 25 47 I- 1 . 7,180 Indiana . 2 11 72 4 Towa . 3 10 163 40 88 1 2, 807 192 : 1 . 1 . 7,052 Kansas .. . 1 2 15 I : 1 325 Kentucky 2 8 45 10 25 i 2,000 Louisiana . 1 2 8 63 9 . [ 26,000 $10,000 | 3,000 Marvland . 1 4 60 30 33 . 25,000 Massachusetts . 1 2 24 307 151 50 19,000 1,000 56,133 4,930 22, 268 Michigan 1 5 395 65 145 6,000 16,500 Mississippi 1 6 18 16 1,000 i 650 Missouri .... 13 119 32 37 j 3,343 45 1 30,000 10,000 6,080 New York. . 4 23 650 279 144 14,105 233 20,000 57,000 North Carolina . . 3 6 27 5 1,200 1 . i Ohio . 1 8 127 33 64 2,094 250 1 6,000 6,237 "Pp/n n syl y d ,n i f\ , 2 5 141 47 49 300 . 1 9, 000 Tennessee g 12 102 14 50 800 8, 340 Virginia g 8 151 44 . . 1 600 . West, Virginia, 1 1 11 [ "W j spot) si n 1 52 9 34 1,366 District of Columbia . 4 j 25 272 30 43 214 14 20,000 . 1 4,127 Total . 1 47 229 3,227 | 849 j 932 ] 1 86,229 ! 1,734 j, 1 105,000 j 176, 133 18,494 158, 644 LEGAL INSTRUCTION. CLXXXV The schools of law seem to have decreased in number and increased slightly in attend¬ ance. Their work is of much interest to the public. The legislative affairs of the States and nation are greatly influenced, if not controlled, by lawyers; the judicial func¬ tions of the Government are performed by them. They advise not only in the concerns of state, but also in matters of business and family life. Their relation with the rights and duties of all is so intimate that the interests of every citizen are affected by the manner in which they are prepared for their profession. As was said by Hon. Dorman B. Eaton some years ago: “Every citizen, however exalted or however humble, however rich or however poor, has a deep interest in extending the knowledge of the laws and in raising the character and enlarging the attainments of those who practise or preside in the tribunals of justice.” The objects of the true school of law are to give its pupils familiarity with existing law, an understanding of the principles on which it rests, a knowledge of the events and causes which have moulded it into its present shape, and a comprehension of its relations to public affairs and private life. It has been questioned whether the educational senti¬ ment of our colleges is such as to uphold the extension and elevation of courses of pro¬ fessional study. Prof. C. C. Langdell, of the Harvard Law School, argues that ideas unfavorable to thorough professional training have been received from English universi¬ ties and adopted by American colleges. Among them, he enumerates the following: That professional learning or professional knowledge (as it would rather be called) is a thing to be “ picked up ” by degrees and acquired by experience and practice, like the knowledge of any ordinary business or pursuit; that one’s professional eminence will depend (ceteris paribus) upon his academic education and upon his opportunities for prac¬ tising his profession rather than upon the amount of time and labor that he devotes to regular and systematic professional study; that professional learning is pursued solely for the profits and emoluments which it brings, and that these will cause it to be pursued with sufficient eagerness; that the public has no interest in increasing the number of doctors and lawyers, and, though it has an interest in improving their quality, yet that object, so far as it depends upon professional study, will be best secured by the principle of competition. Doubtless the eagerness of young men to enter upon active life and the opinion of many of the members of the bar are more influential in limiting the instruction of the law school than ideas inculcated by our colleges. Yet against all the feelings and circum¬ stances that oppose them many schools of law strive to make their requirements for admission as high as practicable and their course of study as long and comprehensive as the sentiments of the community in which they exist will sanction. The University of Michigan does not advocate the requirement of the completion of a college course by those who apply for admission to its department of law, but its acting president says in his last report: “The professional schools cannot be excused for admitting stu¬ dents without respectable preparation. ’ ’ Persons intending to study law7 in Boston Uni¬ versity “are earnestly recommended to complete a course of liberal studies in some col¬ lege before entering. ’ ’ The admission of applicants who are candidates for a degree in Columbia College (New York) Law School is regulated by the following rules: All graduates of literary colleges are admitted without examination. Other candidates must be at least eighteen years of age and have received a good academic education, in¬ cluding such a knowledge of the Latin language as is required for admission to the fresh¬ man class of the School of Arts. Soon after the adoption of these rules President F. A. P. Barnard said: Though the institution of the entrance examination has had the effect to reduce the attendance, it has undoubtedly improved its character and has thus been beneficial to the school. The requisitions for admission are placed so low that the candidate who is excluded by them can hardly possess a degree of mental culture sufficient to justify his attempting the study of a learned profession; nor is he likely to do credit to the school, either as a student or as a graduate. The methods of instruction employed in law schools include recitations, lectures, and moot courts. The tendency is now to give recitation an increasingly important place. The instruction of the Columbia College Law School is imparted by a system of ques- CLXXXVI REPORT OF THE COMMISSIONER OF EDUCATION. tions, expositions, and dictations, excluding, in the main, lectures in the ordinary sense. A daily recitation and examination are held in the leading branches of the course at the School of Law of Boston University. The lecture system is still maintained, and a large part of the instruction given in that way. Hon. William G. Hammond, ll.d., dean of the St. Louis Law School, thinks that the full benefit of lectures is attainable only by exceptional trained intellects, and that the receptive state of mind in which a class must be during their delivery is unfavorable to mental discipline and activity of thought. He would, however, unite lectures with recitations. The authorities of the Union College of Law, at Chicago, say: Experience has taught us that the recitation system, in which each student is exam¬ ined daily or oftener in the presence of his class, with the advantage of mutual criticism and free inquiry by his associates and corrections by the professor, with the stimulus of a generous emulation and desire to excel, is a more effectual method of imparting a thorough and accurate knowledge of legal principles than any system of mere oral instruction by lectures. Moot courts form a part of the approved routine of law schools. They were abolished a few years since as a stated exercise in Harvard Law School, but when the professors expressed a readiness to hold them four courts were organized. The object in view is to give students an opportunity to become familiar with the practical side of the lawyer’s work in conducting cases in court. Pleadings, arguments, and motions are made and the forms of judicial procedure are observed. Perhaps the most valuable service of the moot court is to induce the student to investigate with great thoroughness a particular point in law, as he will be obliged to do in actual practice, to discover the relation which it has to others, the analogies between his case and similar cases in the reports, and to anticipate objections and prepare answers for them. As it is valuable for attorneys to add to a general knowledge of law a complete mastery of special branches, so it is well for a student to have learned thoroughly the principles that govern the law in its application to some individual cases. The exercises of moot courts are esteemed so highly by the faculty of the School of Law of Boston University that “it is purposed to require hereafter, as a condition for promotion to the degree of bachelor of laws, a par¬ ticipation by each candidate in at least two moot courts during the last year. ” In an address delivered upon his resignation of the chancellorship of the law depart¬ ment of the State University of Iowa, Hon. Y/illiam G. Hammond, LL.D., summed up his hopes for the future of American law schools in the following points: First, that more attention may be given to the method of teaching law, so as to bring our schools, in this respect, more nearly on a level with those in which the other parts of a liberal education are taught. * * * Second, that the relation of theory to practice will be better understood, so that teach¬ ers and students alike will neither make the mistake of relegating practice to the offices as something unfit for school study, nor of neglecting theory as something unlikely to be of practical use. * * * Third, this can only be done by the use of such helps as have been found most efficient in other schools, and especially by the use of text books exactly adapted to their pur¬ pose and brought fully up to the latest standard both of theory and practice. * * * Fourth, in such text books we may reasonably expect to be free from the vapid gen¬ eralities which in so many of our present books pass for the philosophy of law, and the wearisome repetition of stale and abandoned theories, such as have made the very name of theory unwelcome to many a student. In their place we shall have a theory of law which answers to the actual facts and satisfies the mind of the present age. * * * Fifth and lastly, I base my hopes for the future very largely upon that remarkable change in human thought which, under the somewhat vague title of the historical method, has done so much within a generation or two for the whole circle of moral sciences. * * * We may expect to see the attorney’s manuals weeded of the con¬ stant references to a past condition of things which are now necessary to explain the facts and even the language of to-day. In their place, we may hope, will come a clear and satisfactory study, once for all in the course of every school, of the history of the common law, tracing the growth and development of its institutions and principles from the forests of Germany, through the events of fifteen hundred years, down to the form which they take in our own day and country, and thus laying the most firm and rational basis for the settlement of its disputed questions, the clearing up of its dark places, the entire study and practice of the law of our own land. LEGAL INSTRUCTION. CLXXXVII Strict requirements of candidates for degrees and for admission to the bar tend to pro¬ mote thoroughness in preparation. The nature of man is such that he will exert himself most intensely only under a present necessity. It is necessary that a lawyer should pre¬ pare himself thoroughly for his profession; yet the stimulus of distant rewards and the application of mind due to interest in the study of law may be increased by the imme¬ diate necessity of passing an exhaustive examination. Whether it be conducted by the faculty of a school of law or by officers of a court and whether it be for a university degree or for a license to practise, its effects are similar. In any case the candidate is certified to the public by recognized judges as fit to render service to clients in legal questions and controversies. An English writer has said: Formerly barristers were very much like bullion, which the public had to assay for themselves; but when they are to be sent out in the form of coin there must be no doubt as to the quality of the gold. Any other result would be derogatory to the dignity of the profession and must be guarded against in every possible way by the most stringent provisions, the most inflexible rules, the most unqualified restrictions, and the most peremptory requirements and prohibitions. Hon. Dorman B. Eaton, ll. b., in an address on the public relations of the legal profession, said: If there are any merchants, manufacturers, farmers, or honest people of any sort who wish that examinations for the bar shall become mere farces, who desire to increase the number of cunning and conscienceless promoters of quarrels, who want no guarantee of honesty or capacity, when, beyond the sphere of personal acquaintance, they are com¬ pelled to trust their property and their characters to strange attorneys, then let all such persons at once join hands with those unworthy persons at the bar and beyond the bar who desire every barrier and every responsibility removed. * * * If, on the other hand, the people are interested in having only such a selected number of practising lawyers as are really needed for honest purposes; if the exercise of a lucrative public function, by special privilege and the certainty that those admitted to the bar are to fill the seats of justice, cause lawyers above all others to be justly amenable to stem tests of character and attainments, * * * then why should not all worthy people unite and make and sternly enforce adequate laws for securing what the public welfare demands? Admission to the bar is the subject of a carefully prepared article published recently in the American Law Review by Hon. Francis L. Wellman. I take from it the follow¬ ing quotations: The system of legal study is governed almost exclusively by the system of examina¬ tion that admits to the bar. * * * It may be argued that of themselves examina¬ tions are a direct evil, since they encourage a system of cramming and bad habits of study ; as Wolfe said, ‘ 1 Perverse studet qui examinibus studet. ’ ’ Such arguments in some cases may have weight, but in the law they should be directed, not against the examinations themselves, but against the practice that prevails in most States of making the examina¬ tions the only test. It is to remove the temptation to cram that we have so strongly urged the adoption of a definite term of pupilage and the other precautionary measures already dwelt upon. Of law school privileges he says: The advantages afforded by law schools for acquiring a comprehensive knowledge of the law are now very generally appreciated by the profession and the public. There is no better preparation for the bar, in our opinion, than that afforded by a two or three years’ course at a good law school, supplemented by a third or fourth year in an office of a practising lawyer; and it is a matter of surprise that, while there has been a strong movement in many of the States for raising the standard of qualification for admission to the profession, it has never appeared to be in any degree the aim of the movement either to support and strengthen the schools or even to make use of them in the further¬ ance of the objects in view. Certainly the time well spent in any respectable law school, as proved by passing its examinations, should count towards admission to the bar in any State like time spent in an office. Of the requirements for admission to the bar in the several States, he says: Fifteen out of thirty-eight require a definite term of pupilage, but differ widely as to the proper length of this term. In fifteen States the diploma of certain law schools is recognized and accepted in lieu of the public bar examinations; these privileges are, in CLXXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. most cases, confined to the schools situated within the State or county limits, a strange inconsistency. In but six of the number is any value given to the degree of bachelor of arts. Seven of the list prescribe a definite course of study, on which the examina¬ tions are based ; this requirement is usually intended to take the place of a definite term of pupilage; not so in Pennsylvania and Oregon, however. New Hampshire alone esteems the examiners’ labor worthy of compensation. Pennsylvania and Delaware are conspicu¬ ous as requiring a preliminary examination in Latin and on all the branches of a com¬ mon high school education. New York and New Jersey distinguish between attorneys and counsellors in their requirements for admission to practice; and in ten States women have been admitted on equal standing with the men. Nearly all the States have adopted the superficial oral method of examination, only five of the number requiring written answers to stated questions, and even in these States, excepting New Hampshire, written examinations are customary only in certain counties or departments. Mr. Wellman proposes a set of rules to regulate admission to the bar. They require that persons desiring to become students of law either be college graduates or pass an examination in languages (Latin and one modern), mathematics (through plane geome¬ try), American and English history, modern geography, political economy, and elements of book-keeping. They shall file a certificate of this fact, and of intention to study law, with the clerk of the court, and also the certificate of an attorney, stating when study began. The final examination for admission must be both oral and written, before a State board, at one of its quarterly examinations at the State capital. No student 'can attend the examination until he has studied three full years in a school or office. A de¬ gree in a law school shall obviate the necessity of examination in two branches pursued in the school. Prizes shall be given for excellence in jurisprudence and Roman civil law. The expenses of examination and prizes are met by a fee of $10 for examination. No person shall be admitted to the bar, upon motion, on the ground that, he is a member of the bar of another State, unless he has practised two years before the highest courts of that State. TABLE XIII. — SCHOOLS OF MEDICINE. The following is a comparative statement of the number of schools of medicine, den¬ tistry, and pharmacy reported to the Office each year from 1871 to 1881 , inclusive, with the number of instructors and students: 1871. ! _ 1872. 1873. 1874. 1875. 1876. 1877. 1878. 1879. 1880. 1881. Number of institutions . ' 82 87 94 99 106 102 106 106 114 120 126 Number of instructors . 750 726 1,148 1,121 1,172 1,201 1,278 1,337 1,495 1,660 1,746 Number of students . 7,045 I 5,995 8,681 9,095 1 9,971 10,143 11,225 11,830 13,321 14, 006 14,536 MEDICAL INSTRUCTION. CLXXXIX Table XIII. — Summary of statistics of schools of medicine , of dentistry , and of pharmacy. Students. Libraries. Property, income, &c. States. ! £ 03 g v 2 I. Medical and | SURGICAL. 1. Regular. 3-S I o ft in e3 0- ^5 -5 s « <3 -s a p.2 ,o.-g ill 1 8 60 6 24 500 $120, 000 $0 $4,000 1 14 36 10 15,000 3 30 118 25 ! 31, 500 1 . . 11, 985 1 16 15 i . 1,100 1 18 21 10 $29, 102 4,251 3,855 3 38 320 92 5, 500 115, 000 ! 9,707 4 70 740 202 206 136, 000 j 61, 402 73 343 198 1,200 400 13,000 1,000 50 13, 694 25 452 . 156 ■ 50,000 16, 239 Kentucky . i 42 529 5 275 4,500 62, 000 ! 13,647 Louisiana . i 9 204 59 2,000 j 100,000 ! . Maine . 2 22 130 22 30 1 4,000 1 25,000 Maryland . 1 2 36 553 42 226 2,000 so, 000 Massachusetts . J 2 66 266 118 60 2,100 1 100 280, 391 7,141 51, 324 Michigan. . 3 60 508 38 146 500 1 60,000 1 6, 771 Minnesota . 1 | 19 | 32 1 9 100,000 Missouri . ! 6 1 97 1 540 j 26 196 1,300 143,000 1,000 100 39, 766 Nebraska . 1 13 14 New Hampshire....! 1 13 94 7 29 1,800 0 40,000 0 0 6,645 New York . [ 8 195 2,000 1 323 503 4,750 408, 970 30, 915 North Carolina 17 1 3 9 400 Ohio . 6 84 1,025 | 355 2,000 j 101,000 ; 14,065 Oregon . 1 11 30 13 150 15 i 4,000 1 0 3,300 Pennsylvania . 4 114 1,094 114 324 5,437 407 307,000 50,000 3,000 54, 694 South Carolina . 1 9 77 30 1 40,000 0 0 4,000 Tennessee . 4 56 590 14 228 100 182,000 2,500 12,000 Vermont . 1 20 171 20 50 12, 000 0 0 8, 000 Virginia . 13 108 10 33 2,500 60,000 6,000 4,000 Hist, of Columbia.. 3 39 163 21 20 1 j 3,000 2,200 154 4,384 Total . 76 1,213 10, 250 989 3,299 40, 757 923 2,208,470 366, 193 20, 696 375, 493 2. Eclectic. California . 1 10 30 11 1 20,000 3,500 Georgia . 1 37 g 1 15 10 1 7,500 Illinois . 1 13 123 17 52 200 25 65, 000 6,300 Indiana . 1 10 26 12 . j Missouri . 1 50 22 7,000 New York . 2 25 300 17 63 2,006 58,000 I 1,311 2, 960 Ohio . 1 8 j 316 113 80,000 0 j 0 20,000 Total . 80 882 37 288 2,216 25 230,500 1,311 39, 760 i — — ~ — i - - - - - — . ■ - . — „] — - — , - - — — — H — *— r cxc REPORT OF THE COMMISSIONER OF EDUCATION. Table XIII. — Summary of statistics of schools of medicine, &c. — Continued. States. | Number of schools. Corps of instruction. Students. Libraries. Property, income, &c. 1 Present number. Present students who are graduate students. Graduates at the com¬ mencement of 1881. Number of volumes. Increase in the last school year. Value of grounds, build¬ ings, and apparatus. Amount of productive funds. Income from productive funds. Receipts for the last year from tuition and other j fees. 3. Homoeopathic. 2 30 347 50 121 $65, 000 $17,500 1 9 60 5 17 320 1,000 Massachusetts . 1 30 109 8 29 1,800 110,000 1 71 23 14,000 1 11 32 1 16 1,900 3 46 258 65 75 5 5,016 Ohio . 2 22 209 6 88 25,000 Pennsylvania . 1 18 199 15 83 2,000 30,000 13,808 Total . 12 173 1,285 85 442 4, 195 5 244,000 39,224 II. Dental. California . 1 25,000 Indiana . 1 11 28 10 1,500 3,000 Maryland . 1 1 11 93 25 53 1,000 5,000 10,000 Massachusetts . 1 3 35 64 23 15, 000 6,000 Michigan . 1 10 86 34 125 12,000 3,000 Missouri . 3 40 22 1 1,924 New York . 1 21 112 4 29 100 12,720 Ohio . 1 8 81 20,000 6,500 Pennsylvania . 2 45 155 5 104 5,150 70,000 $1, 500 23, 694 Tennessee . 2 34 62 31 3,000 $1, 568 17,500 Total . 16 215 703 34 285 6,375 151, 500 1,500 1,568 84,338 III. Pharmaceu¬ tical. California . 1 4 47 15 3,000 1,480 Illinois . 1 5 116 21 1,000 3,000 5,600 Kentucky . 1 3 | 40 8 200 7 5,000 Maryland . 1 4 68 20 8,000 0 0 Massachusetts . 1 4 101 2 15 2,000 300 5,000 3,000 150 4,500 Michigan . 1 12 88 3 24 Missouri . 1 4 87 27 . 1 3,500 3,500 New York . 1 2 io ! 356 5 65 1,045 45,500 100 12,050 Ohio . ! 1 3 1 95 23 450 25 1,000 0 2,600 Pennsylvania, .. 2 6 370 145 3,000 300 5,200 0 1, 100 Tennessee . 1 5 20 8 Dist. of Columbia.. 1 5 28 6 Total . 14 65 1,416 10 377 7,695 632 79,200 3,000 250 30,830 MEDICAL INSTRUCTION. CXCI Table XIII. — Summary of statistics of schools of medicine , ^—Continued. States. Number of schools. Corps of instruction. Students. Libraries. Property, income, &c. Present number. Present students who are graduate students. Graduates at the com¬ mencement of 1881. Number of volumes. Increase in the last school year. Value of grounds, build¬ ings, and apparatus. Amount of productive funds. 1 Income from productive funds. Receipts for the last year from tuition and other fees. Totals. Medical and surgi¬ cal: Regular . 76 1,213 10,250 989 3,299 40,757 923 $2, 208, 470 $366, 193 $20, 696 $375,493 Eclectic . 8 80 882 37 288 2, 216 25 230,500 1,311 39,760 Homoeopathic. 12 173 1,285 85 442 4, 195 5 244,000 39,224 Dental . 16 215 703 34 285 6,375 151, 500 1,500 1,568 84,338 Pharmaceutical . 14 65 1,416 10 377 7,695 632 79,200 3,000 250 30,830 Grand total . 126 1,746 14,536 1,155 4,691 61, 238 1,585 2,913,670 370, 693 23, 825 569,645 When the student of medical education in this country compares its extent with that of medical education abroad he cannot help thinking either that we are not particular enough or that other countries demand too much. When the inquirer further considers the enormous amount of knowledge that lias been accumulated respecting the proper treatment of disease, its prevention and its nature, the impression becomes irresistible that we have been influenced by our national impatience and furious haste in this matter as in many others, and that we have allowed the students to dictate the length of time they are to study instead of obliging them to prepare suitably for this important course of instruction and to spend enough time to receive it properly and retain it securely. Happily, of late years the good sense of the profession and of the medical colleges has attacked this abuse and is correcting it with due diligence and circumspection. An important part of the new programme is the requirement of some suitable preliminary training and the production of evidence to that effect by an entrance examination. COURSES PREPARATORY TO THE STUDY OF MEDICINE. A few institutions for higher education have courses of study preparatory to the study of medicine. Among them are Cornell University, the University of Pennsylvania, and Johns Hopkins University. The course at Cornell is two years in length. The studies of the first year are French, drawing, physics, chemistry, physiology, hygiene, and bot¬ any ; of the second year, German, organic and medical chemistry, vegetable physiology, histology, anatomy, veterinary medicine and surgery, sanitary science, and psychology. The faculty of the university are aware that medical students need a generous education, and advise them to take a full four years’ scientific or literary course, with special work in laboratories and on important subjects as resident graduates. The Towne Scientific School of the University of Pennsylvania has a course pre¬ paratory to the study of medicine extending through five years. The studies of the first two years are those pursued by all the students of the school. Many of the stud¬ ies of the remaining three years are common to the six courses existing in the insti¬ tution, and are chiefly scientific. The special studies of the third year preparatory to the study of medicine are differential calculus, practical work in the chemical labora- CXC1I REPORT OF THE COMMISSIONER OF EDUCATION. tory, mineralogy, systematic botany (with excursions), and vertebrate and invertebrate zoology ; of the fourth year, organic chemistry, qualitative analysis, and reading of Latin authors; and of the fifth year, quantitative analysis, physiological and toxicological chem¬ istry, structural botany, use of the microscope, comparative anatomy, animal mechanics, elementary physiology, application of physics, and lectures in geology. Excepting the differential calculus these studies form an admirable course of instruction introductory to the branches which should receive the principal attention of the medical student. The course in Johns Hopkins University for those intending to study medicine is out¬ lined as follows in the Boston Medical and Surgical Journal: This course extends throughout three years, and as a mental discipline is equivalent to the other courses leading to the A. b. degree, which is therefore conferred on matric¬ ulated students who complete it. The main object held in view is to utilize for intend¬ ing medical students the opportunities for practical study in physics, chemistry, and biology found in an endowed institution with well equipped laboratories and so often wanting in medical schools; it is also considered an object to lessen the work to be sub¬ sequently crowded into the period of study at a medical school by giving the student a good knowledge of the sciences which lie at the basis of the medical art before he begins his professional study. Physics, chemistry, and biology are therefore the main subjects included in the course; some knowledge of French and German is also demanded; and there are, also, several subjects (inserted with a view to giving some breadth of culture) between which an option is allowed. These are Latin, Greek, mathematics, English literature, history, logic, and psychology. Each student must take up at least two of these optional subjects, the amount of knowledge required in each being such as would be obtained by a year’s honest work. ENTRANCE EXAMINATIONS. An inspection of the announcements and catalogues of about eighty medical schools has shown that ten have examinations for admission covering several subjects and fourteen employ some slight tests of an applicant’s fitness to study medicine. The subjects of exam¬ ination are elementary physics in 8 schools, arithmetic in 7, elementary Latin in 5, gram¬ mar in 4, geography in 4, algebra in 4, geometry in 3. and history in 2. Grammar and composition are determined usually from the papers submitted. The amount of phys¬ ics required is generally a knowledge of Balfour Stewart’s Primer of Physics or its equiv¬ alent. The Latin requirements are varied, and are intended to show the familiarity of the applicant with declensions, conjugations, common words, and simple constructions. Algebra to quadratic equations and two books of geometry are usual requirements in these branches. The Michigan College of Medicine allows a substitution of either Greek, French, German, botany, or zoology in place of other studies mentioned alcove (except Latin). French, German, algebra, geometry, and botany are alternative subjects at Harvard Medical School, on one of which the candidate must be examined. Botany and chemistry, as found in the Science Primers, are required by the Woman’s Medical College of the New York Infirmary. College diplomas, degrees from scientific schools, graduation from acceptable high schools and academies, and licenses to teach public schools are among the proofs of a candidate’s fitness accepted in lieu of examina¬ tion. In the Medical School of Missouri University all students before entering the senior class must pass a satisfactory examination on English grammar, rhetoric, history of the United States, and arithmetic through common fractions. The recently organized Medico-Chirurgical College of Philadelphia lias a preparatory feature best described by a quotation from its announcement: The necessity of elevating the standard of medical education is universally admitted. The times demand that physicians shall be scholarly as well as proficient in medicine. Many talented, ambitious young men, capable of becoming excellent physicians, have not enjoyed academic or collegiate advantages. With a view of aiding these, the authori¬ ties of the college have made a progressive departure from the usual curriculum of medi¬ cal colleges by adding a preparatory spring term, the studies of which will embrace the elements of English literature, natural science, and elements of Latin and Greek, with¬ out additional expense to the student. This feature must especially commend itself to MEDICAL INSTRUCTION. CXCIII the needs and convenience of many students whose circumstances have been such as to prevent them from thoroughly enjoying the benefits of these necessary studies. The term is designated the auxiliary literary term, and students who attend it, after passing a satisfactory examination, will receive a certificate. Students will be exempt from at¬ tending this term who present proper certificates of having graduated at a high school or attended a respectable classical seminary or college for one year, or of having passed a preliminary examination of a duly organized county medical society. * * * All students who do not exhibit the necessary qualifications will be required to attend this term and obtain the certificate of the same before their final examination for the degree of doctor of medicine. UNDERGRADUATE COURSES. The average medical college requires candidates for a degree to study medicine under some competent physician three years, attending meanwhile two courses of lectures in distinct years and taking the second course in the institution from which the degree is sought. Rarely are the requirements in excess of this. Boston University and Har¬ vard University would have the students of their medical schools continue their studies a year longer than is customary. The medical student in the University of California and in Boston University is required to attend three regular courses of lectures in three several years before he can present himself for graduation; and from this year for¬ ward a three years’ graded course is to be an absolute requisite for graduation in the Albany (N. Y.) Medical College. Other schools might be mentioned which either urge or require a longer period of study than is commonly taken. As the time and nominal amount of study are nearly alike for the majority of medical schools, the attainments of their students must be indicated by the scope and quality of the instruction and by the entrance examinations. The subjects in which candidates for positions as surgeons in the United States Army are examined may be taken to show what branches are included in a complete medical course. They are anatomy, physiology, practice of surgery, practice of medicine, general pathology, obstetrics, diseases of women and children, medical jurisprudence, materia medica, therapeutics, pharmacy, toxicology, and hygiene. Few schools give full place to all these subjects, and many offer special courses, covering only part of the topics included under these heads. Chem¬ istry is a prominent study. Histology is included among the studies of many medical colleges. Special instruction is often given on the structure and diseases of the eye, the ear, and the throat. In the medical department of Boston University a professorship of the “history and methodology of the medical sciences” has been established recently. “Its work is to define and classify the different sciences which relate to this department, to show their history and right relation to each other, to point out the different methods of studying and teaching them, and to survey in a critical and practical manner the bibliography of each . ” Of the subj ects of medical study mentioned pharmacy and hygiene are rarely included in the curriculum of a medical college. Medical jurisprudence is frequently omitted. The scheme of tuition adopted by the American Medical College Association covers the general topics of anatomy, with dissection, physiology, chemistry, materia medica and therapeutics, obstetrics, surgery, pathology and practice of medicine. Several medical schools have graded courses of instruction. Thirteen such are known to this Office. They are the medical departments of the Universities of California, Michigan, Pennsylvania, and Denver, Colo.; of Harvard and Syracuse Universities and of Yale College; the Chicago, Detroit, and St. Louis Medical Colleges; the Medical College of the Pacific; the Woman’s Medical College of Pennsylvania; and the Medico- Chirurgical College of Philadelphia. The studies of the first year are usually anatomy, physiology, histology, chemistry, and, less frequently, materia medica. Those of the second year are pathology, theory, and practice of medicine, therapeutics, and obstetrics. Special departments of anatomy and chemistry and of clinical medicine and surgery occupy the student in a number of schools. The studies of the third year are theory and prac¬ tice, therapeutics and obstetrics continued, diseases of women and children, surgery, E — XIII CXCIV REPORT OF THE COMMISSIONER OF EDUCATION. ophthalmology, otology, mental and nervous diseases, and occasionally dermatology, laryngology, and medical jurisprudence. Definite information on the nature, extent, and effect of the examinations accompanying these graded courses is not easily obtained. Most of the schools have an examination the first two years for promotion and the third year for a degree. In several the examinations at the end of the first year in histology and in special departments of anatomy, physiology, and chemistry are final. The second year examinations in these three subjects are usually final, and those in materia medica and therapeutics are so occasionally. The chief burdens of examination for a degree are postponed until the close of the third year. The adoption of systematic courses of instruction has resulted beneficially. The effects of recent changes in the medical depart¬ ment of the University of Pennsylvania, among which is the introduction of a graded course, are stated as follows: The effect of the change on the composition of the classes and on their proficiency has been most gratifying. A much larger proportion of students than under the former sys¬ tem has given evidence of a good previous education, either in colleges or in reputable academies. The attention of the classes to study has been marked by increased serious¬ ness and zeal; the annual examinations have steadily improved; the examinations for graduation have shown a higher average degree of merit than ever before; and a much larger proportion of inaugural theses than formerly has given evidence of scientific knowledge as well as literary culture. CHARACTER, OF MEDICAL INSTRUCTION. The quality of medical instruction cannot be directly estimated. Each school may have advantages not possessed by others. Smaller ones enable pupils to associate more intimately with instructors; larger ones are better supplied with means of illustration and opportunities for practical work. There is a general movement towards improved methods and systems of teaching. The prominence given to clinical instruction and the increased number of graded courses are among the indications of progress. A medical writer six years ago described clinical teaching as follows: “Once or twice a week, from one to five hundred men being congregated in an amphitheatre, the professor lectures upon a case brought into the arena, perhaps operates, and when the hour has expired the class is dismissed. ’ ’ Compare with this the opportunities now offered by representative schools in leading cities. The Cincinnati College of Medicine and Surgery announces thirteen clinics a week, “as much as any student can observe with profit.” The Uni¬ versity of Maryland School of Medicine has eight clinics a week continued during both the sessions and the interval between them. There is also each day a bedside clinic in the hospital, with one hour in the dispensary. In the Harvard Medical School daily instruction in clinical medicine is given by hospital visits and other exercises. Clinical instruction in surgery, during the earlier half of the school year, is divided equally between clinical lectures on cases, surgical visits in the hospital wards, and public opera¬ tions, two hours a week being given to each; during the latter half year, clinical lectures on cases occupy but one hour a week, while the surgical visits and public operations occupy three hours a week. In the medical department of the University of Pennsylvania eight hours a week are given to general clinics in the second and third years of the course and five hours to special clinics in the third year. The student also*has each week dur¬ ing this year two hours’ practice in operative surgery, minor surgery, and bandaging, one hour of bedside teaching in both gynaecology and practical medicine and in practical surgery, and four hours’ instruction in specialties. The schools of New York City may be said to average two clinical lectures a day throughout the term. A sufficient num¬ ber of schools has been mentioned to show the prominence given to this branch of medical instruction by colleges of acknowledged excellence. PROGRESS IN MEDICAL EDUCATION. Progress in medical education arises from united action on the part of the public, the profession, and the schools. The public must demand thorough acquaintance 'with the MEDICAL INSTRUCTION. CXCV symptoms and treatment of diseases from the physicians to whom the care of health and life is intrusted. The profession must discourage unqualified men in their plans for hasty entrance into active practice and refuse to instruct them until they are able to understand the subjects they must study. The schools must improve their methods, extend their courses, and increase their requirements for admission and graduation. The movements in this direction have begun during recent years and are going on. The schools have advanced, through the sympathy of the people and the encouragement of the profession, until a writer familiar with the movement forward ventures the asser¬ tion that 1 L a course of instruction which ton years ago was considered amply sufficient to enable the brains of Young America to digest the art and a handsome allowance of the science of a great profession, a course which received the indorsement of the leading men in the country, would now be disclaimed, if not openly despised, by any faculty having pretensions to standing. ’ ’ This is perhaps too enthusiastic. A calm and unpreju¬ diced estimate of the relative present condition of education in medical colleges was recently given by William W. Green, M. D., president of the Maine Medical Association. He said: The medical colleges throughout the country have generally lengthened their lecture terms and enlarged the curriculum of study and in most cases are doing more thorough work. In many the standard for graduation has been raised, and a few require a cer¬ tain amount of preliminary education as a prerequisite for matriculation. Most of the colleges have established supplemental courses of instruction under various names, which fill out the year, so that the student can, if he chooses, pursue his studies for the entire three years in the same institution. * * * It is cause for congratulation and honest pride that, as compared with ten or fifteen years ago, better classes of men are annually graduated from the schools, and that the general tone and character of the pro¬ fession has much improved and is still improving. The report for 1881 of the regents of the University of the State of New York says: The most noticeable changes which have been brought about during the past year in regard to education have been observed in medical education. It is well known that, in common with medical colleges throughout the country, the terms of admission and of graduation in most of the medical colleges of this State have been lax and unsatisfactory. The regents note with great satisfaction a movement on the part of several of the more prominent of these colleges to insist on better preparation for entrance, more strict require¬ ments as to attendance upon the medical instruction, and- especially a more rigorous sys¬ tem of examination for graduation. It is gratifying to observe that in those institutions which have adopted the more rigorous system there is no indication of a falling off in the attendance, but on the contrary a healthy increase. This is an evidence that public sentiment is ready to demand a decided advance in the qualifications of those who are to be licensed as physicians and an evidence that those seeking to enter this profession have no desire to have the road made easy for them, but appreciate every well meant effort to give them a better training and a more advantageous start in their careers. TABLE XIV. — UNITED STATES MILITARY AND NAVAL ACADEMIES. In Table XIY of the appendix will be found the statistics of the examinations of can¬ didates for admission to the United States Naval and Military Academies for the year 1881. TABLE XV. — DEGREES. Table XY of the appendix shows the number and kind of degrees conferred in course and honoris causa by the universities, colleges, and professional schools in 1881. The following summary exhibits the number of degrees of each kind and the grand total conferred by institutions in the several States, the District of Columbia, and Washing¬ ton Territory : The number of degrees of all classes conferred in course was 12,093; honorary, 535. These were distributed as follows : In letters, 4,035 in course, 185 honorary; in science, 1,167 in course, 14 honorary; in philosophy, 376 in course, 49 honorary; in art, 29 in course, 2 honorary; in theology, 312 degrees and diplomas in course, 171 honorary; in medicine, 4,896 in course, 22 honorary; in law, 1,002 in course, 92 honorary. CXCVI REPORT OF THE COMMISSIONER OF EDUCATION. Table XY. — Statistical summary of all degrees conferred. All courses. Letters. Science. Philosophy. Art. Theology. Medicine. i < ►3 In course. Honorary. In course. Honorary. In course. | Honorary. 1 In course. 1 Honorary. In course. 1 Honorary. In course. 1 Honorary. In course. Honorary. 1 In course. Honoi-ary. | al2, 093 535 4,035 185 1,167 14 376 49 29 2 6312 ; 171 4, 896 22 1,002 92 Total in classical and sci¬ entific colleges. Total in colleges for wo¬ men. Total in professional schools. c7, 851 d678 3,564 511 3, 464 571 185 1,151 16 14 376 49 18 11 2 163 165 1,626 - 4 857 92 24 6149 6 3,270 18 145 = el45 9 85 5 13 1 3 2 24 13 2 Classical and scientific col¬ leges. 66 e55 24 9 39 46 5 13 1 2 13 2 3 Professional schools . 24 Arkansas . _ 15 1 5 10 1 Classical and scientific col¬ leges. California . | 15 1 5 10 1 /143 33 32 21 2 51 . . Classical and scientific col¬ leges. Colleges for women . pl20 KL 22 33 32 21 31 Professional schools . 2 20 Colorado . _ 7i6 1 1 = Classical and scientific col¬ leges. Connecticut. . h6 1 1 315 21 204 12 1 47 16 4 10 37 5 Classical and scientific col¬ leges. Delaware . 315 _ ! 21 204 12 1 47 16 4 10 37 5 a =4 4! Classical and scientific col¬ leges. Georgia . 8 1 4 1 - t 2277 15 145 8 5 1 4 2 1 107 5 Classical and scientific col¬ leges. Colleges for women. 94 299 . 84 10 62 83 8 5 1 4 1 23 2 Professional schools . 5 84 5 a Includes 276 degrees not specified. 6 Includes 68 ordained as priests during the year; there were also 351 graduates in schools of theology, upon whom, in most cases, diplomas were conferred, c Includes 196 degrees not specified. d Includes 80 degrees not specified. e Includes 6 degrees not specified. / Includes 4 degrees not specified. g Includes 3 degrees not specified. h Degrees not specified. i Includes 14 degrees not specified. COLLEGIATE AND PROFESSIONAL DEGREES, CXCVII Table XV. — Statistical summary of all degrees conferred — Continued. All courses. Letters. Science. Philosophy. Art. Theology. Medicine. £ r d Three are deaf-mutes. e A mute. / This includes the National Deaf-Mute College. g Six are deaf-mutes and 1 mute. h Sex of 38 not reported. E — XIV ccx REPORT OF THE COMMISSIONER OF EDUCATION. Table XVIII. — Summary of statistics of institutions for the deaf and dumb — Continued. States and Territories. Number of graduates who have become teachers. Libraries. Property, income, &c. Number of volumes. Increase in the last year. Value of grounds, build¬ ings, and apparatus. ' State appropriation for the last year. Income for the year from tuition fees. Expenditure for the year. 2 o500 al00 $50,000 0 u o a 3 & > •S’© o ©.a |« O New York . 86 947 159, 804 all, 963 5,692 6,046 21, 954 2,868 $1,268,138 $1, 221, 792 2 14 630 233 112 121 550 15,900 15,550 Ohio . 33 431 38,217 a3, 905 2,303 1,548 9,308 722 351, 368 345,668 Oregon . 1 2 320 23 14 9 92 4,075 2,035 Pennsylvania . 53 551 31, 206 a6, 037 3,597 2,126 27,342 1,915 1,435,051 890,926 Rhode Island . 5 26 3,013 351 181 170 840 70 26,763 29, 258 3 16 2,169 161 139 22 826 116 27,800 32,037 Tennessee . 4 12 1,800 207 76 131 200 40 11,083 10,257 1 18 20 1,980 172 102 70 400 12,000 12,000 6 20 1,112 174 60 114 9, 500 6,682 Wisconsin . 10 36 2,957 a454 94 315 520 47 29,168 26, 819 District of Columbia.... 4 37 4,715 385 198 187 889 95 22,333 23,333 Indian Territory . 1 10 438 130 63 67 60 0 22,000 14,386 1 18 Total . 354 3,160 368, 892 a34, 814 17,766 16,033 I 86,118 |7, 6S8 |4, 198, 044 3, 606, 873 Part 2. — Infant asy¬ lums. California . . 1 6 27 15 12 7,352 5, 118 Connecticut . 1 all 760 Illinois . 1 30 3,000 56 29 . '27“ 9, 500 9,500 Kentucky . 1 13 780 200 200 5,000 Louisiana . 1 14 a200 Maryland . 1 24 3,000 95 40 55 10,000 10,000 Massachusetts . 4 25 1, 644 al48 15 17 27, 662 23,000 Michigan . 2 12 2, 251 41 26 15 3,800 3,791 New York . 13 388 43,062 a2, 860 1,234 970 495, 105 481,083 Pennsylvania . 4 15 946 a98 28 6 4,277 3,127 Wisconsin . 1 9 a39 2, 966 2, 966 District of Columbia ... 1 11 1,697 110 50 | 60 5,000 Total . 31 547 56,380 a3, 885 1,437 j 1,362 1 565,662 544,345 Part 3. — Industrial 1 schools. Connecticut . 1 40 103 103 300 18, 004 14, 347 Illinois . 3 28 3,600 451 67 384 1, 115 4,010 Indiana . 1 25 560 165 25 140 Kentucky .... 1 16 2 220 79 0 79 0 Louisiana . 1 25 25 0 Maine . 18 1 630 235 235 1,000 175 i 7, 255 4,835 Maryland . 3 21 2,092 563 411 152 1,632 212 35,495 55,371 Massaeh 11 setts 4 31 885 777 410 367 23, 675 21,234 Michigan . 1 3 a75 6,000 6,000 Minnesota . 1 3 3 1 3 3 500 a Sex not reported in all cases. ORPHAN HOMES AND ASYLUMS. CCXXXI Table XXII. — Summary of statistics of homes and asylums — Continued. States and Territo¬ ries. Number in each State. Number of officer, teach¬ ers, and assistants. Total number of inmates since foundation. Present inmates. Libraries. ortance to the professions of theology, law, and medicine. By raising the standard of qualifications the number of teachers would be decreased and their pay and positions correspondingly increased. In £ ‘ The true sphere of the public school ’ ’ Principal R. D. Harrington traced the history of the public school from its inception in Athens until the present. He stated that suc¬ cess is only attained when the curriculum is adapted to the peculiar wants of the people, to their condition, habits, and circumstances. Both of these topics led to discussion. At the evening session, Rev. A. W. Liglitbum addressed the association on “ The princi¬ ples and perils of our common education.” He argued for an education founded on Christianity, virtue, and truth. On the last day of the session, Miss E. D. Fraser read a paper on 1 1 School authorities, their qualifications and duties. ’ ’ The normal school ques¬ tion was then taken up. Among the resolutions offered, was one that it is the duty of teachers to extend their usefulness in the community, to keep up with the times in methods of instruction, and to sustain the dignity of the 1 fourth profession. ’ ’ — (Journal of Education. ) CHIEF STATE SCHOOL OFFICER. Hon. James H. Groves, State superintendent of free schools , Smyrna. [Annually reappointed since 1875.] 38 REPORT OF THE COMMISSIONER OF EDUCATION. FLORIDA. STATISTICAL SUMMARY. 1878-’ 79. 1879-’80. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (4-21) _ 72, 985 74, 213 1, 228 Enrolled in public schools 37, 034 39, 315 2, 281 Average daily attendance. _ 25, 601 27, 046 1,445 SCHOOL DISTRICTS AND SCHOOLS. Number of school districts _ 39 39 Number of public schools 1, 050 1,131 81 Number of school-houses. 961 Average time of schools in days _ 82 76 6 Value of school property. 8132,729 TEACHERS AND THEIR PAY. Male teachers in public schools _ _ 646 675 29 Female teachers in public schools ._ 362 420 58 Whole number employed _ 1,008 1,095 87 SCHOOL EXPENDITURE. Expenditure for public schools _ 8140, 703 8114, 895 825, 808 STATE SCHOOL FUND. Amount of available school fund.. 1 8243, 900 8246, 900 83, 000 (From biennial report of Hon. W. P. Haisley, State superintendent of public instruc¬ tion, for tbe years above indicated, tlie succeeding report for 1880-’81 and 1881-’82 not being available as this goes to press. ) STATE SCHOOL SYSTEM. OFFICERS. The officers of the department of public instruction are a State superintendent of public instruction, a State board of education, a board of public instruction for each county, a county superintendent of schools, and local school trustees, treasurers, and agents. — (Laws. ) OTHER FEATURES OF THE SYSTEM. The public schools continued to be sustained from the proceeds of a common school fund, of a special State tax of 1 mill on the $1, and of a county tax, made 21 to 4 mills on the $1 in 1881. 1 The interest on the common school fund, with the amount raised by the 1 mill tax, is apportioned annually by the State superintendent among the counties in proportion to the children residing therein between the ages of 4 and 21, and by the board of public instruction among the schools in proportion to the average attendance of pupils between 6 and 21. The schools must be maintained at least 3 months each year. Any district2 neglecting to maintain such school or schools forfeits. its portion of the com¬ mon school fund during such neglect, and the fund thus forfeited is distributed among the counties at the next apportionment. The maximum school day is 6 hours: school month, 22 days; school term, 3 school months; school year, 3 terms. The school 1 This was a change from 2£ mills to 4 mills, with 2i as a minimum, and was the only one of any importance. 2 Counties are here school districts. FLORIDA. 39 census of children between 6 and 21 and 4 and 21 must be taken at'the time of assess¬ ing county taxes. Persons duly authorized as teachers are required to teach deportment and morals, to inculcate the principles of truth, honesty, patriotism, and the practice of every Christian virtue, and may devote one-half day in each week to instruction in some branches of needlework or manual labor. The constitution enjoins the legislature to provide a uniform system of common schools and a university, but no steps have yet been taken to establish the latter, except in its agricultural and mechanical departments. (Constitution and laws. ) GENERAL CONDITION. In the absence of official information as to statistics of 1880-’81, no comparison of the educational condition of that year with the preceding one can be made. Even the secre¬ tary and agent of the Peabody fund trustees, on whom the State has to depend for special aid towards the improvement of its schools, has had to content himself, in his report for 1881, with the statistics of the previous year. CITY SCHOOL SYSTEMS. OFFICERS. There is no separate city school system. The county officers have control of the city schools in common with those of the counties in which they are located. The only clear statistics to be had include county as well as city schools. STATISTICS. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Jacksonville (including Duval County). 19,431 2,366 1,781 65 $15, 010 Key West (including Monroe County). 10, 940 3,416 795 520 18 5,457 ADDITIONAL PARTICULARS. Jacksonville proper, with two outlying suburbs, appears from a printed county report to have had 1,100 pupils enrolled in its public schools and 903 in average attendance, under 22 teachers. The course of study covers 3 primary, 5 grammar, and 3 high school years, the high school serving for the county as well as the city, and bearing the title of Duval County High School. One of the city schools is a large graded one for colored pupils. This in 1880-’81 had 6 teachers besides the principal, enrolled 515 pupils, and had 445 in average attendance. Another graded school for the same race, under Metho¬ dist Episcopal influences, had 5 teachers and 166 pupils. — (Report for Duval County and of Freedmen’s Aid Society of Methodist Episcopal Church, 1881. ) Key West, including Monroe County, presents no information additional to that in the table except that of the 795 pupils enrolled 191 were in the alphabet, 143 in first reader, 136 in the second, 108 in the third, 82 in the fourth, 62 in the fifth, 33 in the sixth ; there were 550 in arithmetic, 568 in writing classes, 427 in geography, 283 in grammar, and 40 in such higher studies as history, natural philosophy, chemistry, &c. — (Return.) TRAINING OF TEACHERS. NORMAL SCHOOL. The East Florida Seminary, Gainesville, established in 1853 and supported from the proceeds of the national land grant, has served of late years as a public graded school, but was organized in 1880 as a State normal. The course extends through 3 years beyond a pre¬ paratory year, none being admitted to the normal course except after examination in the studies of the preparatory course. Boys under 15 and girls under 14 cannot enter the normal classes. Besides other studies, the normal course embraces methods of teaching, school organization and management, history and philosophy of education, and educa¬ tional psychology. The classes below the normal serve as an experimental school for observation and practice teaching. Normal pupils may study Latin and Greek, but not to the detriment of the full English course. Instructors in 1880-’ 81, 7 ; normal pupils, 13 ; other pupils, 140. — (Catalogue and return.) teachers’ institutes. No record of such means of improving teachers has reached the Bureau at the time at which this goes to press, though they were held in 1880. 40 REPORT OF THE COMMISSIONER OF EDUCATION. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. For these schools in 1880-’81 no definite information is at hand. In 1879-’ 80, about 5,000 pupils were studying the higher branches, but the number of high schools was not given. Jacksonville and Key West, as well as the West and East Florida Seminaries, had high school departments, and other schools elsewhere may have had. Lincoln Acad¬ emy, Leon County, which in 1879-’80, through aid from the Peabody fund, had a prin¬ cipal and 4 assistants, was operated for 9 months, and was said to be “ the only high school for colored youth in the county.” OTHER SECONDARY SCHOOLS. For statistics of academic schools, see Table YI of the appendix, and the summary thereof in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOE YOUNG MEN OR FOR BOTH SEXES. No institution of this class had been established in Florida up to the year under re¬ view, nor does any appear to have been projected in that year. The constitution of 1868 required the legislature to provide for a university as well as for a system of common schools, instruction in both to be free. But as no time was fixed for the establishment of the university and as education in the State has not in any past year reached the point of fair demand for high collegiate training, there has been no action taken by the legis¬ lature towards furnishing it, except as mentioned below under Scientific Instruction. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. No schools of this class appear to have been yet called for in this State, the compara¬ tively slight demand for this grade of instruction for young women being sufficiently met by several colleges for women in adjoining States. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. No information has been obtainable as to the State Agricultural College, which in 1876 was located at Eau Gallie, in the southern section of the State, beyond the fact that at the opening of 1881 it remained still at Eau Gallie, whence it was to have been removed, and that it had an endowment fund of more than $120,000. This college is the only department of the State university that has been organized, and its existence has been threatened by a proposition to appropriate its fund to common school purposes or use it to endow a normal seminary, with an agricultural department. No schools for professional training, except of teachers, existed in 1881. SPECIAL INSTRUCTION. EDUCATION OF THE BLIND, DEAF, AND FEEBLE-MINDED. Information as to what is done by the State towards the training of its poorer youth of these classes has been sought in vain. The constitution of 1868 requires that ‘ ‘ institutions for the benefit of the insane, blind, and deaf, and such other benevolent institutions as the public good may require, shall be fostered and supported by the State, ’ ’ and it is hoped that the spirit of this requirement may be carried out by placing such unfortunates in the training schools of other States until Florida can make provision for them herself. The fact that the quadriennial census of youth of school age is required to include a special one of deaf-mutes looks in this direction. EDUCATIONAL CONTENTIONS. MEETINGS OF COUNTY SUPERINTENDENTS AND OTHERS. The school law requires and empowers the State superintendent of public instruction “to call meetings of county superintendents of schools and other officers, for obtaining and imparting information on the practical workings of the school system and the means of promoting its efficiency and usefulness. ’ ’ The last State superintendent, in his report for 1880, showed that he had complied with this requirement, calling meetings and de¬ livering addresses to school officers and others at from one to four points in each county with apparently useful results. The biennial report of his successor on this and other matters for 1881 and 1882 is not due at the date at which this goes to press. CHIEF STATE SCHOOL OFFICER. Hon. E. K. Foster, State superintendent of public instruction , Tallahassee. [Term, January 1, 1881, to January 1, 1885.] GEORGIA. 41 GEORGIA. STATISTICAL SUMMARY. 1880. 1881. Increase. Decrease. POPULATION AND ATTENDANCE. White, youth of school age (6— 18) ._ a236, 319 Colored youth of school age (G-18) . «197, 125 Whole number of school age «433, 444 Whites in public schools _ _ 150, 134 153, 156 3, 022 Colored in public schools _ 86, 399 91,041 4, 642 Whole number in public schools — 236, 533 244, 197 7, 664 Average daily attendance- _ _ _ 145, 190 149, 908 4,718 Y outh in elementary private schools 35, 115 33, 493 1,622 Youth in academic private schools. _ 9, 052 7, 841 1,211 Youth in collegiate schools _ 4, 285 2, 040 2, 245 Whole number in private schools — 48, 452 43, 374 5, 078 SCHOOLS. Public schools for whites _ 4, 066 4, 053 13 Public schools for colored _ _ _ 1, 603 1, 704 101 Public schools under local laws _ 247 298 51 Total number of public schools _ 5, 916 6, 055 139 Public schools reported as graded. . 115 163 48 Public schools reported as high • 16 10 G schools. Private elementary schools _ 1, 083 1,080 o o Private academic schools __ _ 131 119 12 Private and State collegiate schools . 32 15 17 Whole number of private schools. _ 1, 246 1, 214 32 TEACHERS AND THEIR PAY. Number of teachers employed _ 6, 000 6, 128 128 Average monthly salary of men _ $50 00 Average monthly salary of women. $30 00 Teachers in private elementary 1,174 1, 183 9 schools. Teachers in private academic schools 274 227 47 Teachers in collegiate schools _ 232 98 134 Whole number of teachers in pri¬ 1, 680 1, 508 172 vate schools. INCOME AND EXPENDITURE. Receipts for public schools _ $471, 029 $498, 533 $27, 504 Expenditure for public schools _ 471, 029 # a In 1877. (From reports of Hon. Gustavns J. Orr, State commissioner of common schools, foi tlie two years indicated. ) STATE SCHOOL SYSTEM. OFFICERS. For the State there is a hoard of education, composed of the chief executive officers, with the governor as president ex officio, and a State school commissioner as chief executive offi¬ cer; for each county (the counties here being school districts),1 a county board of eduea- 1 Except in 4 counties, in which the election of the county board is provided for by special acts. 42 REPORT OF THE COMMISSIONER OF EDUCATION. tion of 5 freeholders, appointed by the grand jury, a secretary elected by it being ex officio county school commissioner and bolding for 4 years; for each subdistrict into wbicb tbe county may be divided, 3 trustees appointed by tbe county board for local supervision. — (Laws.) OTHEE FEATUEES OF THE SYSTEM. Tbe annual State school fund is derived from a poll tax of $1 and from a special tax on shows, exhibitions, and sales of spirituous and malt liquors; from the proceeds of commu¬ tation taxes for military service; from certain sums received from two railroads; from edu¬ cational funds not belonging to the State university;1 and from such other sums as may be raised by general taxation. District taxation is allowed for supplying suitable school buildings and furniture. High schools are cut off, except in specially chartered districts, as the constitution of 1877 provides only for studies in the elementary branches. Provision is made for even¬ ing, ambulatory, and manual labor schools. White and colored children must be taught in separate schools, with equal advantages to both according to their grade. Sectarian books must not be introduced into the schools, nor must the reading of the Bible be for¬ bidden. The county board decides what text books and books of reference shall be used in the common schools of the county. The county commissioner examines candidates for teaching, and recommends them to the county board for such grade of license as they may merit, which shall be good for 1, 2, or 3 years, according to its grade; except in some counties especially exempted, he must visit the schools in his county at least twice each year, make, once in 4 years, an enumeration of the children of school age (6-18) in his dis¬ trict, and distribute the school fund received on the basis of the number of such, and report annually to the State superintendent. Teachers must report to the county com¬ missioner at the close of each term; he to the State commissioner, who reports annually to the assembly. Failure to do this involves forfeiture of pay. Principals of all other than State schools, having public pupils, must also report. To entitle a county to its propor¬ tion of the State fund, primary schools must have been kept open, free to all, at least 3 months of the year throughout the county, except where, on account of sparseness of pop¬ ulation, the primary schools cannot be maintained for that time; in this case the county boards can provide for such schools to continue 2 months only in different places convenient to the majority of the pupils, each school to contain not less than 15 pupils. The school term must be so arranged that the same teacher may serve in 1, 2, 3, or more schools suc¬ cessively. — (Constitution and laws.) GENEBAL CONDITION'. The statistics for 1881 show fair advance in the condition of the public schools. The enrolment materially advanced, the greatest part of the increase being in colored pupils, and the average daily attendance bore a good proportion to the increased enrolment. There were 139 more public schools and 128 more public school teachers. A large fall¬ ing off was reported in the number of pupils and number of teachers in private schools. AID FEOM THE PEABODY FUND. The report of this fund, made at the regular meeting of the trustees in October, 1881, shows that Georgia received $4,200 for training teachers at Nashville, $500 for colored pupils at Atlanta, and $600 for the Georgia agency. CITY SCHOOL SYSTEMS. OFFICEES. Cities of over 20,000 inhabitants may have boards of education or of trustees of schools, of whom a part are in some cases members ex officio, as mayors of the city or judges of the courts. The elective members are in most cases subject to partial annual change. Those of Augusta, Macon, and Savannah combine county and city systems, a superin¬ tendent being employed in each of these cases. — (City reports and laws.) STATISTICS. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Atlanta . 37, 409 10, 500 4,226 3,951 64 $45, 803 A iignstn, . . 21,891 10,123 5,028 2,487 1,403 1,471 1,149 39 Columbus . 2,863 26 16,971 Macon . 12,749 30, 709 3, 339 1,881 1,135 2,789 33 Savannah . 6, 243 3,110 56 1 The proceeds of endowments, gifts, or bequests for school purposes in any county may be added by the county school board to what is received by it from the State distributable fund for county schools. GEORGIA. 43 ADDITIONAL PARTICULARS. Atlanta reported 10 schools, classed as high, grammar, and primary. The grammar schools comprised each 8 grades, corresponding to the first 8 years of school life, 6 to 14, while the high school for girls comprised 4 grades, answering to the next 4 years of school life. The course in the hoys’ high school covered only 3 years, differing in the studies to he pursued mainly in the substitution of optional Greek for French. The general enrolment reached 4,226, with an average per cent, of 93.2 in daily attendance, and at an annual cost per scholar of $10.83, while in the high schools there were enrolled 302, with an average per cent, of 94.6 in daily attendance. There was still a pressure for more school room for hoth primary grades and high schools. A new school-house erected during the year for the colored children, containing 8 large rooms, well lighted and ven¬ tilated, is said to he the pride of the colored people. It is, at their request, officered by educated colored teachers, who have demonstrated that they understand their own race and know how to teach and preserve discipline. — (Tenth annual report, 1880-’81.) Augusta had a well graded system of public schools, classed as primary, intermediate, grammar, and high. The primary had a 3 years’ course; the intermediate and gram¬ mar, 2 years’ courses. The high school department included 3 schools, 2 of them for white and 1 for colored pupils. One of the 3 was for girls alone; the other 2 for hoth sexes. The full course was 3 years. These high schools had in 1880-’81 an enrolment of 152; an average, monthly, of 108 present; an average, daily, of 94, of whom 13 were graduated. The high school for colored pupils completed with the year a 2 years’ course, and a question was raised whether it should he continued of that length or be extended to 3 years; hut, as the rule of the hoard is that the high schools shall have 3 classes, each of a year, it is hardly possible that one race should he deprived of the advantages given to the other. The superintendent reports that there has been a steady advance both in enrolment and average attendance in the schools, many citizens having withdrawn their children from private instruction and placed them in the public schools. Tlie increased pressure in the colored schools was such that out of 1,132 pupils only 723 could he fur¬ nished with seats. — (Report.) Columbus had 7 school buildings, on 4 lots, used for hoth primary and grammar grades, with 1,182 sittings, valued, with grounds, &c., at $35,200. Instruction was given in music. In the absence of any normal school, the superintendent gratuitously gave some normal training to the teachers. In private and parochial schools, 250 were enrolled. — (Return. ) Macon. — For the city there were 7 school buildings, with 37 rooms and 1,500 sittings. During the year a large building that had been used for a medical college was added to the school accommodations, making the value of school property $43,000. There was a marked advance in all departments over even that of 1879-’80. In the matter of organization, the schools for whites approached very near the completion of the city plan, comprising 3 full grade schools for elementary and grammar classes, with a central school of higher grade, the whole embracing a course of study beginning with elementary school work and extending through the studies preparatory to college or to the better class of business positions. In this last school the graduating class for the year (25) was the highest ever graduated, and the increased attendance such as to render necessary the enlargement of the building to accommodate, in another year, the growing enrolment. Provision for the colored school population was also much advanced, so that, for the first time since the adoption of the city system, the colored pupils were accommodated in build¬ ings supplied by the city without cost to the board, and with capacity for from 150 to 200 additional scholars. The revised course of study covers 9 years. Enrolled in private and parochial schools, 300. — (Ninth annual report and return.) Savannah had 7 school buildings, with 56 rooms for study and recitation and 3,200 sittings, valued, including grounds, &c. , at $130, 300. In some rooms there was over¬ crowding; rather than refuse admittance to any and to relieve the teachers of this over¬ charge, many unqualified children were put into the higher grades. It was thought better to suffer this evil than to reject the large number of applicants. There were 7 schools for whites and 2 for colored. The schools below the high reached a per cent, of average daily attendance on average belonging of 89.5 whites and 88.5 colored. Below the high school there are 8 grades, beginning with the lowest elementary studies and ending in a preparation for the high. There are 2 high schools, 1 for boys and 1 for girls, each having a 4 years’ course and nearly the same studies, with an enrolment of 169, an average belonging of 137, an average daily attendance of 127, and 23 graduates. The instruction in the schools is meant to be conservative. Except in language study, progress was satisfactory. Fully 25 per cent, of the teachers were graduates of the public schools; and it was to be the policy to give the colored schools in the country their share of these well qualified teachers. There was improvement in the discipline. Much atten¬ tion was given to hygienic principles, with pleasing results in the physical as well as the mental health of the pupils. Enrolment in private and parochial schools, 500. — (Sixteenth annual report and return.) 44 REPORT OF THE COMMISSIONER OF EDUCATION. TRAINING OF TEACHERS. NORMAL SCHOOLS AND NORMAL DEPARTMENTS. There being no State normal school, as such, the higher normal instruction of a few specially selected whites from this State was conducted at the normal college at Nash¬ ville, Tenn. , the Peabody fund providing for the instruction of some 20 scholars dur¬ ing the year 1881. — (Peabody fund report.) The North Georgia Agricultural College , at Dahlonega, has a normal department free to such of either sex as wish to become teachers. The trustees enjoyed the right to send pupils during the fall months to remote school districts not otherwise provided *»for, pledging their support while thus engaged. Those who complete the regular course of 4 years receive a certificate which exempts them from examination by any other school authorities in the State. Statistics for 1880-’81 are not available. Atlanta University , Atlanta (for the superior training of the colored race), presented again, in 1880-’81, the 4 years’ normal course formerly termed the higher normal, the requirements for entering which were the same as for the college preparatory course. Young women entering this course, in addition to the customary studies, are taught such elements of household science as plain sewing, cookery, nursing the sick, and the prepa¬ ration of simple dietary articles for them. Specimens of their sewing work are preserved for examination. They receive, at the completion of the course, certificates of graduation that are equivalent to teachers’ certificates. The former normal course, below that above mentioned, became in 1880-’81 the grammar school course. — (Catalogue.) The Haven Normal School , Waynesboro, like that at Atlanta, is for the instruction of colored teachers. It is assisted by the Freedmen’s Aid Society of the Methodist Episco¬ pal Church, and had a 4 years’ course of study. There were 80 pupils under 2 teachers in 1880-’81. — (Methodist Year Book.) Clark University , Atlanta, has a normal department for the instruction of colored teach¬ ers, which includes all studies of the English course and 2 years additional. — (Catalogue. ) teachers’ institutes. The State school law makes no provision for the holding of teachers’ institutes. The State superintendent, at latest date, was endeavoring to secure from the assembly an appropriation of $1,500, which, with a supplemental sum that he had no doubt could be obtained from the Peabody fund, would enable him to establish in 1880-’81 from three to five such institutes in the State. — (State report. ) EDUCATIONAL JOURNALS. Georgia, having no educational journal, has to depend on the educational periodicals of other States for the early publication of school matters pertaining to the State. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The, constitution of 1877 made no provision for high school instruction in the public schools. In the cities and counties under local laws, 16 schools of this grade were re¬ ported by the State school commissioner in 1880, but neither enrolment nor attendance was given. From reports of cities received at this Bureau it appears that Atlanta, Au¬ gusta, and Savannah had each two separate high schools for boys and girls in 1881, as previously, with courses of from 3 to 4 years. The courses in all were the same, except that Atlanta had 3 years for boys and 4 for girls, differing throughout but slightly in required studies, which, so far as stated, are of the highest grade below college. Atlanta had 7 teachers, 302 enrolled pupils, 286 in average daily attendance, and graduated 35. Augusta had 2 high schools for whites and 1 for colored, for which see page 43. Savan¬ nah enrolled 169, and with an average daily attendance of 127 graduated 23. Macon and Sandersville had each 1 high school, the latter having a course of 3 years, while that of the former is not given. Macon Central High School had 2 teachers, 101 pupils and an average daily attendance of 81 ; it graduated 25, the highest number ever reached. (City reports and returns.) OTHER SECONDARY SCHOOLS. As indicated for 1879-’80, there were 131 private high schools reported in that year, with 274 instructors and 9,052 pupils; similar information for 1881 shows 119 such schools, with 227 teachers and 7,841 pupils. Among these schools is Clark University, Atlanta, an institution for the higher education of the colored people, supported by the Freedmen’s Aid Society of the Methodist Episcopal Church. In 1881 this school shows a college course of fair standard for such a school, a good preparatory course, and 2 college classes. There is, too, a course in carpentry and architecture, in winch instruction is GEORGIA. 45 given in building and cabinet work. Girls are trained in sewing, laundry work, and house keeping. To these will be added, as fast as means are furnished, agriculture, iron work, and practical business. In 1880 the main college building was erected at a cost of over $30,000, to which is attached a farm of 450 acres. The enrolment for 1879-’ 81 .was* 277, with 8 teachers. — (Catalogue.) For statistics of commercial schools, academies, special preparatory schools, and pre¬ paratory departments of colleges, see Tables IV, VI, VII, and IX of the appendix, and the summaries thereof in the report of the Commissioner preceding. SUPERIOR INSTRUCTIpN. COLLEGES FOE YOUNG MEN OB FOE BOTH SEXES. The University of Georgia, Athens, had for 1881 academic, State college, law, and med¬ ical departments, besides 4 branch colleges in different parts of the State. Under the academic were 10 schools, out of which were formed the classical, scientific, and literary courses of 4 years each; in the first 2 of these the studies were substantially the same. In the academic department there were 93 students in 1881. For the other departments, reference is made to their proper headings, further on. — (Catalogue.) Atlanta University, Bowdon and Gainesville Colleges (non-sectarian), Mercer Univer¬ sity, (Baptist), PioNono (Roman Catholic), Emory College (Methodist Episcopal South), had classical courses of 4 years, also preparatory (except Mercer University) and scien¬ tific (Gainesville and Bowdon not reporting). Pio Nono reported a junior class in civil engineering, graduate courses in ethics, a commercial course, and special instruction in military drill. Atlanta University continued to give normal, theological, and agricult¬ ural instruction; Emory College, biblical study in both its classical and scientific courses, while Mercer University continued its theological and legal departments. — (Catalogues.) Emory College received in 1881 the handsome donation of $50,000 from Mr. George I. Seney, of New York, $20,000 of it for building, $5,000 to pay indebtedness, and $25,000 to endow a Lovick Pierce professorship. — (Christian Advocate.) INSTITUTIONS FOE THE SUPEEIOE INSTEUCTION OF YOUNG WOMEN. Atlanta University and, as last heard from, Bowdon and Gainesville Colleges gave equal instruction to young women. Gainesville College is reported by its recent president as of a grade not above a city high school. He also reports the organization in 1881 of another institution, termed Methodist College, at Gainesville, giving to both sexes equal privileges. The course, however, as given in its catalogue of 1881, shows it to have been in that year only of the standard of a good preparatory school. — (Catalogues and return. ) Wesleyan Female College , Macon, one of the institutions here referred to, is reported to have received from Mr. George I. Seney, of New York, $50,000, in 1880-’81, for the im¬ provement of its educational advantages. — (Educational Weekly, April 7, 1881.) For statistics of schools of this class, see Table VIII of the appendix; for a summary thereof, see a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. For training in this direction there are the scientific and philosophic courses of the University of Georgia, Athens, with the schools of agriculture, engineering, and applied chemistry in the State College of Agriculture and the Mechanic Arts, also at Athens, all of 4 years, while at Mercer University, Macon, and at Emory College, Oxford, there were in 1881 scientific courses of 3 years, and at Pio Nono College, Macon, one of 2 elementary and 2 nominally collegiate years. Of the courses in the 3 colleges last named, that at Emory College appears to be the fullest and best arranged. The 4 branches of the State College of Agriculture and the Mechanic Arts, at Cuthbert, Dahlonega, Milledgeville, and Thomasville, although styled agricultural, present in their courses very slight indications of any work in the line of either agriculture or mechanics. They seem to serve largely, in their lower grades, the purpose of public schools; in their higher ones, that of pre¬ paratory schools for the State university, one giving also some normal training. — (Cata¬ logues and returns.) Of the institutions for superior instruction of young women, to be found in Table VIII, the following report chemical laboratories and apparatus for illustrating physics : Lucy Cobb Institute, Athens; Columbus Female College; Andrew Female College, Cuthbert; Monroe Female College, Forsyth; Griffin Female College, Griffin; Southern Female College, La Grange; Georgia Female College, Madison; Rome Female College, Rome, and Shorter . Female College, at the same place, which last appears to lead in this line. For statistics of scientific classes in the regular colleges, see Table IX of the appendix; for those of the specially scientific schools, Table X; for summaries of both, correspond¬ ing tables in the report of the Commissioner preceding. I 46 REPORT OF THE COMMISSIONER OF EDUCATION. PROFESSIONAL. Theological. — Emory College, Oxford (Methodist Episcopal South), and Mercer Uni¬ versity, Macon (Baptist), both for whites, and the Atlanta Baptist Seminary, Clark Uni¬ versity (Methodist Episcopal), and Atlanta University (Congregational), all 3 at Atlanta, and all for colored, give theological instruction to some extent, though in none is any defi¬ nite course of study reported. The Atlanta Baptist Seminary, under the auspices of the American Baptist Home Missionary Society, had in 1880-' 81 a class of 44 preparing for the ministry. Mercer University gave theological instruction in connection with the regu¬ lar college studies, also full attention to those who chose to devote themselves exclusively to the study of theology; in Emory College Hebrew was taught in the junior and senior collegiate years; Atlanta University had a theological alumni class of 4. — (Catalogues and Baptist Year Book, 1882.) Legal. — The legal departments of the University of G-eorgia, Athens, and Mercer Uni¬ versity, Macon, continued to give legal instruction. In the former the regular course occupies 1 year of 2 terms, % months each, with a provision for a 2 years’ course for those who may desire it. If prepared, students may enter either the junior or senior class, but cannot graduate without studying at least 1 term. Those who finish the course receive diplomas which admit them to the bar of the superior courts of the State without exami¬ nation. After 7 years of successful practice and the maintenance of a good moral char¬ acter, graduates may be admitted to a higher degree. The course at Mercer occupies the collegiate year; the degree of ll. b. is conferred. (State report and catalogue. ) * Medical. — The Atlanta Medical College; Southern Medical College, also at Atlanta; Medical College of Georgia, Augusta, and Savannah Medical College, all regular, re¬ quire courses of 3 years’ study under a preceptor and attendance on 2 fall lecture terms, those at the Medical College of Georgia and Southern Medical College being 5 months, at Savannah College 4, and at Atlanta between 4 and 5. All require a final examina¬ tion and a thesis, except the Medical College of Georgia, which in 1880 made this last optional. It also, in 1881, offered a 3 years’ course, with examinations at the close of each annual term, offering at the same time an optional laboratory course in practical chemistry at a slight charge. The Atlanta Medical College had 11 instructors and 134 students, and graduated 31; the Southern Medical College, 11 instructors and 95 stu¬ dents, graduating 38. The Medical College of Georgia had 8 instructors and 91 students, and conferred on 36 the degree of M. D., with 1 honorary M. D. Savannah College made no report for 1881. — (Catalogues and returns.) For statistics respecting the schools of theology, law, and medicine, see Tables XI, XII, and XIII in the appendix; for summaries of the same, corresponding tables in the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Georgia Institution for the Education of the Deaf and Dumb, "Cave Spring, in 1880-’81 had 5 instructors, and 71 students, 9 of whom were semi-mutes. The pupils are instructed in the English language, geography, grammar, natural philosophy, natural history, arithmetic, penmanship, shoemaking, and gardening. Preparations for a col¬ ored department were approaching completion at the close of 1881. — (Annals of the Deaf and Dumb, 1882.) EDUCATION OF THE BLIND. The Georgia Academy for the Blind, Macon, reported 6 instructors for 1880-’81, with 61 pupils, 4 blind employes and workmen, and 217 pupils since the opening of the in¬ stitution in 1852. The ordinary English branches are taught, with special instruction in instrumental and vocal music. The girls are trained in sewing, knitting, and domestic work, while the boys are taught broom and mattress working, cane seating, and turning. The State appropriation of $10,000 for a colored department had not been used at the close of 1881, but the trustees hoped at an early day to press the work forward to com¬ pletion. — (Annual report and return.) For further information respecting schools for the deaf, dumb, and blind, see Tables XVIII and XIX in the appendix, and the summaries thereof in the report of the Com¬ missioner preceding. EDUCATIONAL CONVENTIONS. teachers’ associations. The fifteenth annual meeting of the State Teachers’ Association was held at Atlanta, July 20-21, 1881. The only account of this meeting at hand is a brief note. After a GEORGIA. 47 business meeting the usual papers were dispensed with to enable the teachers to attend the sessions of the National Educational Association. A committee was appointed to secure funds for the publication of a memorial volume to be issued by the association respecting the late Superintendent Bernard Mallon. After the election of officers for the ensuing year the association adjourned to meet at Augusta on the first Tuesday in May, 1882. — (Journal of Education.) The fourth convention of the Middle Georgia Teachers’ Association was held at Sparta December 22-23, 1881, Dr. G. J. Orr in the chair. After an address of welcome and reports from the secretary and treasurer, papers were read and discussions had on “Tem¬ perament of children;” “The best means of preserving order in school;” “The best course of study for those who have but two or three years of school;” “The art of ex¬ planation;” “ Loyal teachers, and what will make them such;” “ Truth and honesty;” ‘‘Mistakes of trustees, parents, teachers, pupils, and citizens.’.’ The closing address was by the State school commissioner, Hon. G. J. Orr, on the “Public school system of Georgia, ’ ’ after which the committees made their reports, the usual officers were elected, and the association adjourned. — (Journal of Education.) CHIEF STATE SCHOOL OFFICER. Hon. Gustavos J. Orr, State school commissioner, Atlanta, [Fourth term, January 1, 1881, to January 1, 1883.] 48 ‘ REPORT OF THE COMMISSIONER OF EDUCATION. Illinois. STATISTICAL SUMMARY. 1879-’80. 1880-’81. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (6—21) _ 1, 010, 851 1, 002, 222 8, 629 Enrolled in public schools _ _ 704, 041 701, 627 2,414 Average daily attendance _ 431, 638 425, 858 5, 780 Pupils in private or church schools. 60, 440 59, 902 538 SCHOOL DISTRICTS AND SCHOOLS. School districts reporting _ _ _ 11, 599 11, 604 5 Number with 5 months’ school or 11, 419 11, 407 12 more. Number with less than 5 months. . 76 87 11 Number that had no school. 105 110 5 Number reporting libraries . 980 885 95 Volumes in these libraries _ * _ 57, 726 61, 436 3, 710 Public school-houses 11, 883 11, 925 42 New ones built within the year — 265 259 6 Whole number of public schools _ 11, 964 11, 961 3 Number graded, excluding high 921 947 26 schools. Number of high school grade _ 110 114 4 Average time of schools in days _ 150 149 1 Valuation of public school property . $15, 875, 566 $16, 956, 310 $1,080,744 Private or church schools. 661 627 34 TEACHERS AND THEIR PAY. Men teaching in public schools 8, 834 8, 438 * 396 Women teaching in public schools . 13, 421 13, 695 - 274 Whole number, male and female. . Number from State normal schools _ 22, 255 1,167 22, 133 122 Number attending institutes. _ 8, 424 7, 291 1, 133 Average monthly pay of men __ $41 92 $44 17 $2 25 Average monthly pay of women — 31 80 35 31 3 51 Teachers in private or church 1,497 1, 546 49 schools. INCOME AND EXPENDITURE. Whole receipts for public schools. _ $7, 838, 953 $7, 922', 169 $85, 216 Whole expenditure for them 7, 531, 942 7, 858, 414 326, 472 STATE SCHOOL FUNDS. Amount of such funds reported _ $9, 049, 302 $9, 247, 281 $197, 979 (From report of Hon. James P. Slade, State superintendent of public instruction, for 1879-’ 80, and from 'statistics furnished by him for 1880-’81.) STATE SCHOOL SYSTEM. OFFICERS. A State superintendent of public instruction, elected quadriennially by tbe people, has general oversight of school matters. A county superintendent in each county also serves for 4 years. There are 3 trustees for each township, elected for 3 years’ terms, ILLINOIS. 49 with annual change of 1. Three school directors in each district are also elected for similar terms. Women are eligible to any school office if they are over 21 years of age and possess the requisite qualifications. — (Laws, 1879.) OTHER FEATURES OF THE SYSTEM. Free schools were established by law in 1825. They are now maintained from a State allowance of $1,000,000 annually and from local taxes, not to exceed 2 per cent, for cur¬ rent expenses or 3 per cent, for building purposes. The apportionment of funds from these sources is in each county according to the number of children under 21 years of age, and no school funds are to be used to support any sectarian institution. Colored youth are admitted to all privileges of the free schools. The length of school term is 5 months of 22 days each. The branches of study are arranged by the directors. Text books, not to be changed oftener than once in 4 years, are to be uniform. Teachers are to make the proper reports and to have certificates of qualification in order to be paid for their services. — (Laws, 1879.) GENERAL CONDITION. In common with 16 other States, Illinois makes only biennial reports of its school system, and 1881 was not the year for one of these; but Superintendent Slade has made up, as far as possible, this lack by furnishing from the records in his office the main sta¬ tistics for the year. These indicate a decrease of enrolment in all schools reaching about one-third of the decrease in school youth, and a decrease in average attendance in public schools of nearly two-thirds of the falling off in the number to be instructed. As to school districts, it appears that, while 5 more reported, there were 5 more that had no school and 11 fewer that had schools open the full legal time; 95 fewer reported school libraries, but these had more books in their libraries than the number reporting the year before. As to schools, we find a falling off of 3 on the preceding year, but the character of these schools was somewhat higher, 26 more being graded and 4 more being of high school grade, while 259 had new buildings, 42 of which were absolute additions to the school system. Through this building and rebuilding school property was rated $1 , 080, 744 higher, although private and church schools somewhat declined. As to teachers, many fewer men and many more women were employed, both sexes getting rather more re¬ munerative pay; while, as to funds, there was a fair addition to receipts for schools, with a considerable increase of expenditure upon them, the permanent fund having, moreover, $197,979 added to it. KINDERGARTEN. For information as to this class of elementary schools for young children, see Table Y of the appendix; for a summary of their statistics, a corresponding table in the report of the Commissioner preceding. CITY SCHOOL SYSTEMS. OFFICERS. Cities of 2,000 inhabitants or more, not governed by any special act, have boards of education consisting of 6 members, with 3 more whenever 10,000 inhabitants are added. In cities of more than 100,000 inhabitants the boards consist of 15 members. In both cases the term is of 3 years, with change of one-third annually. — (Laws.) STATISTICS. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Belleville . 10,683 4,532 1,991 1,814 40 $37,364 Chicago . 503,185 137,035 a63, 141 a44, 201 «928 61,127,788 Danville . . 7,733 3,030 1,878 1,184 34 24, 314 Decatur . 9,547 3,438 1,912 1,402 30 23,339 Elgin City . 8,787 2,642 1,400 900 23 21,696 Freeport . 8,516 1,700 1,350 28 23, 170 Galesburg . 11, 437 2,035 1,414 35 20, 395 Jacksonville . 10,923 3, 693 1,895 1,367 37 33,887 Jolietv . 11,659 4,641 2,023 1,852 43 31,060 Ottawa... . 7,834 3, 254 1,597 40 20, 806 Peoria (township) . 30,251 9,516 4,915 . *3,674" 81 54,684 Quincy . . . 27,268 9,541 3,597 2,288 57 49,099 Rockford . 13,129 5 4, 132 2,644 1,996 58 32,615 Rock Lsland . . 11, ,659 - 3,590 ' * 2,248 1,564 39 35,703 Springfield . « , 19, 743, « 2*722 2,078 47 36,181 3 ' ■ 71 ' a These figures are taker! from a return , and do not include tjse statistics of evening schools. With those added, the enrolment is 66,485 ; average attendance, 45,955 ; number of teachers, 983. b Excluding the cost, of evening schools and payments on apccum of indebtedness incurred in previous years > 4 E • • 50 REPORT OF THE COMMISSIONER OF EDUCATION. ADDITIONAL PARTICULARS. No information has reached this Bureau from Alton, Aurora, Bloomington, Cairo, and Hyde Park. Belleville reported 2,000 sittings for study; an average daily attendance of 48 pupils to each teacher; an increase in enrolment and attendance over the previous year; improve¬ ment in discipline and in the manner of imparting instruction; book-keeping introduced in the eighth grade schools; and so large a number of pupils in these high grades as to necessitate the establishment of an extra school. — (Report and return.) Chicago reported the completion of 8 new buildings, with seating accommodations for 6,804 pupils, and the commencement of 5 others, 4 of which will seat 3,591 children. At the close of the school year, owing to lack of room, there were 118 half day divisions — 6,668 pupils in all. The financial interests of the schools improved greatly: the school fund rentals and State dividend increased and the boai 1 saved a portion of its annual tax levy. General progress was reported in all departments. This was especially no¬ ticeable in arithmetic, penmanship, and German. This language was introduced into most of the grammar schools, and in these 4,546 pupils took lessons. Adding the num¬ ber taught in the high schools there were 4,827 in all. During the year the courses of study in the high schools were so changed as to create 3 high schools, having full 4 years’ courses and a 3 years’ classical course. A change was also made in the mode of admis¬ sion, for which see Secondary Instruction. Five deaf-mute schools were carried on, with 6 teachers and 55 pupils. Evening schools, suspended the previous year, were taught 3 months; enrolment, 3,344; teachers, 59; expenditures, $8,376. — (City report, 1881.) The Danville schools were taught 195 days, and the results of the year’s work were very gratifying. A change was made from monthly to bimonthly examinations. Promotion was based on a combination of these and on the final examinations in all branches. The course of study in the high school was thoroughly revised, and a number of changes mad© in the work of the different grades. Six school buildings and 31 schools, in 34 rooms, are reported. — (City report.) Decatur reports 25 teachers in the ward schools and 5 in the highest grade; the aver¬ age age of pupils, 10.6 years; average percentage of attendance, 94.6; highest salary paid to male teachers, $1,200; paid to women, $575. Of the 1,912 pupils enrolled 420 were not tardy during the year and 60 neither absent nor tardy. — (Report.) Elgin values her school property at $28,230; reports 1,120 sittings for study, in 7 public school buildings; and had 7 private schools, with 628 pupils enrolled. The schools were open 185 days. — (Return.) Freeport reports school property worth $80,500; the 25 schools taught 196 days; 2,000 sittings for study. A special teacher of German was employed. The grades are primaiy, grammar, and high. — (Return and report.) Galesburg had 7 different school buildings, accommodating 1,800 pupils; an average daily attendance of 41 to each teacher; a special teacher of penmanship provided; the schools open 177 days; and school property valued at $136,200. Teachers in evening schools are spoken of, but no mention is made of the number or length of such schools. — (Return. ) Jacksonville reported school property worth $160,700; 7 different school buildings, con¬ taining 1,530 sittings; 1,000 sittings in private schools; and the schools taught 188 days. Public school enrolment, 1,895; private, 1,200. No special teachers were reported. — (Return. ) • Joliet had 9 school buildings, valued, with furniture and apparatus, at $62,500; a total of 2,530 sittings, including 600 for private schools; and the usual high, grammar, and primary grades. The schools were taught 198 days. — (Return.) Peoria (township) reports 15 school buildings, divided into primary, grammar, and high grades; 4,306 sittings; 3 evening schools, in which the teacheis were paid $40 a month; 1,580 pupils enrolled in private and parochial schools; and school property worth $201,200. — (Return.) Quincy had 3,121 sittings for study, in 9 buildings, which accommodated high, gram¬ mar, and primary grades. The estimated value of school property was $210,700; en¬ rolment in private schools, 1,700; schools taught 196 days. A teacher of German was employed, at a salary of $450. — (Return.) Rockford reports school property worth $120,000; 10 school buildings, containing 2,290 sittings for study; a special teacher of music employed; schools taught 194 days; and enrolment in private schools, 460. — (Return.) Rock Island had 7 school buildings, valued, witfffiimiture and apparatus, at $102,600, and containing 1,958 sittings for study. A special drawing teacher was employed in the schools, which were taught 177 days. There were 506 pupils enrolled in private and parochial schools. — (Return.) ’ ■ Springfield reports a gain over .last year in the number of pupils attending school. Ex¬ cluding the pupils in the high "school, there were 2,638 children registered in the 6 ward ILLINOIS. 51 schools. The percentage of attendance on average number belonging in all the schools was 96.6; number of cases of tardiness, 1,173. The amount expended for the schools was $36,181; receipts, $37,242. School property was valued at $197,500 (grounds, apparatus, and furnishings included) ; it consisted of 6 buildings with 2,300 sittings for study. The schools were taught 198 days. — (Report and return.) TRAINING OF TEACHERS. STATE AND COUNTY NORMAL SCHOOLS. The Southern Illinois Normal University , Carbondale, and the Illinois State Normal Uni¬ versity, Normal, both State institutions, report as follows: The former had 170 students in the normal department, where the courses were of 3 and 4 years, respectively, and 224 in the 2 years’ preparatory course. The latter had 438 normal and 264 preparatory stu¬ dents, a 3 years’ normal course, and about two hundred in attendance at the special term for teachers in August. A very large attendance was also reported at the summer term of the Southern Illinois Normal, and the success in the higher branches of natural history was particularly noticeable. The Cook County Normal and Training School,1 Normal ville, reports a regular 3 years’ course, while high school graduates who pass the required examination stay one year and one term. In January, 1881, a Kindergarten was added to the training department. There were 223 normal students, 11 pupils in the normal class of the Kindergarten department and 22 in the practice class, 127 in the training department and 108 in the preparatory course. — (Catalogues and returns.) OTHER NORMAL SCHOOLS. These are the Evangelical Lutheran Normal School, Addison, which had 8 teachers and 125 students; the Aurora Normal School, Aurora, a department of Jennings Seminary, with a 2 years’ course; the Northern Illinois College and Normal School, Fulton, 105 normal stu¬ dents and a 2 years’ course; the Northwestern German-English Normal School, Galena, 51 normal students and a 3 years’ normal course; Morris Normal and Scientific School, Mor¬ ris, a normal course of 3 years, attended by 246 students; and the Teachers' Training School and School of Individual Instruction, Oregon, which reports the studies and time optional, and 77 normal students to December, 1881. Normal courses or departments are also found at the following colleges and universities: Hedding, Eureka, Irvington, McKendree, Chaddock, "Westfield, and Wheaton Colleges, and at Lake Forestand North¬ western Universities. — (Catalogues and returns.) TEACHERS’ INSTITUTES. Owing to the lack of a State report the number of institutes held in 1881 is unknown. There were, however, 7,291 teachers in attendance at these meetings. This shows a decrease of 1,133 over the previous year, when 372 institutes, with 8,424 teachers, were reported. EDUCATIONAL JOURNALS. These, for 1881, were the Present Age, of Chicago, a continuation of the former Ed¬ ucational Weekly; the American Educator, Lockport, in its fifth volume in 1881; the Practical Teacher, Chicago, in its fourth; and the Normal Worker, Morris, in its second. The following additional ones came into existence in 1881: The Schoolmaster, a fort¬ nightly publication, begun in January; the School Herald, also fortnightly, in February, both of Chicago; the Illinois School Journal, a monthly, begun in May at Normal, the seat of the Illinois Normal University, and the Normal Journal, Carmi, begun in August. Besides these papers, actually of the State, the Iapi Oaye, or Word Carrier, was pub- lished at Chicago, to aid in the education of Indian children at the Dakota mission in Nebraska. Of papers for general news the Inter-Ocean, at Chicago, seems to have devoted most space to education, having a weekly column of educational information. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The number of such schools reported for 1880-’81 was 114, and these, as in 1879-’80, are believed to represent schools with at least a 3 years’ course actually pursued by the pupils, as Superintendent Slade had asked in 1880 that only such should be classed in the reports as high schools. Four years’ courses existed in 63 of the schools in 1879-’80, An important change was made at Chicago at the close of 1880-’81 in the mode of ad- JAs this goes to press, it is learned that Colonel Parker, formerly of Quincy, is to take charge of this school. 52 REPORT OF THE COMMISSIONER OF EDUCATION. mission to tlie city high schools, the principals of the grammar schools being asked to report the names of pupils of whose ability to reach the required standard and pursue successfully the high school studies there could be no doubt. Pupils thus designated were admitted without examination. For all others that desired to enter, the usual examination was held. OTHER SECONDARY SCHOOLS. • For information as to business colleges, private academic schools, schools specially engaged in preparing pupils for college, and preparatory departments of universities or colleges, see Tables IY, VI, YII, and IX of the appendix. For summaries of such sta¬ tistics, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN AND FOR BOTH SEXES. The Hlinois Industrial University, opened in 1868, is the State University of Illinois. It has received from the State large appropriations for fitting up and stocking farms and for library, apparatus, and buildings, besides the State’s share of the congressional land grant for industrial and scientific education, amouhting to 480, 000 acres. This was supplemented with over $400,000 given by Champaign County to secure the location of the university. The university comprises 4 independent colleges, with 10 distinct .schools, including schools of military science and of art and design. The 4 colleges are of agriculture, engineering, natural science, and literature and science. The last includes a school of ancient languages and one of English and modem languages, the course in each school extending over 4 years and that of ancient languages embracing the usual .studies of a classical course. The university has permitted from the first as much free¬ dom as possible in the selection of studies. It is required, however, that students be thoroughly prepared for the work they undertake and that candidates for a degree pur¬ sue the course prescribed for that degree; also, that each student take at least one study relating to industrial science. To meet an urgent demand, temporary provision is made for one year of preparatory study. Graduates of accredited high schools are admitted without examination. Of 30 other recognized colleges and universities, 28 send reports for 1880-’81. All but 6 of these admitted both sexes on equal terms. Three of the 6 referred to were Roman Catholic colleges; 1 was non-sectarian; the other 2 were controlled by the Lutheran Church. Of the 30 colleges and universities known to be in operation (not including the State university), 4 at date of their last report were non-sectarian in their influence; the Presbyterian and Methodist churches each claimed 5, the Lutheran 4, the Baptist and Roman Catholic each 3, the Christian and United Brethren each 2, and the Evan¬ gelical Association and Universalist Church each 1. All but 2 report preparatory departments; all, classical courses of 4 years; 23, general scientific courses, which in most cases extended over 4 years; 3 offered separate courses for ladies, 2 philosophical, 3 select, and 5 elective courses. Twelve made some provision for the training of teachers, either in collegiate or preparatory departments; 18 included music, 6 drawing, painting, French, and German in their curriculum; 13 gave business training, 10 presented either biblical or theological courses; 4, law; and 1, medical. Nine colleges report gifts or bequests received during the year, amounting in all to $89,774. Illinois College, Jacksonville, a non-sectarian institution, was offered the largest amount ($20,000), provided the college should raise $30,000 additional. Hlinois Wes¬ leyan University, Bloomington (Methodist), and Westfield College, Westfield (United Brethren), received each $15,000, the former for endowment and building, the latter ibr general purposes. Lake Forest University, Lake Forest (Presbyterian), was given $10,000 for scholarship and general frmds; Augustana College, Rock island (Evangelical Lutheran), $6,000 unconditionally; Lombard University, Galesburg (Universalist), $6,500 for endowment and other purposes; Wheaton College, Wheaton (non-sectarian), $559.35 for current expenses; Monmouth College, Monmouth (United Presbyterian), $4, 000 for endowment; Northwestern University, Evanston (Methodist Episcopal), $2,715 for endowment; and Chaddock College, Quincy, $10,000, purpose not specified. For full statistics of these institutions, see Table IX of the appendix, and for a sum¬ mary, see a corresponding table in the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Besides the opportunities for superior education offered young women in 24 out of 31 colleges and universities (including the State University), further provision is made in 12 or more institutions exclusively for them. Eight of these were authorized by law to confer collegiate degrees, a majority had courses extending over 4 years, and nearly all included among the branches taught music, drawing, painting, and modern languages. For statistics of these colleges, see Table VIII of the appendix, and for a summary, see a corresponding table in the report of the Commissioner preceding. ILLINOIS. 53 SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Illinois Industrial University makes careful provision for scientific training in its colleges of agriculture, engineering, and natural science. The aim has been to give the college of agriculture the largest development possible, and agricultural students are es¬ pecially invited. The full course in this school extends over 4 years, unites theory and practice as much as possible, and embraces among other branches the elements of hus¬ bandry, agricultural engineering and architecture, animal husbandry, veterinary science, rural economy, elements of horticulture, landscape gardening, and floriculture. There is also a special course for farmers, requiring only a year for completion, in which exclu¬ sive attention is given to the technical agricultural studies. The college of engineering comprises schools of mechanical engineering, of architecture, and of civil and mining en¬ gineering; that of natural science, schools of chemistry and natural history. All require 4 years for completion and lead to the degree of b. s. The master’s degrees are given on examination after a year of prescribed graduate study or a term of successful prac¬ tice. Labor is furnished as far as possible, that which is not educational being paid for at from 8 to 10 cents an hour. General scientific courses leading to the degree of B. s. are found, as above noted, in 23 of the other universities and colleges. In 18 of these institutions the courses aim to be equal in value and extent to the classical collegiate; in only 4 cases can the degree be gained 18y 3 years’ study, and in one of these the course is soon to be extended to 4 years. For statistics of the scientific colleges of the State University, see Table X of the ap¬ pendix, and for a summary, see a corresponding table in the report of the Commissioner preceding; for statistics of scientific courses in colleges, see Table IX. PROFESSIONAL. Of 12 theological seminaries or departments of colleges reporting, 9 present courses ex¬ tending over 3 years at least and in a majority of cases requiring for admission to the regular course an examination of all not college graduates. Only 9 report the num¬ ber of students attending, which was 302. Of these 116 had recei ved collegiate degrees. Eight reported 68 graduates in 1881 and 4 had 23 resident graduate students. The schools requiring three or more years for graduation were Chicago Theological Semi¬ nary (Congregational); Presbyterian Theological Seminary, also at Chicago; Blackburn University, Carlinville (Presbyterian); Garrett Biblical Institute, Evanston (Methodist Episcopal); Baptist Union Theological Seminary, Morgan Park; theological department of Lincoln University, Lincoln (Cumberland Presbyterian); and 2 Lutheran institutions: Wartburg Seminary, Mendota, and Concordia College, Springfield. In the theological departments of Shurtleff College, Upper Alton (Baptist), and of Augustana College (Lutheran), the course was limited to 2 years. Another Lutheran school, the Swedish- American Ansgari College, Knoxville, discontinued in 1879 but reorganized in 1880, re¬ ports its course of study not yet fixed. Theological or biblical instruction during the college course was given in 4 of the 30 colleges above mentioned, 1 being under the Lu¬ theran, 1 under the Methodist Episcopal, and 2 under the Christian Church. The 2 seminaries at Chicago received gifts in funds during the year; that of the Con¬ gregational Church, $36,886, for endowment and general purposes; that of the Presby¬ terian, $3,382.50, most of it for founding a scholarship. — (Returns and catalogues.) For further statistics of theological schools, see Table XI of the appendix, and for a summary, see a corresponding table in the report of the Commissioner preceding. Legal training is given chiefly in the Bloomington Law School, a department of Illinois Wesleyan University, and in the Union College of Law, Chicago, the latter being under the joint management of the University of Chicago and Northwestern University. In both schools the course of study extends over 2 years of 36 weeks each; neither requires an examination for admission, but in the Union College of Law a good common school education is expected and a knowledge of Latin advised. The two schools had 137 pu¬ pils in 1880-’81 and graduated 53. McKendree College, Lebanon, also has a department of law, with a course of 2 years, in which 11 students were engaged during 1880-’81 and 3 were graduated. For further statistics of law schools reporting, see Table XII of the appendix, and for a summary of it, a corresponding table in the report of the Commis¬ sioner preceding. Of 6 medical schools, all at Chicago, 3 were ‘ 1 regular, ’ ’ 1 eclectic, and 2 homoeopathic. The regular schools are Chicago Medical College (a department of Northwestern Univer¬ sity), the Woman’s Medical College of Chicago, and Rush Medical College. The 2 first named require an examination for admission of applicants not graduates of some school whose course affords suitable preparation, and at Rush Medical College such an examina¬ tion will be required after 1883. All present the usual 3 years’ medical course, requir¬ ing 3 years of study and attendance on 2 courses of lectures; they also offer and advise 54 REPORT - OF THE COMMISSIONER OF EDUCATION. £i 3 years’ graded course, and in Rush. Medical College graduates of that course are awarded a certificate of honor in addition to the diploma. Chemical work is obligatory in all, and in the Chicago Medical College the study of medical botany is essential to a degree. In the 2 of these schools reporting statistics there were 235 students and 62 graduates in 1881. Bennett College of Eclectic Medicine and Surgery, reporting 123 pupils and 52 graduates, and Hahnemann Medical College and Hospital (homoeopathic), with 262 pupils and 101 graduates, present a 3 years’ course of study; in the former an examination for admission is required, chemical work is obligatory, and a knowledge of medical botany essential to a diploma; in the latter there is no examination for admission; chemical work is obliga¬ tory, but the study of medical botany is not. The Chicago Homoeopathic College pre¬ sents a 2 years’ graded course of study, but makes no report of students attending in 1880-’81. Women are admitted to both homoeopathic colleges and to Rush Medical College, separate provision being made for them in the latter. The Chicago College of Pharmacy had 116 students attending and graduated 21. Four years’ experience in apothecary work is required for graduation here, as well as attend¬ ance on 2 lecture courses of 5 months each. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Illinois Institution for the Education of the Deaf and Dumb , Jacksonville, admits youth 10 to 21 who are proper subjects for its care, and furnishes without charge board, tuition, books, and all other necessaries except clothing and travelling expenses, and since 1875 even these have been supplied to indigent pupils by the counties to which they be¬ long. Pupils are taught the rudiments of an English education, together with such em¬ ployments as printing, shoemaking, wood turning, painting, glazing, cabinet work, baking, confectionery, and gardening. The institution owns 46 acres of land ; it received $85,000 from the State in 1880-’81, and gave instruction to 578 pupils. The Chicago School for Deaf-Mutes , opened by the city board of education in 1875, had in 1881 expanded into 5 schools, situated in various portions of the city, in which 55 pupils were enrolled. Four of them were of elementary grade, and embraced only the names of objects, spelling, sentence building, counting, addition, reading, and drawing; an advanced grade, in which were 13 pupils, added grammar, history, and geography. The general assembly in 1881 appropriated $5,000 for the support of these schools, which it is said will insure their continuance 2 years longer. For further statistics, see Table XVIII of the appendix; and for a summary of it, see a corresponding table in the report of the Commissioner preceding. EDUCATION OF THE BLIND. In the Hlinois Institution for the Blind, Jacksonville, blind youths, residents of the State, are provided with board, tuition, washing, &c., without cost. The age for admis¬ sion to the school is, as a rule, 10 to 21, but trustees have discretion in all cases, and the shop is open 1o all who can learn a trade. Brush and broom making and the caning of chairs are taught in the mechanical department ; in the literary the course of study begins with the alphabet and reaches the higher mathematics. All who show musical taste are instructed in vocal and instrumental music. EDUCATION OF THE FEEBLE-MINDED. The Illinois Asylum for Feeble-Minded Children, Lincoln, organized in 1865, had 374 children under instruction and training during 1881. Its object as expressed by law is to promote the intellectual, moral, and physical culture of this class of children, and to fit them, as far as possible, for earning their own livelihood. Pupils from Hlinois are sup¬ ported free of charge, the age for admission being 8-18. They are taught reading, writing, drawing, object lessons, calisthenics, domestic labor, and painting. — (Catalogue, 1880, and return, 1881.) REFORMATORY AND INDUSTRIAL TRAINING. The Illinois State Reform School, Pontiac, is for the education and reformation of boys committed to it by the courts for some offence against the law. They are taught in school 4 hours of the day and kept at work 6. The chief employments are shoemaking and cane seating of chairs, but they also do the household, farm, garden, and laundry work of the establishment. On the expiration of their sentence the State gives them $5 and transportation home. No statistics are available for 1881. The Illinois Industrial School for Girls , South Evanston, first opened in 1877, receives dependent and neglected girls who are committed to it by the State, and trains them in household and other industries and in the common school branches. No report for 1881. ILLINOIS. 55 The Girls’ Industrial School, Peoria, opened in 1875, a non-sectarian institution sus¬ tained by voluntary contributions, trains about 300 children each year, tbe age of admis¬ sion being 6 to 15. EDUCATIONAL CONVENTIONS. ILLINOIS STATE TEACHEES’ ASSOCIATION. Tbe twenty-eighth annual session of the State Teachers’ Association was held at Spring- field December 27-29, 1881, the president, E. A. Gastman, of Decatur, in the chair. No full report of proceedings has been received, but the published programme embraced subjects of practical interest to teachers. Some of them were to be treated by eminent men and experienced educators, such as His Excellency S. M. Cullom, governor of the State; Ben¬ jamin F. Taylor, author and lecturer; Hon. Newton Bateman, president of Knox College, and others. Governor Cullom’s address of welcome showed that he had given careful attention to the educational condition of the State. He expressed his belief in compulsory education, saying that when schools are supported by taxation the State has the right and it is its duty to enforce the attendance of its children, and that Illinois is behind the most advanced States on this question. State Superintendent Slade presented some facts in regard to the schools of the State, indicating progress made and work still to be done. The weather was favorable for a large gathering, and about four hundred teachers were present. A large proportion of the papers were interesting. During the session of the association the county superintendents’ section of it held three meetings, which were presided over by State Superintendent Slade. Only 20 super¬ intendents out of 102 in the State answered to their names at the first meeting, but the attendance was somewhat greater at a subsequent meeting. Among the subjects under discussion were teachers’ institutes; educational columns in county newspapers; county normal schools, their organization, financial support, and course of study; and What can county superintendents do to improve the taste for good literature ? A resolution was passed expressing the sense of the meeting that no certificates should be issued to persons under legal age. — (Present Age.) OBITUARY RECORD. GEOEGE A. WILD, B. S. Mr. Wild, a graduate of the Ulinois Industrial University and afterwards curator of the natural history museum, died at Las Animas, Colo., November 12, 1881. Strait¬ ened in his early circumstances he maintained himself while at college largely by teach¬ ing and practising taxidermy. Subsequently he assisted Professor Ward in Rochester and then returned to the University, where, as curator of the museum and lecturer, his exertions led to the formation of a very complete collection of North American birds. Going to Europe to study under Professor Balfour, of Cambridge, and Professor Huxley, the latter extended to him an invitation to return as a private student, which his failing health prevented him from accepting. On his return from England he went to Colo¬ rado in the hope of restoring his health, which had become impaired through overwork, but in this he was unsuccessful, and he died at the age of 27. Throughout his brief but useful life he labored assiduously for the improvement of his pupils and won the re¬ spect and esteem of all with whom he associated. — (From a sketch by James E. Arm¬ strong.) CHIEF STATE SCHOOL OFFICER. Hon. James P. Slade, State superintendent of public instruction, Springfield. [Term, 1879 to 1883.] Mr. Henry Raab has been chosen to succeed Mr. Slade at the expiration of his term. 56 REPORT OF THE COMMISSIONER OF EDUCATION. INDIANA. STATISTICAL SUMMARY. 1879-’80. 1880-’81. Increase. Decrease. POPULATION AND ATTENDANCE. White youtb of school age (6-21) __ 689, 010 699,745 10, 735 Colored youth of school age (6-21) _ 14, 548 14, 598 50 Whole number of school age__ _ 703, 558 714, 343 10, 785 White youth in public schools - 503, 267 495, 540 7, 727 Colored youth in public schools — 8, 016 8, 315 299 Whole enrolment, white and • 511, 283 503, 855 7, 428 colored. Average daily attendance - 321, 659 306, 301 15, 358 SCHOOL DISTBICTS AND SCHOOLS. Rehnnl districts reported . 9,425 9, 640 « , 215 Districts in which schools were 9, 383 9, 600 217 taught. Districts in which no schools were 42 40 2 taught. Districts with schools for colored 104 124 20 youth. District graded schools _ 339 317 22 Township graded schools _ _ _ 153 278 125 Average time of schools in days _ 136 135 1 Pnhlie sebool -bouses reported 9, 647 9, 496 151 School-houses built within the year _ 359 415 56 Valuation of all public school prop¬ $11, 817, 955 $12, 024, 180 $206, 225 erty. Private schools in public buildings. 509 610 101 Male teachers in such schools 200 231 31 Female teachers in them 392 441 49 Pupils enrolled in these schools _ 12, 112 13, 814 1, 702 Average daily attendance in them. 8, 218 8, 221 3 TEACHEES AND THEIB PAY. White male teachers in public 7, 731 schools. White female teachers in same _ 5,732 Colored male teachers in public 71 schools. Colored female teachers in same _ 44 Whole number, white and colored. 13, 578 13, 418 160 Average monthly pay of men $37 20 $38 40 $1 20 Average monthly pay of women. _ 35 20 33 20 $2 00 INCOME AND EXPENDITURE. Whole receipts for public schools __ $4, 402, 850 $4, 480, 306 $77, 456 Whole expenditure for them _ 4, 491, 850 4, 528, 754 36, 904 STATE COMMON SCHOOL FUND. Amount of such fund available _ $9, 065, 255 $9, 133, 606 $68, 351 (Report of Hon. James H. Smart, State superintendent of public instruction, for 1 879-’ 80, and special statistics from Hon. John M. Bloss, State superintendent of public instruction, for 1880-’81.) INDIANA. 57 STATE SCHOOL SYSTEM. OFFICERS. For the general administration of public school affairs there is a State superintendent of public instruction, elected biennially by the people. To aid and counsel him in case of need there is a State board of education, of which he is president, the other members being the governor, the presidents of the three chief educational institutions of the State,, and the school superintendents of the three chief cities. For local administration each county has a superintendent, chosen biennially by the assembled township trustees. To consult with him as to text books, courses of study, and other needs of schools there meets semiannually a county board of education, com¬ posed of the township trustees and the chairmen of town and city school boards in his county. In each township into which the county is divided there is a township school trustee, chosen biennially by the voters of the township, to locate schools, erect and repair school buildings, supply them with furniture and apparatus, and engage for them duly licensed teachers. In each incorporated town or city which may form another subdi¬ vision of a county there is a board of school trustees or school commissioners* for essen¬ tially the same duties, with reference to whose election, see City School Systems, farther on. For each public school not in such towns or cities the taxpayers who have asso¬ ciated themselves to sustain and carry on the school elect annually a school director.1 Unmarried women assessed for school taxes may vote for school officers at school meet¬ ings. OTHER FEATURES OF .THE SYSTEM. The age for free instruction in the State schools is 6 to 21. The number of unmarried youth of such age is annually ascertained through a census taken by the school officers, and none but those listed in this census as resident or domiciled in a city, town, or township are entitled to free school privileges within it for the year, unless by official transfer to it afterwards. Gradation of the schools to any required extent is provided for. Separate schools for colored youth have been the rule, but where these are not established colored children must be allowed to attend the public schools for whites; and where they do exist a colored child that can prove a preparation for higher studies than those taught in the colored schools must be admitted to such higher grade among the whites. The teaching in all public schools must be by persons duly examined and licensed. Teachers are ex¬ pected to improve their qualifications by attending the institutes for this purpose held monthly in each township and annually in each county. They must also, at the expire tion of each school term, make to the proper officer a full report of the attendance, studies, text books, &c. , verifying this by affidavit, or forfeit one-fourth of their pay. The studies prescribed include, besides the ordinary English branches, “physiology, his¬ tory of the United States, and good behavior, and such other branches of learning and other languages as the advancement of pupils may require and the trustee from time to time direct.” German is specifically required to be taught when the parents or guard¬ ians of 25 or more children in a public school require it. Provision is made for libraries to aid the influences of the schools. Means for maintaining schools come from the in¬ terest on a large common school fund, a State tax of 16 cents on each $100 of taxable property, real and personal, and 50 cents on each taxable poll, with the receipts from liquor licenses and unclaimed fees (all distributed according to school population), and from local taxes, which must not exceed 50 cents on $100 and $1 on each poll, for building, furniture, &c. , with 25 cents on $100 and $1 on each poll for tuition in townships, or 30 cents on $100 in incorporated towns. GENERAL CONDITION. For the school year 1880-’81 there is no State report, which in Indiana is made bien¬ nially in the years of even number. School offices also were in many instances filled by new incumbents. As has often previously been the case under such circumstances, the showing is less favorable than that for the preceding year. Statistics kindly furnished by Superintendent Bloss present, indeed, 215 more reporting districts and 217 more in which public schools were taught; yet, with 56 more school-houses built, there were on the whole 151 fewer reported, but with a higher valuation, amounting to $206,225. Reports as to public school attendance, too, are not encouraging. Although a decrease in 1870-’ 80 of 4,543 in youth of school age had been more than doubly made up by an increase reaching 10,785 in 1880-’81, there was not only no proportionate increase of enrolment in the public schools, but a falling off of 7,428, to about the enrolment of two years before; while average daily attendance, which had advanced 9,516 the 1 This voluntary association of persons for the support and patronage of an individual school is th© only approach to a country school district in this State. 58 REPORT OF THE COMMISSIONER OF EDUCATION. previous year, ran down 15,358 in this one, reaching a point below that of three preced¬ ing years. The only offset against this diminution in attendance was an increase of 1,702 pupils in the private schools held in public buildings during the recess of the other schools, the daily average attendance in those recess schools about holding its own. In¬ come for schools increased considerably; expenditure as reported seemed to fall off, but in reality was $36,904 greater, reckoned on the same basis as in the report of the preceding years made to this Bureau for its report of 1880. KINDEEGAETEN. The three schools of this class reported at Indianapolis in 1880, with one at Marion, are supposed to be in existence in 1881, though not heard from at the date at which this goes to press. The one at Franklin was closed in 1880. For such as report for 1881, see Table V of the appendix to this report. CITY SCHOOL SYSTEMS. # OFFICEES. By a general law the common council of each city must, at its first regular meeting, elect three school trustees for terms of 1, 2, and 3 years, and annually thereafter one for a 3 years’ term, in place of the outgoing one. But when a city has 30,000 or more inhabitants the qualified electors of each ward must elect a school commissioner, and the commissioners thus elected, after organizing by the election of a president, secretary, and treasurer from their own number, must determine by lot which three of their num¬ ber shall hold office for 3 years and which for 2 years, the remainder holding for 1 year. Thereafter persons elected as school commissioners at the annual elections hold for three years each. In either of these cases a superintendent may be employed. STATISTICS. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily &t- tendance. Number of teachers. Expendi¬ ture. Evansville . 29.280 26,880 75,056 9,357 14,860 11, 198 8,945 16,423 12,742 13.280 26,042 7,680 4,968 3,472 12,815 1,624 2,986 1,887 1,501 4,476 2,762 9,065 1,164 1,610 1,271 1,284 127 $97,705 63,516 231,458 18,977 46,818 29,058 28,754 Fort Wayne . 13,897 28,959 3,448 6,474 3,858 5,283 95 Indianapolis . 233 Jeffersonville a . 28 La Favette . 49 Logansport . 33 Madison . 41 New Albany . Richmond . South Rend . 4,705 8, 846 3,807 1,924 4,310 1,102 1,259 3,147 812 36 25,037 55,726 15,000 Terre Haute . 81 Vincennes . 18 a In 1880. ADDITIONAL PAETICULAES. Evansville in 1880-’81 had 13 school buildings, with 57 rooms for primary grades, 38 for grammar, and 10 for high, the sittings in these sufficing for 5,000 children, a little more than the enrolment for the year. The schools were taught for 198 of the 200 school days in the year, music and German entering into the instruction given and special teachers being employed for these. The valuation of public school property is not given, nor is the enrolment in other than public schools. — (Return.) Fort Wayne had 9 buildings, 8 of them for primary, intermediate, and grammar schools, and 1 for high, all affording seats for 3,788 pupils and valued at $225,150, with their sites, furniture, apparatus, and library. A city normal school, with 9 pupils, under 3 instructors, was apparently housed also in one of these buildings, while in 14 other build¬ ings, with 45 rooms, were seats for 3,100 pupils in private or parochial schools, making a total of 6,888 seats for 6,472 enrolled pupils, of whom 4,962 were reported in average daily attendance. Music, drawing, and penmanship, under special teachers, continued to be taught in the public schools; but, from some cause unexplained, the enrolment in these schools was 69 less and the average daily attendance 55 less than in 1879-’80, though the youth of school age were 358 more. — (Return.) Indianapolis , with an increase of 2,930 in youth of school age, added in 1880-’81 only 309 to its public school enrolment and 218 to the enrolment in other schools, while in its public school buildings (1 less than in 1879-’80 and rated at $72,044 less) there was ac¬ commodation for 915 more. Average daily attendance in these schools was, however, INDIANA. 59 better by 140. Increased continuance of attendance, too, was noticeable, observations carried through, three years showing in that time a growth of 23 per cent, in the number 13 years of age continuing to attend, of 38 per cent, among those 14 years of age, and of 50 per cent, among those 15 years of age. In the high school the number over 16 had risen from 292 in 1879 to 444 in 1881. In this school the plan of dividing the daily sessions has been tried with good results, one-half the pupils coming in the morn¬ ing to recite and going home for further study, and the other half coming in the afternoon. A half day session in all the schools during the last two weeks of the school year was also tried with manifest advantage. The public library under the care of the school board continued to be a great aid to the educational work in the schools, containing for the year 31,627 volumes and -3, 268 pamphlets of well selected reading matter, and afford¬ ing to 20,338 registered borrowers a total of 206,112 books drawn, besides a large use -of papers and periodicals by an average of 330 daily visitors of the reading room. Instruc¬ tion in music, drawing, and German, under special teachers, was continued in the schools, as was instruction in scientific methods of teaching, in a city normal school; but no evening schools appear. — (Report for 1880-’81.) Jeffersonville. — No information for 1881 has been obtainable from this city up to the time at which this matter goes to press. La Fayette , in 6 school buildings valued at $168,000, with 44 rooms for study and rec¬ itation and 6 for recitation only, reports for 1881 an enrolment of 2,986 pupils and 1,610 in average daily attendance. The evening schools occupied 3 rooms. In other than public schools there were about 1,200 pupils. In the public schools drawing and penmanship were under the charge of special teachers. — (Return.) The schools of Logansport were housed in 7 buildings (1 more than in 1880 and seat¬ ing 115 more pupils), having 30 rooms for study and recitation in primary, grammar, and high school grades, and 3 for recitation only, the pupils being 1,198 in the first, 613 in the next, and 76 in the high, with an average attendance respectively of 792, 422, and 57. Pupils in other schools, 790. In the city schools music was taught by a special teacher. — (Return. ) Madison reports 7 school buildings, rated at $80,500, giving ample accommodation for the 1,501 pupils enrolled and 1,284 in average attendance. The reported enrolment in private and church schools was less by 250 than in 1879. — (Return.) New Albany. — Nothing from this city has come to hand in time for this report. Richmond. — This city has also failed to present any report of school statistics for 1881. South Bend began 1880-’81 with its 7 school buildings put in good condition, the sit¬ tings in them more than doubled since the previous report, and the valuation of them raised from $107,000 to $131,350. The high school appears to have been especially bene¬ fited by the alterations made, having had an additional story of its fine building fitted up. In all the buildings there were 30 rooms for study and recitation, with 2 for recita¬ tion only, affording in their 2,050 sittings ample room for the 1,924 pupils enrolled and more than enough for the 1,259 in average attendance. The schools were classed as primary, intermediate, grammar, and high. The course, in which drawing was optional, covered 12 years, 4 of them in the high school, where German, taught by a special teacher, might be substituted for Latin, no Greek entering into the studies. A good reference library for this school was among the improvements of the year. In other than public schools 570 pupils were reported. — (Report and return.) Terre Haute made some additions to its rooms and teaching force, having 73 more sit¬ tings and 3 more teachers than in 1879-’80, and in its 11 school buildings 69 rooms for both study and recitation, with 12 for recitation only. The sittings numbered 3,754, somewhat more than sufficing for the average enrolment. There was an average of nearly 45 pupils to a teacher. The course covered 12 years or grades, and promotions were made from grade to grade whenever the monthly examinations showed ability to take advanced work, though ordinarily these were made at the close of the year on the results of all the examinations. Of the former class there were 164; of the latter, 2,856, of which 181 were conditional, and 2,675 on an average of 80 per cent, or more of success in examination. Classes in German enrolled 772 pupils during the year, of whom 419 were of German parentage, while 202 of such parentage did not study it in school. Five teachers of German were employed, including the principal of the high school, and 1 teacher of vocal music for all grades. Of the 81 teachers employed 42 had been edu¬ cated in the city high school. The teachers met once a month to compare amounts of work accomplished and to consider methods of teaching; the principals, twice a month to discuss questions of school management and to compare results of plans adopted from time to time. — (Report and return.) Vincennes , in 4 school buildings, valued at $47,000, with 20 rooms for both study and recitation and 2 for recitation only, had 990 sittings for the 1,102 pupils enrolled during the year and the 812 in average attendance. The usual division into 12 grades appears, with music and German taught by special teachers. In 11 schools other than public 550 pupils were reported. — (Return.) 60 REPORT OF THE COMMISSIONER OF EDUCATION. TRAINING OF TEACHERS. STATE NORMAL SCHOOL. The Indiana State Normal School, Terre Hante, opened for instruction in 1870, en¬ deavors to prepare teachers for their work by a thorough review of the branches taught in common schools, and careful training in the science and art of teaching. Its courses can be completed in from 3 to 9 terms, according to the preparation and capacity of the student and the grade for which he wishes to prepare. A revised course is presented in the register of 1880-’81, giving greater prominence to strictly professional lines of train¬ ing and to the study of the natural sciences, and making some acquaintance with music an essential to graduation. The average enrolment was 336 in 1881, against 53 in 1870. The number of normal students, exclusive of duplicate enrolments, was for the year 588, under whom were 197 pupils in a model training school. Graduates in 1881, 24. OTHER NORMAL SCHOOLS. Three private schools undertake to prepare persons acquainted with elementary English studies for teachers’ work in the ordinary schools, granting a teacher’s diploma in 1 year; for instruction in the higher mathematics, the natural sciences, &c., with the degree of bachelor of science, in another year; and for instruction in psychology, logic, and such classics as Horace, Livy, Tacitus, iEschylus, and Sophocles, with the degree of bachelor of arts, in a third year. These are the Northern Indiana Normal School and Business Institute , Valparaiso; Central Normal College and Commercial Institute , Danville; and Central Indiana Normal College and Business Institute , Ladoga; the first named opened for instruction in 1873, the other two in 1876. Two others, the Southern Indiana Normal School, Paoli, and the Southern Indiana Normal College, Danville — the former opened in 1875, the latter in 1880 — show in their latest circulars and returns substantially the same courses as the three preceding and a disposition to follow the same plan. The North¬ ern Indiana reported for 1880-’81 no less than 2,100 normal pupils; the whole 5 schools enrolled 3, 006, of whom 235 were graduated, 139 received degrees, and 149 engaged in teaching. For separate statistics, see Table III of the appendix. Only 2 city normal schools appear, that of the city of Indianapolis, opened in 1866, and the training department of the Fort Wayne public schools, opened in 1867. Both take applicants for the position of teacher that have received a high school education or its equivalent, and give them instruction in the science of teaching and in methods, with practice in a model school under critic teachers; the course at Indianapolis covers one year and a half; at Fort Wayne, one year. The former school had 20 pupils in 1880-’81 ; the latter, 9, a principal having charge in each case, with critic assistants. In several counties summer normal schools were held for several weeks under two or more instructors and enrolling fifty to one hundred and fifty pupils; but no full list of these schools appears. In Indianapolis a summer school of elocution for training teachers in reading and expression was held, and in the same city Dr. William T. Harris, late superintendent of schools at St. Louis, delivered a series of lectures on pedagogics, repeating these at the State Normal School, Terre Haute, in its spring session and at the State University in the autumn. Normal courses, sometimes separate from the regular course, sometimes connected with it in the spring, appear in the latest catalogues of Bedford College, Bedford; Wabash College, Crawfordsville; Fort Wayne College, Fort Wayne ; Union Christian College, Merom; ^Score’s Hill College, Moore’s Hill; Earlham College, Richmond ; Ridgeville College, Ridgeville; and Hartsville University, Hartsville. Only 4 of these — Wabash, Union Christian, Earlham, and Moore’s Hill — report the students in normal courses in 1880-’81„ the total in the 4 being 81. TEACHERS’ INSTITUTES. These brief normal schools are required by State law to be held at least once a year in each county by the county superintendent, and during the sessions of the public schools at least one Saturday of each month in every township, under an instructor designated by the township trustee. During the sessions of the former, the county schools are closed to enable the teachers to attend the institute ; during those of the latter, the teachers of the township must attend or lose a day’s pay for each day’s absence, unless prevented from attending by sickness. The State superintendent visited within the year 1880-’81 the institutes in about 40 counties. EDUCATIONAL JOURNALS. Further aid in the full training of teachers for their work has been given for many years by the Indiana School Journal, Indianapolis, which entered on its twenty-sixth volume, January, 1881; and more recently by the Normal Teacher, Danville, and School Education, Terre Haute, the former of which was in its third volume, the latter INDIANA. 61 in its second in that year. All contain many articles on methods of teaching and on the means of reaching the highest success in government, discipline, and good feeling in the schools. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Although in this State the gradation of schools is abundantly provided for, no express authority is given for the establishment of high schools. They exist, however, because of a popular demand for them, as higher departments of graded schools in the chief towns and cities, about 40 appearing in some years in the news notices of the Indiana School Journal. Inquiries instituted in 1878 by State Superintendent Smart brought out reports from 32, with 78 teachers and 2,784 pupils. Where established the current testimony respecting them is that they serve important purposes by preparing the chil¬ dren even of the poorest for the higher grades of work and pay, by training teachers for the schools, and by exerting a healthful, stimulating influence on the children in the lower classes. All the cities reporting for 1880--81 indicate the possession of high schools, but only 5 give the statistics of teachers, enrolment, and average attendance in them, as follows: Fort Wayne, 6, 171, 160; Indianapolis, 14, 640, 512; Logansport, 3, 76, 57; South Bend, 5, 137, 107; Terre Haute, 6, 248, 198; in all, 34 teachers, 1,272 en¬ rolled pupils, and 1,034 in average attendance daily. OTHER SECONDARY SCHOOLS. For detailed statistics of business colleges, private academic schools, and preparatory schools of universities and colleges, see Tables IY, VI, VII, and IX of the appendix; for summaries of the statistics of these several kinds of schools, see corresponding tables in the report of the Commissioner preceding'. SUPERIOR INSTRUCTION. , COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Indiana University, Bloomington, admits without examination the graduates of ap¬ proved high schools in the State, women as well as men, on certification by the super¬ intendent of such schools that the candidates have satisfactorily completed the prescribed preparatory course of study. This preparatory course does not include Greek. Once en¬ tered, the student has his choice between three collegiate courses, one in ancient classics, leading to A. B. ; one in modem classics, leading to lit. b. ; and one in science, leading to s. B. ; each course covers 4 years. The other collegiate institutions having full courses of #4 years in 1880-’ 81 were But¬ ler, Hartsville, Indiana Asbury, and Notre Dame Universities and Franklin, Earl- ham, Hanover, Moore’s Hill, Ridgeville, Union Christian, and Wabash Colleges. Sta¬ tistics of all these may be found in Table IX. Bedford College, Bedford, long strag¬ gling with pecuniary difficulties, is understood to have been closed in 1881 for want of funds. Fort Wayne College was, at the latest advices, only in the beginning of its fall collegiate work. St. Meinrad’s College presented for 1880-’81 a course that was only up to the standard of a fair preparatory school. All save these showed 4 years’ scientific or philosophical courses, as well as classical; 3 had English courses, 1 of them of 3 years, the other 2 of 4 years; all but 1 had means of instruction in music or elocu¬ tion, 4 in drawing, 3 of these in painting also, 5 in studies preparatory to business, and 6 in those preparatory to teaching, while all taught modem languages and 2 included Hebrew. Notre Dame University had also a preparatory medical course, and Butler University continued to have as one of its departments the Medical College of Indiana. Law was taught at Indiana Asbury and at Notre Dame. For detailed statistics of these colleges, see Table IX of appendix; for a summary of these statistics, the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. The schools especially for this work were, in 1881, the Female College of Indiaha, Green- castle (Presbyterian); Moravian Seminary for Young Ladies, Hope; DePauw College for Young Women, New Albany (Methodist Episcopal) ; and St. Mary’s Academic Institute, St. Mary’s (Roman Catholic) ; the first and third with well defined classical courses of 4 years, the third having also a scientific course of 3 years; the courses of the others less definite, but apparently of fair grade. For statistics, see Table VIII of the appendix; for a summary of these, a corresponding table in the report of the Commissioner preceding. Of the 15 colleges for young men before mentioned, 11 admit women to their advantages, so that 15 in all are open to the sex in this State, besides the State scientific school, now to be noticed. — (Catalogues and returns.) 62 REPORT OF THE COMMISSIONER OF EDUCATION. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. While Indiana University and 11 of the other colleges afford scientific instruction, Pur- due University, La Fayette, continued in 1881 the one school especially devoted to scien¬ tific instruction for this State. This instruction it gave (1) in a college of general science, which had scientific, agricultural, and mechanical courses, each of 4 years; (2) in five special schools, of agriculture and horticulture, of mechanics, of industrial art, of chem¬ istry, and of natural history, each of 2 or 3 years. Preparation for these courses was made in a university academy, with a course of 2 years. A school of mechanical and civil engineering was to he organized in 1882. As far as can he judged from the details given, the instruction seems to he eminently practical. Modifications looking to greater effective¬ ness were made within the year. — (Seventh annual register.) PROFESSIONAL. Theology in 1881, as previously in this State, continued to he taught mainly as an aux¬ iliary accompaniment of collegiate courses. The exceptions were at Union Christian Col¬ lege, Merom (Christian), and St. Meinrad’s College, St. Meinrad’s (Roman Catholic). In these there were special separate departments for theological study, each with a course of 3 years; that in the former uniting some higher school studies with Scripture reading and interpretation, rational and systematic theology, church history, &c. ; that in the latter following a comparatively low collegiate course and embracing essentially the same subjects, with canon law. The other schools with some instruction designed to prepare partially for ministerial work were the biblical department of Butler University, Irving¬ ton (Christian), the ministerial department of Indiana Asbury University, Greencastle (Methodist Episcopal), and probably the Hebrew departments of Moore’s Hill College, Moore’s Hill (Methodist Episcopal), and of Notre Dame University, Notre Dame (Ro¬ man Catholic). The theological training for which Concordia College, Fort Wayne (Evangelical Lutherap), is meant to prepare is not given in Indiana, but in a Practical Preachers’ Seminary, Springfield, Illinois, or at the Evangelical Lutheran Preachers* Seminary, St. Louis, Missouri. The 4 years’ ministerial course at Bedford College, Bed¬ ford (Christian), is believed to have been suspended in 1881 with the other work of the college. — (Catalogues and returns.) For any reported statistics of theological schools, see Table XI of the appendix. Law was still taught by 6 professors in a 2 years’ course at Notre Dame University, Notre Dame, a good English education being required for admission and classical train¬ ing earnestly recommended, the opportunity for it being offered in the university during the law course. There were 60 students in 1880-’ 81. Indiana Asbury University, Green¬ castle, in the autumn of 1^81 organized a department of law with 5 professors and a course of 2 years, enrolling 12 students for the first year. A law course of 2 years also ex¬ isted at the Northern Indiana Normal School, Valparaiso. See also Table XII of the appendix. Medicine , after the “regular” form and according to the standard of the American Medical College Association, 1 was taught by the Medical College of Evansville, the Med¬ ical College of Fort Wayne, 2 the Medical College of Indiana, Indianapolis (a department of Butler University, Irvington) , and the Central College of Physicians and Surgeons, also at Indianapolis. The Medical College of Fort Wayne and the Central College went a little beyond the requirement of the American Association, each offering and recommending a 3 years’ graded course, in place of the regular one of 2 years. Courses preparatory to regular medical study were advertised for 1880-’81 in the Central Normal College, Dan¬ ville; Northern Indiana Normal School, Valparaiso, and Notre Dame University, Notre Dame. Besides the above, there was at Indianapolis instruction after the eclectic form in the Indiana Eclectic Medical College, the full course in which is not distinctly shown in any report or return to this Bureau, and the status of which is in some doubt from the fact that a committee of the National Eclectic Medical Association in the summer of 1881 recommended that its recognition be deferred, and that this recognition was at last given against at least one strong protest. Dentistry received attention in the Indiana Dental College, Indianapolis, which required a preceding pupilage of 2 years under a competent practitioner, evidence of a good com¬ mon school education, an attendance on 2 lecture courses of 5 months each, and the passing of a satisfactory final examination. Women are admitted. 1 This requires three years of study under a regular preceptor, attendance on two full lecture oourses of not less than twenty weeks each in the seven principal branches of medicine and surgery, and the passage of a personal examination on all these before the faculty, with evidence of good moral character and full age. 2 Not to be confounded with the Fort Wayne College of Medicine, another institution in the same place which was refused admission to the American Medical College Association in 1880 on moral grounds. INDIANA. 63 For statistics of medical and dental schools, separately given, see Table XIII of th© appendix; for a summary of them, a corresponding table in the report of the Commis¬ sioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Indiana Institution for the Education of the Deaf and Dumb, Indianapolis, reports for the year ending October 31, 1881, instruction in the manual alphabet and signs, as well as in the printed and written alphabets, with a fair course in common school branches, in scriptural studies, and in such industries as cabinet and shoe making and chair caning. Articulation was taught. For the benefit of pupils wishing to qualify themselves for teaching, a high class, with 3 years7 study in the sciences following the 7 primary years, had been organized. The number of teachers for the year was 18, of whom were 6 semi¬ mutes; number of pupils 405, of whom 61 were either graduated, dismissed, or otherwise disposed of, leaving 344; total number since the foundation of the school, 1,395. — (Report and return.) EDUCATION OF THE BLIND. In the Indiana Institution for the Education of the Blind, Indianapolis, were 10 in¬ structors, 4 other officers, and 15 employes for 1880-’ 81, with 127 pupils during the year, of whom 119 were present at the close. The usual occupations to fit the blind for self support were taught, as well as the elementary common school studies and some of high grade, to prepare for teaching. Pupils trained since the foundation of the school, 672. — (Return.) EDUCATION OF THE FEEBLE-MINDED. The Asylum for Feeble-Minded Children, under the direction of the State, at Knights- town, had for 1880-781 a total of 89 such children on its roll at the opening of the spring term, of whom 1 was transferred to the adjoining home for soldiers’ orphans and 6 returned to friends before the conclusion of the year, leaving 82 under 8 teachers. Of the whole number, 50 boys and 27 girls were engaged during the year in three grades of school studies under 4 teachers, the studies ranging from articulation, colors, form drawing, and counting, up to reading, writing, arithmetic, geography, &c. When not in school the chil¬ dren were under the constant care of other attendants, by some of whom, under the super¬ vision of a matron, they were instructed in useful industries. Moral training was also provided for. — (Report and return.) EDUCATION OF ORPHANS. The Soldiers' Orphans' Home, Knights town, connected with the asylum just mentioned, enrolled for the same year 170 children, of whom 13 were taken by Mends, 17 provided with homes, and 8 failed to report, leaving 132. These were instructed in the ordinary English branches of study, beginning with Kindergarten work and reaching to United States history, with such industries as were appropriate to their sex and age. — (Report and return. ) The only other home or school for orphans reported was one at Jeffersonville called the Orphans' Home, which appears to have had a new building erected for it in 1880-’81 and to have enrolled 34 children, 4 of whom were provided with homes during the year and 1 sent to the State Reformatory, leaving 29. Some “training ” is referred to in the re¬ port received, but whether in school studies or industries is not indicated. REFORMATORY TRAINING. The reformatory department of the Indiana Reformatory Institution for Women and Girls, Indianapolis, which in 1879-’80 reported 140 pupils in its school under training in useful industries and in common school studies, makes return for 1880-’81 of 115 under training in general household duties, sewing, knitting, laundry work, and cane seating. The Indiana House of Ref uge for Juvenile Offenders, Plainfield, which cares for boys, as the other does for girls, had, according to a return, 356 inmates in 1880-’81, of whom 157 were received during the year and 167 discharged. The training while in the institution was in common school studies, farming, gardening, baking, tailoring, shoemaking, and chair making. A large number of the boys have not been committed to the house be¬ cause of crime or fault, but simply from lack of guardianship. HOMES FOR TRAINING PAUPER CHILDREN. With a view to protect from evil association the children often consigned to the poor- houses in the several counties, a number of benevolent ladies have secured from the civil authorities permission to gather such children into county homes in order more effectively to train them in useful industries, in connection with school studies, and to bring them 64 REPORT OF THE COMMISSIONER OF EDUCATION. under good matronly and family influences. Tliree such hpmes had been put in operation up to November, 1881, with fair prospects of successful working, and more were contem¬ plated. EDUCATIONAL CONVENTIONS. STATE CONVENTION OF COUNTY SUPEEINTENDENTS. The session of this body for 1881 was held June 28 in the ball of the high school, Indianapolis, 54 superintendents being present. The first thing considered, after a brief inaugural address, was a proposition from the trustees of the State University that an effort be set on foot to unify more fully the school system (1) by grading the district and town elementary schools and graduating pupils from them into the high schools of each county; (2) by arranging, for high schools not at present commissioned to send their pupils to the university, such a system of examinations as might secure a home de¬ termination of their qualifications for admission to the freshman class. It was thought by the trustees and urged on the association that such a system of gradation and promo¬ tion wisely conducted would give an additional and important link of connection be¬ tween the State schools and the university, and would encourage a more extensive prep¬ aration for the higher forms of education. The suggestions made are said to have met with cordial welcome, but it was thought wisest to postpone till the next meeting any decisive action on the plan, except as respected a uniform course of study consisting of 5 grades, for county common schools, which was arranged for. The subject of school visitation was next presented and discussed, all agreeing as to its importance as a means of stimulating and improving teachers and raising the standard of the schools, but many differing widely as to the length of an effective visitation, the frequency with which it should be repeated, and the question whether preliminary notice of it should or should not be given. As to the time of holding township institutes there appears to have been a difference also, but a plan and manual for county institute work, presented by State Superintendent Bloss and recommended by Ex-Superintendent Smart and others, was heartily welcomed and resolutions advocating its use were passed. — (Indiana School Journal, July, 1881.) STATE TEACHEES’ ASSOCIATION. The twenty-eighth annual convention of the teachers of the State was held in the hall of the board of trade, Indianapolis, December 27-29, 1881, Mr. H. B. Jacobs, superin¬ tendent of schools of New Albany, presiding. Governor Porter delivered an impressive address of welcome, fully acknowledging the influence that trained teachers have come to exercise and suggesting means by which that influence may be increased. The presi¬ dent dwelt on the progress made in school systems, schools, and teaching within 20 years, but said that, while Gail Hamiltons and Grant Whites could still find so much to criti¬ cise, it must not be supposed that perfection had been reached or that reforms at some points were not needed. Superintendent T. J. Charlton, of the State Reform School, Plainfield, read an interesting paper on the ‘ ‘ Management of bad boys, ’ ’ in which he dwelt on the need of judicious compulsion to secure education for all children as one great preventive of wrong doing, and on the farther need of a reformatory training, firm, mild, and kind, to bring back to right paths youth who have gone astray. J. Warren McBrown, superintendent of the schools of Covington, admitting all this, said that one thing more must be added, that is, such a power of personality as would not only win children to the school, but also command them and control them there. Subsequently the teaching of temperance was urged by Mrs. Mary H. Hunt, of Boston, and to some extent seconded by Mr. L. H. Jones, of the Indianapolis Normal School, on the ground that as a question of morals and of health it merited specific introduction as much as physiology and as far as there might be time for it. The qualifications of teachers next came up for review, and here the need not only of a thorough training, but of a practi¬ cal one, including the science and art of teaching, with practice in a model school, was discussed by State Commissioner De Wolf, of Ohio, Professor Mickleborough, of the Cin¬ cinnati High School, and others. Professor W. R. Houghton, of the State University, then read a paper on “The unification of the public school system,” containing substan¬ tially the ideas presented at the superintendents’ convention. A minute of respect for the late Dr. William D. Henkle, of Ohio, and of high estimate of his educational ser¬ vices in Indiana was then read and adopted, after which Miss A. K. Huron presented a paper on “The relation of school and home,” in which were these pregnant sentences: “He serves the future best who best cares for the present of the children. The lives of the children of to-day will be what the homes and the schools of to-day make them. The authority of the home and the school disregarded, the rights of society and the laws ■of the country are defied. Homes teeming with ignorance and vice are the origin of most of the great crimes that crowd the columns of the daily papers. The relation of the school to such homes must be that of reformer. Not less of books, but more of ques- INDIANA. 65 tions of every day living, of general culture, of right motives for action, should he taught. Only truly happy homes can result in good citizens. ’ ’ Resolutions against political and sectarian influences in the common schools and in favor of making merit only the test of fitness for position in these schools were then passed, with others calling for the fullest training possible for every teacher, and for instruction of the pupils in the had effects of opium, alcohol, and tobacco on the system. The session then closed. SOUTHERN INDIANA TEACHERS’ ASSOCIATION. This offshoot from the State Teachers’ Association, at its fourth meeting, March 16-18, at Lawrenceburg, discussed such topics as ‘ ‘ The defects of our common schools and the necessary remedies;” “Improvement in the course of studies in the public schools,” a plea for unifying the classification, grading, courses, text books, and aims of all through¬ out the State; “Authors” as a side study, especially on the birthdays of those most wor¬ thy of attention; “ Nearsightedness,” and “Tact.” Space for full report is wanting. INDIANA COLLEGE ASSOCIATION. At the fourth annual meeting, held in Indianapolis December 26 and 27, 1881, the first business presented was a question whether the State College Oratorical Association could not be induced to hold its annual exercises at a time that would not break in on the regular work of the colleges. Referred to a committee, a report was made in favor of a change which would bring the annual meeting and contest into the Christmas holidays and make it coincident with the meetings of the College Association and State Teachers’ Association. The meeting, proceeding with its general programme, took up and discussed ‘ ‘ Methods of science, ’ ’ in respect to which inductive methods, with careful observation of natural obj ects, and microscopical and laboratory work , with but slight use of text books, were generally urged. The means of improving the colleges of Indiana as to their moral atmosphere, their curricula of study, their modes of teaching, and the subsequent rela¬ tion of graduates to their alma mater next came up, and then “Coordination of college studies. ” As to this last, it was urged that high schools should not ape collegiate aims, that colleges should not try to be universities, that studies should be selected which combine information and mental drill and tend to cultivate all the faculties, that for students looking to professions there should be studies looking towards these, and that the number of studies should not be too great. An excellent tentative programme of a combined classical, scientific, and philosophical course was presented. Then came “Col¬ lege ethics,” which was largely and practically discussed; then “The college and the commonwealth;” and then election of officers and adjournment. CHIEF STATE SCHOOL OFFICER. Hon. John M. Bloss, State superintendent of public instruction , Indianapolis . [Term, March 15, 1881, to March 15, 1883.] 5 E 66 REPORT OF THE COMMISSIONER OF EDUCATION. IOWA. STATISTICAL SUMMARY. 1879-’ 80. 1880-’81. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (5-21) - Enrolled in public schools - Per cent, enrolled on school popu¬ lation. Average attendance _ Per cent, of attendance on enrol¬ ment. Number attending private schools. . 586, 556 426, 057 72.6 259, 836 60.9 12, 724 594, 730 431, 513 72.4 8, 174 5, 456 0.2 254, 088 58.8 5, 748 2.1 15, 098 2,374 SCHOOL DISTRICTS AND SCHOOLS. District townships _ Independent districts _ Subdistricts _ Public graded schools _ Ungraded schools _ School-houses of brick or stone _ Whole number of school-houses _ Average time of schools in days _ Value of school-houses _ Number of private schools _ 1,162 3, 192 7, 668 498 10, 590 927 11, 037 148 $9, 243, 243 129 1,161 3, 178 7, 808 503 10, 741 938 11, 221 148 $9, 533, 493 137 1 14 140 5 151 11 184 $290, 250 8 TEACHERS AND THEIR PAY. Meo teaching in public schools _ Women teaching in public schools . Whole number of teachers _ Average monthly pay of men _ Average monthly pay of women _ Teachers in private schools _ Teachers’ institutes held _ INCOME AND EXPENDITURE. 7, 254 6,546 14, 344 15, 230 886 . 21, 598 21, 776 178 . $31 16 $32 50 $1 34 26 28 27 25 97 474 522 48 99 98 Total receipts for public schools Total expenditures _ $5, 006, 024 5, 129, 819 STATE SCHOOL FUND. Permanent school fund $3, 484, 411 $3, 547, 124 $62, 713 (From reports and returns of Hon. C. W. von Coelln, State superintendent of public instruction, for the two years indicated.) STATE SCHOOL SYSTEM. OFFICERS. The general supervision of public schools is intrusted to a State superintendent, elected by the people in each odd-numbered year.1 1For the State University there is a board of 15 regents; for the State Normal School, a board of 6 directors. Both boards are chosen by the legislature, except 3 ex officio members of the board of regents. There are also boards of trustees of a State college for the blind, a State institution for deaf-mutes, a State reform school, and one for the feeble-minded. IOWA. 67 Local supervision is carried on by a county superintendent of schools for each county, a board of directors for each township and each independent district into which a town¬ ship may be divided, and a subdirector for each subdistrict into which a township may be cut up, these subdirectors together forming a township board for the management of school funds. By a law of 1876 women are eligible to any school office, and from 1882 one woman is to be a member of a State board of examiners, which begins its work in that year. OTHER FEATURES OF THE SYSTEM. District, subdistrict, graded, and high schools, a State normal school, normal institutes, a State university, reform schools, institutions for the blind, the deaf and dumb, and the feeble-minded, are included in the State school system. The ordinary schools are tree to all of school age resident in the district in which they are held.1 Schools must be taught in each subdistrict for at least 120 days in each year. During the sessions of the normal institutes held annually in each county the schools are generally closed. All who design to teach are expected but are not required to attend these institutes, and, to be legally employed, must receive certificates of qualification. They must keep a daily register and report at the close of the school year to the secretary of the local board, he to the county superintendent, and he to the State superintendent. The Bible must not be excluded from any school, nor must any pupil be required to read it if forbidden by parents or guardians. Pauper children in almshouses receive a special appropriation for their instruction in the adjacent schools. Public schools are sustained from the income of a State school fund; by county taxes of 1 to 3 mills on $1 ; and by district taxes, which may not in ordinary districts exceed 10 mills on $1 for a school-house fund and $5 a pupil for a contingent fund ; the amount raised for the teachers’ fund, including the semiannual apportionment, shall not exceed $15 a pupil.'2 GENERAL CONDITION. An increase of 8, 174 in youth of school age was more than met by an increased enrolment of 5,456 in public schools and of 2,374 in private schools, yet in average attendance on the public schools there was a falling off of 5, 748, being a decrease of 2. Lper cent. Of district townships there was 1 less than in 1879-’80, with 14 fewer independent districts, while in subdistricts there was a gain of 140, in public graded schools of 5, and in ungraded schools of 151. School-houses were 184 more in number, with an increase in value of school property of $290, 250. While there were 708 fewer male teachers there were 886 more female, being in all a gain of 178, the monthly pay of men increasing $1.34 and that of women 97 cents. Private schools numbered 8 more, the teachers in them 48 more, and the pupils 2,374 more. The State school fund gained $62,713. The superintendent reported an encouraging improvement in the school work. Some greater permanency in engage¬ ments with teachers is perceived, and the suggestion is made that practical industrial education be connected with drawing in the schools and be aided by summer schools for specific industrial instruction. The problem of compulsory education was mentioned, and the conviction expressed that in some of the larger cities separate schools for truants and vagrants should be established, to combine educational and reformatory training. — (State report. ) KINDERGARTEN. Of 3 Kindergarten reported in 1879-’ 80 at Boone, Cedar Rapids, and Des Moines, only the last has reported for 1880-’81 at the time at which this goes to press. In this there were 2 assistants, the conductor, and 30 children from 4 to 7 years of age, attending 3 hours daily. The training was in elementary studies, sewing, drawing, slat work, and mod¬ elling, with the folding, cutting, pasting, weaving, and interweaving of paper strips, &c. In the State school report 3 other Kindergarten are noticed: 1 at Council Bluffs, with a principal, statistics of attendance not given; 1 at Dubuque, with 2 teachers and 20 pupils; and 1 at Manchester, with a single teacher and 60 pupils. — (Report.) For statistics of any reporting to this Bureau, see Table Y of the appendix. CITY SCHOOL SYSTEMS. OFFICERS. By a general law these, except in specially chartered cities, consist of boards of di¬ rectors of 6 members, elected by the people for terms of 3 years, 2 to be changed each year. The directors elect a president from their own number, but the secretary and treas¬ urer must be chosen from outside. Superintendents are appointed by the city board. 1 Children residing in one district may attend school in another on such terms as may be agreed on by the respective boards of said districts. 2 Independent districts may levy a tax not to exceed 10 mills on SI for grounds and buildings for their schools, for the payment of debts contracted in erecting such buildings, and for procuring a library and apparatus for the schools. 68 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICS. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Av er a g e daily at¬ tendance. Number of teachers. Expendi¬ ture. Rirlington . 19,450 10,104 9,052 18,063 21,831 22,254 59 Cedar Rapids . 3,366 3, 292 5, 501 2, 146 1,780 2,007 4,558 3,720 1,797 1,183 1,376 3,179 2,565 38 $39, 271 16,803 61. 628 Clinton . 31 Council Bluffs . 41 Davenport . 9,309 10,074 79 66, 195 60,405 Dubuque . 71 East Des TV! nines . 8,403 12, 117 8,295 24 "Keokuk . 4,585 2,800 2,400 1,500 1,892 1,400 52 Muscatine . 34 21,197 21,905 Ottumwa . 9,004 14,005 2,700 1,730 1,135 27 West Des Moines . 42 ADDITIONAL PARTICULARS. Schools of all the following cities were classed in 1880-’ 81 as primary, grammar, and high, except those of Muscatine, which had in addition an intermediate division between the primary and grammar. Davenport had a normal department connected with its high school. Burlington had 12 public schools in session 10 months; employed 3 male teachers, at an average monthly salary of $100, and 56 female teachers, at an average of $40.09. Cedar Rapids, for its school population of 3,366, had 8 school buildings, with 2 rooms for recitation, 25 for its primary schools, 10 for its grammar, and 1 for its high school; these afforded 1,869 sittings for study; value of school property, $98,000. The 38 teachers employed were all females. On an enrolment of 2,146 there was an average daily attend¬ ance of* 84 per cent, during a session of 179 days. No special instruction appears to have been given. A private school enrolled 150 pupils. — (Return.) Clinton employed for its public schools 30 female teachers, at an average monthly salary of $45, and 1 male teacher, at $50. Schools were in session 9J months and enrolled 54 per cent, of the school population; 66 per cent, of those enrolled were in average daily attendance. One special teacher in penmanship was employed. The attendance suffered from the prevalence of epidemics. Of the 40 pupils who usually enter the high school each year nearly one-third finished the full course of 4 years. — (Tenth annual report.) Council Bluffs. — The 10 school buildings reported in 1878-’79 appear to have given place to 3 larger ones reported in 1880-’ 81 (among them one erected during the year, at a cost of $35,000). The school property was valued at $141,300, an increase of $21,300. These 3 buildings furnished 29 rooms for the primary schools, 9 for the grammar, and 1 for the high school, having 1,535 sittings, besides 2 rooms for recitation. There were 6 different schools in session for 195 days, taught by 2 male and 39 female teachers. A Kindergarten, with 70 pupils under 6 years of age, was opened during the year and added to the public schools. The principal was paid $600 a year and her assistant $250. En¬ rolment in private and parochial schools, 301. — (State report and return.) Davenport had for its 11 different schools 13 buildings, containing 83 rooms, of which 45 were for the primary, 21 for the grammar, 3 for the high, and 1 for the normal school, while 13 were for recitation only. Of the 76 teachers 69 were females. There were also 10 special teachers of German employed, at salaries of from $400 to $650 a year. Spe¬ cial teachers in drawing and penmanship were also employed, at salaries of $800 each. Two evening schools, with an enrolment of 222, had 106 in average daily attendance. The day schools were in session 188 days. School property was valued at $291,200. No private schools reported. — (State report and return.) Dubuque, for its school population of 10,074, had 8 public schools and 9 buildings, with 74 rooms, and school property valued at $165,000. The schools enrolled 3,720, 68. 95 per cent, of them being in average daily attendance. Of the 71 teachers employed 61 were females and were paid annual salaries of from $250 to $500, while those of men were from $600 to $1,800. Special teachers of German (which was an optional study in certain grades) were employed. Schools were taught 198 days. No private schools reported. — (State report and return.) East Des Moines reported to the State superintendent 7 public schools, with 24 female teachers, whose average monthly pay was $47.45. Length of session, 9 months. Latin and German were taught in the high school. — (State report. ) Keokuk, for its school population of 4,585, had 8 different public schools, with 2,200 sittings, and school property valued at $150,000. The schools enrolled 2,400, and had 78.9 per cent, of these in average daily attendance. There were 45 female teachers, IOWA. 69 whose monthly salaries averaged $37.39. Schools were taught 190 days. There was 1 evening school, but no statistics of teachers or attendance in it are given. Special in¬ struction was given in music and penmanship. In private and parochial schools 400 were enrolled. — (State report and return.) Muscatine had 7 school buildings, affording 23 rooms, with 1,550 sittings, and school property valued at $80,800. Schools were taught 210 days, with an average daily attend¬ ance of 93.3 per cent, on enrolment. Of the 34 teachers 30 were females and were paid an average monthly salary of $35, while the male teachers in the higher grades were paid $60. The high school had convenient rooms and apparatus for instruction in physics, chemistry, astronomy, botany, and natural history, with 2 courses of 3 and 4 years each. Estimated enrolment in private and parochial schools, 400. — (Return.) Ottumwa had for its public schools 3 buildings, with 24 rooms and 1,490 sittings, 960 of which were for the primary grades, 440 for the grammar, and 90 tor the high school; value of school property, $52,200. Besides a principal, the schools were taught by 26 female teachers, at an average monthly salary of $44 ; there was an average daily attendance of 65.6 per cent, on the enrolment. The schools were in session 189 days. A special teacher of music was employed, at a yearly salary of $600. Private schools enrolled 120. — (Re¬ turn.) West Des Moines reported to the State superintendent 6 school buildings, with 42 female teachers, whose monthly salaries were $74 in the high school and $60 in the other schools. All were in session for 190 days. Latin and German were taught in the high school. — (State report. ) TRAINING OF TEACHERS. STATE NORMAL SCHOOL AND STATE UNIVERSITY NORMAL DEPARTMENT. The Iowa State Normal School , Cedar Falls, though overflowing with students, was in 1880-’ 81 still deficient in conveniences for boarding, in number of instructors, and amount and quality of apparatus. It had 3 courses of study, arranged with special reference to fitting teachers lor their work. The elementary course of 2 years was meant to qualify teachers for work in all grades up to the high schools; the didactic, of 3 years, for high school work; the scientific, of 4 years, to train superintendents, principals of high schools, academies, &c. Students completing the elementary or didactic course, and passing a satisfactory examination, received certificates as to the amount of study they had done and proficiency attained, while those graduating in the scientific course re¬ ceived diplomas with the degree of bachelor of didactics. Examinations for gradu¬ ation required a thesis on some educational subject. Boys on admission must be at least 17 and girls at least 16 years old, must sign a statement of their intention to teach in the public schools of the State, and, if applicants for the lower course, must produce a teach¬ ers’ certificate of the lower grade, signed in each case by the superintendent of the county where the applicant resides. There were 344 in attendance during the year, rep¬ resenting 71 counties. Of the 36 graduates 33 engaged in teaching. — (State report, cat¬ alogue, and return. ) The chair of didactics in the State university , Iowa City, is designed to prepare for advanced school work those students who intend to become teachers. The fall term of the senior year is devoted to instruction in school management and the government and organization of ungraded schools; the winter term, to methods of organizing-, supervising, and conducting graded schools; the spring term, to principles and methods of instruction. A brief course of lectures is also given, and the class is drilled in careful reading one or two days a week. Only those who complete the full course can receive certificates of qualification. After 2 years of successful teaching graduates may receive the degree of bachelor of didactics. — (Catalogue. ) OTHER NORMAL SCHOOLS AND NORMAL DEPARTMENTS. The Eastern Iowa Normal School , formerly at Grandview, now at Columbus Junction, has 2 normal courses: first, an elementary one of 2 years, to fit for ordinary teaching in public or other schools; second, an advanced normal one of 4 years, to prepare for higher grades of school work. A model school reported last year seems to have been abandoned or withdrawn. There were enrolled in 1880-’81 as normal students 48 males and 45 females, 11 of whom graduated and engaged in teaching. A normal institute, lasting 4 weeks, affords those who wish to review the common branches an opportunity to pre¬ pare for the spring examinations by the county superintendent. — (Catalogue and re¬ turn. ) Southern Iowa Normal School and Commercial Institute , Bloomington, has a normal course of 1 year to review the branches taught in the common schools and to acquaint students with the latest and mast approved methods of teaching and school organization. For those who desire more thorough training this course is supplemented by a scientific one of 70 REPORT OF THE COMMISSIONER OF EDUCATION. 2 years and a classical of 1 year. The State report for 1880-’ 81 gives 4 teachers and 125 students. — (State report. ) Amity College, College Springs; Tabor College, Tabor; Iowa Wesleyan University, Mount Pleasant, all had in 1880-’ 81 normal courses of 2 years. Whittier College, Salem; Iowa College, Grinnell; and Teachers’ Seminary, Waverly, had such courses of 3 years; while Cornell College and Mount Yernon had 2 years’ preparatory and 2 years’ col¬ legiate normal courses; Penn College, Oskaloosa, also had a 4 years’ normal course; Par¬ sons College, Fairfield, gives didactic instruction throughout a course of 4 years; Central University, Pella, did the same through its preparatory course; while at the High School, Davenport, normal instruction was given throughout its entire course. Iowa City Academy, reported in 1879-’80 with a normal course of 4 years, sends no return for 1880-’81, nor is there any information from the Moulton Normal School, mentioned in the same report. — (Catalogues and returns.) There appear in the State report for 1881 the following also: Peck’s Normal School, Ottumwa; Western Normal and Business Institute, Malvern; Hull’s Preparatory and Normal School, Iowa City; Kossuth Normal Academy, Kossuth; Garden Grove Normal School, Garden Grove; Dexter Normal School, Dexter. Statistics indicate that there were 18 teachers and 399 pupils in these schools, but the strictly normal pupils are not dis¬ tinguished from the others. — (State report*) teachers’ institutes. The normal institutes required by law to he held in each county afford the majority of country teachers the only professional training within their reach. They were sustained with enthusiasm in 1880-’ 81 in all the 99 counties in the State, except Buena Vista. The average session was about 3 weeks, with a total attendance of 11,381 teachers (of whom 2,389 were males and 8,992 females), and they cost $50,957. Since 1874 there has been a regular course held at these institutes, covering not merely the principal studies, hut also modes of instruction in such studies, with school discipline and organization. — (State report.) EDUCATIONAL JOURNALS. The educational journals in the State were in 1881, as before, the Iowa Normal Monthly, published at Dubuque as the official organ of the State superintendent, and the Central School Journal, published monthly at Keokuk, under the auspices of the county superintendents of Southeastern Iowa. Both have done good service. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The following cities report high schools in 1880-’81: Burlington, Cedar Rapids, Council Bluffs, Davenport, Dubuque, East Des Moines, West Des Moines, Keokuk, Muscatine, and Ottumwa. The existence of public high schools in at least 29 other cities or towns is noted from time to time in the “State news and notes ” of the Iowa Normal Monthly of 1880 and 1881. Guthrie County High School, Panora (among those referred to above), is the only county high school yet established in the State in accordance with the law of 1870, which provides that any county having 2,000 population or over may establish a high school and vote taxes not exceeding 5 mills on $1 of taxable property for all purposes or 2 mills for teach¬ ers’ wages and contingencies. It had in 1880-’81 3 teachers and 75 students. — (State report and return.) For an account of the high school oratorical contest of 1881, see Educational Conven¬ tions and Associations following. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and preparatory depart¬ ments of colleges, see Tables IV, VI, VII, and IX of the appendix, and the summaries of them in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The State University of Iowa had in 1880-’81, as in 1879-’80, a collegiate course, em¬ bracing classical, philosophical, scientific, and engineering courses of 4 years each ; also, a law department and 2 medical departments, regular and homoeopathic; a school of dentistry was to be organized in 1882. The university does no preparatory work, but looks to the high and other preparatory schools to do this, and admits the graduates of approved schools without examination. The whole enrolment in 1880-’81 was 242 in IOWA. 71 the collegiate department, 158 in the law, and 197 in the 2 medical departments. — (Catalogue. ) There were 18 other colleges and universities reported in 1880-’ 81, one (Humboldt) having suspended during the year. Of these, Parsons College had a preparatory course of 3 years, and Griswold College one of 4 years. Amity, Norwegian Luther, Iowa, Ger¬ man, Penn, Whittier, Cornell, Tabor, and Western Colleges, University of Des Moines, Iowa Wesleyan University, Upper Iowa University, and State University of Iowa had preparatory courses of 2 years, while all had classical courses of 4 years and scientific of the same length, with the exception of Amity, which had 2 years’ scientific, and Gris¬ wold College, Whittier College, and Central University, which each had one of 3 years. Iowa, Oskaloosa, and the University of Des Moines had special ladies’ courses of 3 and 4 years, with commercial training; while Penn College and Iowa Wesleyan and Central Universities offered special English courses of 2 and 3 years, and Tabor a literary course of 4 years. All but 4 of the above mentioned institutions had normal courses of 1 to 4 years, while 13 had courses of music and 4 taught painting and drawing. Iowa Wesleyan offered theological, law, and medical courses, adding one of pharmacy, but not clearly indicating the length or amount of study of any of them. St. Joseph College presented a preparatory course covering only elementary studies, while the first 3 years of its classical course were only fairly preparatory with 1 really collegiate beyond, adding a commercial one of 2 years. Burlington College makes no showing since 1878-’79, when it reported only a preparatory course. Negotiations were in progress for remov¬ ing Oskaloosa College to Des Moines, to be called Drake University. Cornell, with its 4 full classical, philosophical, scientific, and civil engineering courses, offered also a wide range of elective studies and special advantages in its normal, musical, and commercial departments. A new Presbyterian college formed from the Coe Collegiate Institute was about to be opened. — (Catalogues.) For statistics of all these, see Table IX of the appendix ; for a summary of their statis¬ tics, a corresponding table in the report of the Commissioner preceding. INSTITUTIONS FOE THE SUPEEIOK INSTEUCTION OF YOUNG WOMEN. All the colleges and universities above mentioned, including the State University, admit young women to the same privileges offered young men, except Griswold, Norwegian Luther, and St. Joseph Colleges, the principal object of at least the last two seeming to be to train young men for the ministry. For statistics of the institutions designed spe¬ cially for the education of young women, see Table VIII of the appendix ; for a sum¬ mary of their statistics, a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. For scientific instruction for industrial pursuits the Iowa Agricultural College , Ames, is the chief institution. The courses of study are general and technical. Under the first is a course in sciences related to industries, which aims to give a liberal culture in these without special reference to any pursuit or profession ; while the technical courses, giving also a liberal culture, aim to direct it so as to meet the requirements of some special pur¬ suit. These latter are in agriculture and in mechanical and civil engineering, each re¬ quiring 4 years, and a course in veterinary science of 2 years. The courses are arranged in schools having special instructors. By certain additional studies to the course in sciences related to industries it is adapted to the wants of both sexes, giving to young women work and instruction in domestic economy and to young men practical lessons in agri¬ culture and horticulture. Military instruction and drill enter into the arrangements for young men. There were 211 collegiate students in 1880-’81, 3 of them resident graduates, 3 special students, and 4 in the veterinary school. The graduates from 1872 to 1881 num¬ bered 182. — (Catalogue.) The school of science in the State University offered a general scientific course and one in civil engineering, each of 4 years; the latter includes drawing, surveying, and me¬ chanics (pure and applied), using the metric system throughout; also, a course in military science and tactics. Cornell College , too, had a general course in science and one in civil engineering, each of 4 years. Thirteen other colleges presented general scientific courses of 2 to 4 years. — (Catalogues.) For statistics, see Table X of the appendix, and summary of this in the report of the Commissioner preceding. PROFESSIONAL. Theology in full 3 years’ courses is presented in the theological departments of Griswold College, Davenport (Protestant Episcopal), and of the German College, at Mt. Pleasant (Methodist Episcopal) ; less fully and systematically in the 2 and 3 years’ courses of Oskaloosa College (Christian), and to some extent, as an adjunct to the collegiate train- 72 REPORT OF THE COMMISSIONER OF EDUCATION. ing, in the Iowa Wesleyan University, Mt. Pleasant (Methodist Episcopal), and the Cen¬ tral University of Iowa, Pella (Baptist). The first and second have preliminary examina¬ tion of students entering who are not either graduates of colleges or from their prepara¬ tory training schools. Law is taught in the law department of the Iowa State University, Iowa City, and in J the Iowa Wesleyan University, Mt. Pleasant, though in the latter its course is entirely unspecified. In the State University (which alone requires preliminary evidence of even an English education), while onlyl year is demanded for graduation, an advanced course of another year is offered. The final examination is conducted by a board of examiners appointed by the supreme court of the State. The Iowa College of Law, connected with the Simpson Centenary College, Indianola, reported in 1878-’79, seems to have been dropped, as no notice of it appears in 1879-’80 and 1880-’81. Medicine , according to the ‘ ‘ regular ’ ’ practice, was taught in the College of Physicians and Surgeons of Keokuk and the medical department of the Iowa State University, Iowa City, and according to the homoeopathic form in the homoeopathic branch of the same medical department. In each the requirement was 3 years of study under a pre¬ ceptor and attendance on 2 full courses of lectures of 20 weeks each, with passage of the closing examinations; but all offered and urged a full 3 years’ graded course. A dental college was to be established in 1882 at the State University. For statistics of the above schools, see Tables XI, XII, and XIII of the appendix; for summaries of the same, the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Iowa Institution for the Deaf and Dumb, Council Bluffs, offers a free education to all of this class in the State between the ages of 10 and 25; and yet in 1879-’80 it was estimated that less than half the deaf-mutes in the State had at any time received the benefits of this training. The number of inmates in 1880-’81 was 228, with 15 teachers, and it was believed that a compulsory law would more than double this number. EDUCATION OF THE BLIND. The Iowa College for the Blind, Vinton, reporting biennially, in 1880-’81 had 12 instructors and 90 pupils, making 448 pupils since its opening in 1853. In the school department the common English branches were taught, including raised print, penman¬ ship, algebra, and other studies of this grade. Instruction in vocal and instrumental music was given, especially in the use of the organ, piano, violin, and brass instruments. In the industrial department the boys were taught cane seating, mattress and broom making; the girls, sewing by hand and machine, knitting, crocheting, and bead work. School property was valued at $300,000. The library contained 1,000 volumes, 400 of which were in embossed type. — (Report and return.) TRAINING OF THE FEEBLE-MINDED. The Iowa State Asylum for Feeble-Minded Children had 4 teachers and 203 pupils in 1880-’81. Kindergarten methods were used, with special attention to the health and physical development of the inmates. The results were encouraging. — (State report.) REFORM SCHOOLS. The Iowa Reform School, in its boys’ department, El Dorado, has had the training of 801 boys since its opening in 1868, and had 201 inmates in September, 1881. During the two years covered by the report 115 had been committed, making the number in school during this time 295. Four hours a day were devoted to training in school, and four to work on the farm, in the garden, and in the shops, where they were taught shoe¬ making, tailoring, and during the winter the making of straw hats. A large per cent, of the boys trained here are known to have become good citizens. The main building, unfinished at last report, was completed September, 1881. The profits from the farm and shops made an important item in the income of the institution. Looking upon the school as a home, few attempt to escape. The girls’ department, Mitchellville, reported in 1880-’81 that it had received 144 girls since its opening and had 63 in school October, 1881. Every girl attended school four hours each day and received four hours’ instruction in some branch of household work. No one was permitted to leave till she could cook a dinner without help, wash and iron well, and do fine needlework, specimens of which had taken premiums at county fairs. The superintendent reaffirms that more than 70 per cent, committed have become per¬ manently reformed. — (Report, 1881.) IOWA. 73 ART INSTRUCTION. No information for 1880-’81 appears in regard to a conservatory of art reported to have been established at Burlington in 1879; it was designed to offer instruction to all in the highest and simplest branches of art. EDUCATIONAL CONTENTIONS AND ASSOCIATIONS. STATE TEACHERS’ ASSOCIATION. The twenty-sixth annual meeting of the State Teachers’ Association was held in the Opera House, Oskaloosa, December 27-29, 1881, President S. Calvin, of Iowa City, in the chair. After the usual preliminary exercises and appointment of committees, President Calvin delivered the inaugural address. Not agreeing with all laudations of American schools, he yet claimed for them great praise, for he said: “Take a map of the country and mark in bright colors the regions where wealth, happiness, intelligence, culture, comfort, and prosperity abound, and you will mark the regions in which the public schools have been most cordially sustained. Call the roll of our illustrious men and women, and nearly every one will answer as from some of the public schools. But greatness is not owing to any system of education. The schools assist, not create talent and force of character. A diploma is no guarantee of fitness for any position. The schools can only so train a child as to make it possible for him to turn his native talent to the very best account, make him a fairly intelligent citizen, and confer the ability to speak and read his native language with ease, expression, and understanding. In doing this the danger is not in limitation, but in inflation and overloading our courses of study. ’ ’ The industrial edu¬ cation now often loudly called for, he said, is the proper work of great technologic schools with large endowments and equipments. It could not be added to the already numerous studies taught by one teacher in our ordinary common schools ; nor could the sciences for which some call. To make instruction in these effective, there must be thoroughly trained teachers, considerable apparatus and means for experimental work. And these belong, in general, to higher institutions than the common school. This, for some time to come, must confine itself to elementary instruction, only trying to make this good. The second day was devoted to the reading and discussion of papers on 1 1 The proper type of professional training; ” “The effects of methods on the result of school work; ” “The teacher’s responsibility as a citizen; ” “The moral element in education; ” “The psychology of crime. ’ ’ The last paper was discussed at length by several prominent teachers and college professors, all disapproving its propositions, viz: “That crime is only disease; punishment a retaliation; virtue and vice not different in kind, but only in degree.” The third day was opened by report of a committee on the inaugural address, fully indorsing it, followed by papers on “How can we better supply our colleges with prop¬ erly prepared students of collegiate grade ?” “The best education; how far disciplinary? how far practical?” and “ The use of the imagination in teaching.” After the election of officers for the ensuing year and adoption of resolutions the asso¬ ciation adjourned, having had present 206 from nearly every part of the State, making the session one of great interest. — (Iowa Normal Monthly, January and February, 1882.) COUNTY SUPERINTENDENTS’ ASSOCIATION. This body held its session in connection with that of the State Teachers’ Association, meeting in the mornings of Wednesday and Thursday, and in addition to the usual pre¬ liminary business adopted a programme for next year, chose committees to prepare lists of examinations for the spring and fall months, and then discussed the topics ‘ ‘Are our certificates properly graded ? ’ ’ and ‘ ‘ Salary of county superintendents and their duties. ” — (Iowa Normal Monthly, February, 1882. ) SOUTHWESTERN EDUCATIONAL ASSOCIATION. This association comprises 25 counties in the southwestern corner of the State, and in no sense is in opposition to the State Teachers’ Association, having for its object the fostering of fraternal feeling and the promotion of the best interests of the schools in its field. It was organized in January, 1880, and held its first annual meeting at Red Oak in July following, at which Miss Ray, president of the association, presided. Of the second annual meeting no information has been received. — (Iowa Normal Monthly, August, 1880.) ORATORICAL ASSOCIATION. The Eastern Iowa Inter High School contest was held at Monticello on Friday evening, April 29, 1881, in the presence of a large assemblage. In the oratorical class there were 4 contestants from the high schools of West Waterloo, Tama City, Laporte City, and 74 REPORT OF THE COMMISSIONER OF EDUCATION. Maquoketa. Harry Allen, of West Waterloo, received tlie prize, marking 91| per cent. In the dramatic class there were 9 contestants, all but 1 girls, from the high schools at Iowa City, Hampton, Manchester, Waverly, Independence, Marengo, Marshalltown, East Waterloo, and Monticello. The prize was awarded to Miss Hattie Coon, marking 93J per cent. — (Iowa Normal Monthly, May, 1881.) STATE ORATORICAL CONTEST. The Iowa collegiate oratorial contest, to select a candidate to represent the State in the Inter State Oratorical Association of the Northwestern States, was held at Fayette, April 14, 1881, in the presence of a crowded house. There were 10 contestants, representing Oskaloosa, State Agricultural, Iowa, Simpson, Tabor, and Cornell Colleges, the Iowa Wesleyan, Iowa State, Upper Iowa, and Central Universities. The first prize was awarded to Miss Minnie Brunson, of Upper Iowa University, and the second to James A. Curr, of the State University. — (Iowa Normal Monthly, May, 1881.) CHIEF STATE SCHOOL OFFICER. Hon. C. W. von Coelln, State superintendent of public instruction , D es Moines. [Third term, January 5, 1880, to January 4, 1882.] Mr. John W. Akers, for 6 years superintendent of schools at Cedar Rapids, was elected in 1881 to succeed Mr. von Coelln on the expiration of his term. KANSAS. 75 KANSAS. STATISTICAL SUMMARY. 1879-’80. 1880-’81. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (5-21) _ 340, 647 348, 179 249, 034 7, 532 17, 600 2, 109 Public school enrolment _ _ 231, 434 Average daily attendance __ _ 137, 667 139, 776 SCHOOL DISTRICTS AND SCHOOLS. School districts. _ _ _ _ 6, 134 5, 927 1,866 6, 322 188 School districts reporting _ Districts with graded courses 6, 131 204 Districts with uniform text books _ Districts owning text books. 4, 794 505 6,322 1, 528 _ With 3 months’ school or more _ 5, 233 5, 729 496 Average term of schools in days _ 107 117 10 Number of school -houses _ __ 5, 242 5, 671 429 Number of school rooms _ 5, 981 $4, 633, 044 6, 518 537 Value of school property. _ $4, 884, 386 $251, 342 TEACHERS AND THEIR PAY. Men teaching in public schools _ 3, 506 3, 533 27 Women teaching in public schools . 4,274 4, 675 401 Whole number of teachers _ 7, 780 8, 208 $30 21 428 Average monthly pay of men _ $32 47 $2 20 Average monthly pay of women _ 25 98 23 77 2 21 INCOME AND EXPENDITURE. Receipts for public schools _ _ $2, 160, 507 $1, 740, 593 $419, 914 Expenditure for public schools _ 1, 818, 387 1, 976, 397 $158, 010 (From second biennial report of Hon. Allen B. Lemmon, State superintendent of public instruction, for 1879-’ 80, and from figures specially furnished by his successor, Hon. II. C. Speer, for 1880-’ 81.) STATE SCHOOL SYSTEM. OFFICERS. The educational interests of the State are under the supervision of a State superin¬ tendent of public instruction, elected every 2 years, who has power to appoint an as¬ sistant and a clerk. A State board of education examines teachers for State diplomas and a State board of commissioners has the management of the school funds. County school officers are superintendents, elected biennially by the people, and boards of examiners foi the examination of teachers, such boards being composed of the county superintendent, who is chairman, and two competent persons, holders of first grade certificates, who are appointed for one year by the county commissioners on the nomination of the county superintendent. There are also district boards, composed of 3 members, elected by the people for 3 years, 1 going out each year. Women may vote in school meetings and hold school offices. By a provision of the State constitution no distinction may be made between the rights of males and females in the formation and regulation of schools. 76 REPORT ©F THE COMMISSIONER OF EDUCATION. OTHER FEATURES OF THE SYSTEM. The system comprises public graded and ungraded, high, and normal schools, teach¬ ers’ institutes, a State university, and State Agricultural College, as well as schools for the deaf and dumb and the blind. There are State normal school, State university, agri¬ cultural college, and public school funds to aid in sustaining these institutions. The income of the public school funds and such other means as the legislature may provide by taxation or otherwise are appropriated to the support of public schools. School in¬ come is distributed to the counties in proportion to the number of youth therein 5-21 ; but no district in which a common school is not taught at least 3 months in each year can receive any share of such funds. Districts may vote for school-house purposes an annual tax not to exceed 1 per cent, on taxable property, an equal tax for teachers’ wages, and for a public library a tax not to exceed 2 mills on the dollar. County teachers’ institutes of not less than 4 weeks in duration must be held annually by county superintendents ; they are sustained by a State appropriation, a registration fee of $1 from each member, and an equal sum collected from candidates for county teachers’ cer¬ tificates. Provision is also made for union institutes. Teachers’ certificates are of first, second, and third grades, and continue in force 2 years, 1 year, and 6 months, re¬ spectively. Teachers must report to county superintendents every term or forfeit their last month’s pay; county superintendents are required to report to the State superin¬ tendent once every term, giving an account of their own special work, and also to make an annual statistical report; the State superintendent’s report, since 1879, is biennial. No sectarian or religious doctrine can be taught in the schools, but the reading of the Bible is not prohibited. Since 1874, children between 8 and 14 have been required to attend school at least 12 weeks (6 of which must be consecutive) in each year, unless otherwise taught or unless excused from such attendance by the school board. — (School laws, 1881.) GENERAL CONDITION. The reports from this State being biennial, and none being due for 1880-’81, the sta¬ tistics kindly furnished by Hon. H. C. Speer, State superintendent, supply the only offi¬ cial information available as to general educational affairs. These show progress in every respect except teachers’ pay and receipts for schools. The increase of pupils enrolled in the free schools was 17,600, more than twice the increase (7,532) in youth of school age. The gain in average attendance, however, was much smaller (2,109). School districts increased by 188; the number reporting, by 204; those having uniform text books, by 1,528; and those having 3 months’ school or more, by 496. The average term of school was 10 days longer than in 1879-’80. There were 429 more school-houses, with 537 more rooms, the estimated value of school property having been increased by $251, 342. Twen¬ ty-seven more men and 401 more women were employed, men, however, being paid $2.26 less and women $2.21 less a month. Although receipts for school purposes were $419,914 less than in the previous year, $158,010 more were spent on the schools. KINDERGARTEN. Three Kindergarten have been reported from Kansas at the date at which this goes to press: 1 at Lawrence, with 20 children, under 1 instructor, and 2 at Topeka. One of the latter, with 36 children and 2 instructors, formed the lowest preparatory section of the •College of the Sisters of Bethany; the other, with 20 children and 1 instructor, was con¬ nected with a private school. For full particulars of these and of any others that may report for 1880-’81, see Table Y of the appendix. CITY SCHOOL SYSTEMS. OFFICERS. The public schools of cities are in charge of city boards of education elected by the •qualified voters and comprising 3 members for each ward in cities of over 15,000 inhabi¬ tants; 2 members in other cities. The boards elect superintendents to assist them in the management of the schools and committees for the examination of teachers. — (School laws. ) STATISTICS. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Ex p e n d i- ture. Atchison . 15,105 8,510 16,541 5,203 2,310 1,879 1,943 27 $23, 636 Lawrence . 2,768 1,279 23 23,075 Leavenworth . 6, 796 3, 158 2,290 39 21, 893 Topeka 15,452 i 5,270 1 3, 111 31 KANSAS. 77 ADDITIONAL PARTICULARS. Atchison makes return for 1880-’ 81 of 5 school buildings, with 30 rooms and 1,580 sit¬ tings, all valued, with sites, furniture, and apparatus, at $145,000. There was an aver¬ age attendance of 72 pupils to a teacher. There were 19 rooms for primary, 8 for gram¬ mar, and 1 for high school classes, which last had both male and female teachers. The Lawrence public school system comprises primary, grammar, and high schools, taught in 10 buildings, having 24 rooms. During 1880-’81 there was an increase in en¬ rolment of 50 pupils, or nearly 3 per cent. , and in average daily attendance a gain of 57, or nearly 5 per cent. In the high school there were enrolled 121 pupils, 88 being in average daily attendance. A class of 20 was graduated, making 68 since the organiza¬ tion of the school in 1874, of whom 15 were hoys and 53 gi-rls. The number of cases of tardiness in the public schools decreased very largely during the year. Teachers’ meet¬ ings were well attended and much interest was manifested in them. — (City school report. ) Leavenworth reports an increase of 539 in the number of youth of school age, of 98 in the public school enrolment, and of 36 in average attendance. Besides the public school enrolment, about 856 pupils attended private and parochial schools, making 4,014, or 65 per cent. , of the school population in school some portion of the year. The schools are classed as primary, grammar, and high. Recently the number of grades (covering 7 years) to reach the high school was increased from 13 to 28, affording more frequent opportunities for promotion, and pupils have since been admitted to the high school twice a year. About 200 were enrolled during the year, and 13 graduated. It is esti¬ mated that 15 per cent, of all the public school pupils enter the high school, and that 5 per cent, graduate from it. Preparation is given here for colleges of the highest rank. The regular courses (covering 4 years) are classical, Latin-scientific, and English-scientific. A new course has recently been arranged for students not wishing to graduate. Another change is the charging of a tuition fee in this school, $10 to residents and $40 to non¬ residents, a plan which is said to work well, the amount being cheerfully paid and the attendance remaining as large as before. — (City report, 1881.) The Topeka public schools, classed as primary, grammar, and high, were taught in 49 rooms, with 2,394 sittings for study. There was an increase during the year of 174 in public school enrolment and of 542 in the number of youth of school age. It was esti¬ mated that 200 pupils attended private schools, making 3,311 in all. — (Return.) TRAINING OF TEACHERS. KANSAS STATE NORMAL SCHOOL, EMPORIA. The school at Emporia, now the only one left of the 4 State normals which were in operation during the earlier years of the decade, reported for 1880-’81, besides 217 others, 149 normal students and 21 normal graduates, of whom 18 were from the elementary or 3 years’ course; of tho others, 2 were from the advanced English course and 1 from the advanced English and Latin, the last two extending over 4 years. The professional work (most of it done in the training department) is grouped in a single year, and cannot be commenced until the academic work is completed. Tuition is free during the profes¬ sional year. Graduates receive diplomas which authorize them to teach in the common schools of the State without further examination. — (Report and return.) OTHER NORMAL TRAINING. The Kansas Normal College and Business Institute , Fort Scott, organized in 1878, pre¬ sents preparatory, normal, scientific, classical, and business courses of study, confers the degrees of b. s. and b. a. , and devotes special attention to the preparation of teachers. The teachers’ course, in which were enrolled 29 pupils in 1881, is completed in from 2 to 5 terms, according to the degree of advancement on entering. — (Report and return.) The Kansas Normal School and Business Institute, Paola (also organized in 1878), pre¬ pares for teaching, for college, or for business. It reported 289 normal students and 13 graduates in 1881, its normal course covering 3 years. The training school here com¬ prises 470 children, in 8 grades, besides a model district school numbering 56 pupils. — (Catalogue and return. ) The Chetopa Normal High School is a 3 months’ summer normal held in public school buildings during vacation and sustained by subscriptions. About 200 pupils attended in 1881, of whom 70 were men. — (Return). There were courses of study for teachers in Baker, Highland, Lane, and Ottawa Univer¬ sities and in the State University, which last provides training in its preparatory depart¬ ment for those not fully prepared for strictly normal studies, and then carries them, with others, through a 3 years’ normal course. In this there were 38 students, 16 of them young men and 22 young women, in 1880-’81, of whom 8 were graduated. — (Catalogue of university.) 78 REPORT OF THE COMMISSIONER OF EDUCATION. TEACHERS’ INSTITUTES. County normal institutes for teachers were advertised to be held in 53 counties, most of them during July and August, 1881. No statistics of attendance on them are avail¬ able, and it does not appear whether institutes were held in the remaining 30 counties of the State or not. The law permits the union of two or more counties for this purpose in cases where the population of each county is less than 3,000. A writer in The Educationist gives an account of the work in 25 of these institutes visited by him during July and August. He says that the work in the main was good, often reaching a high degree of excellence both in matter and method. Where there was failure it was chiefly in lack of attention to method, and in making the work almost wholly scholastic. Several institutes had critics who reported each morning on the work of the preceding day, and some had reporters for the daily papers. There was, however, a conspicuous and hurtful absence of reference books in the teaching, also a lack of illus¬ trative apparatus. As a rule the teachers of the larger towns and cities were not present; but on the part of all who did attend marked earnestness and industry were shown. — (The Educationist, September, 1881.) EDUCATIONAL JOUBNALS. The Educationist, a monthly published and edited by the former State superintendent of public instruction in Indiana, Hon. George W. Hoss, Emporia, is the official organ of the department of public instruction and of the State Teachers’ Association, and the chief medium for the diffusion of educational information in the State. The Industrialist, a weekly published at Manhattan, is the organ of the Kansas Agricultural and Mechan¬ ical College, and is devoted specially to industrial education. The former was in its third volume in 1881 and the latter in its seventh. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. These are substantially provided for in union and graded school districts and explicitly in all cities of the first class, namely, those with more than 15, 000 inhabitants. The number in operation during 1880-’ 81 cannot be given, nor can the statistics of attendance. There were, however, in 1878 about 60. Six had in 1851 adopted the course of study prescribed by the State university as preparatory to it. OTHEE SECONDAEY SCHOOLS. For statistics of business colleges and private academic schools, see Tables IY and VI of the appendix following, and for summaries of them, corresponding tables in the report of the Commissioner preceding. For preparatory departments of colleges and scientific schools, see Tables IX and X of the appendix. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Kansas , Lawrence, opened as a denominational institution in 1859 and chartered as a State university in 1863, had in 1881 organized 3 of the departments contemplated in the act of incorporation, viz: a department of science, literature, and the arts, and normal and law departments. The first comprises a classical and a modem literature course, each leading to the degree of bachelor of arts, and a general scientific course and 3 special scientific courses, leading to the degree of bachelor of science. Tui¬ tion is free. Young men and women are admitted on equal terms and study in the same classes. Since the opening of the university there have been 2,166 students (nearly equally divided between the sexes) and since 1873 58 have been graduated from the col¬ legiate department. The whole number attending in 1880-’81 was 466, about the same as that of the previous year, 156 belonging to the collegiate classes, 277 to the prepara¬ tory department, and the remainder to the normal, law, and musical departments. Out of a class of 10 young men and 9 young women graduated from the collegiate depart¬ ment, all received the degree of bachelor of arts except 6 young men, who became bache¬ lors of science. — (Catalogue and return.) Seven other collegiate institutions report, viz : St. Benedict’s College, Atchison; Baker University, Baldwin; Highland University, Highland; Lane University, Lecompton; Ottawa University, Ottawa; St. Mary’s College, St. Mary’s, and Washburn College, To¬ peka. Two of these are Roman Catholic; the other 5 are under the influence, respectively, of the Methodist Episcopal, Presbyterian, United Brethren, Baptist, and Congregational Churches. All but the two Roman Catholic colleges admit both sexes. All report pre¬ paratory departments, with courses ©f from 2 to 3 years, and classical courses of 4 years; KANSAS. 79 5 had scientific courses, 1 a literary and 1 a ladies’ course (all of 4 years) ; 3 had noimal courses; 4, commercial; 3, departments of music, and 1, a department of art. For statistics, see Table IX of the appendix, and a summary of it in the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Besides opportunities for the superior instruction of women afforded in all but 2 of the colleges and universities above noted, further provision is made for them in the College of the Sisters of Bethany, a Protestant Episcopal institution at Topeka, which presents primary, preparatory, and collegiate courses of study, the last extending over 3 years. For statistics of the college, see Table VIII of the appendix. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Kansas State Agricultural College, Manhattan, one of the first established under the congressional grant of 1862, gives practical instruction in the various industries of farm, shop, and home; also in literary and scientific branches, including civil engineering. The course extends over 4 years. Tuition is free and provision is made for training women as well as men in the industries suited to them, printing, telegraphy, sewing, and cookery being among the branches taught. Of 259 pupils in the regular courses, 84 were women; and the 12 graduates who received the degree of B. s. were equally divided between the sexes. For further statistics, see Table X of the appendix, and a corresponding table in the report of the Commissioner preceding. Of the 4 scientific courses in the State university, each covering 4 years and leading to the degree of B. s. , 1 is in general science, the others in chemistry, natural history, and civil and topographical engineering. Five of the other colleges and universities report courses in general science extending over 4 years. For statistics of students in scientific courses of colleges, see Table IX of the appendix. PROFESSIONAL. The Kansas Theological School, Topeka (Protestant Episcopal), organized in 1873, has a 3 years’ course of study and requires an examination for admission. Except in special cases a collegiate training or its equivalent is insisted on as a preparation. The bishop of the diocese is ex officio president. Candidates for orders in 1881 reported, 4 ; instructors, 2. The law department of the University of Kansas , organized in 1878, is intended to pre¬ pare students for practice at the bar in any State of the Union. The course extends over 2 years of 7 months each. All intending to enter are advised to first take a course of liberal studies. Graduate? of literary colleges are admitted without examination; all others must satisfy the faculty that they possess the educational and other qualifications necessary to pursue the study with profit. Students in 1880-’81 reported, 15 ; instructors, 2; graduates for the year, 8. — (University catalogue.) A preparatory medical course has been established at the State university, which is mealit to be the first year of a 3 years’ course. A collegiate training is recommended as a preparation for it, and a knowledge of English branches such as is required for admis¬ sion to college is demanded. No note of students in it appears in 1880-’81. — (Catalogue of university.) SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Kansas Institution for the Education of the Deaf and Dumb, Olathe, offers to the deaf and dumb of Kansas, 10 to 21 years of age, free tuition, board, books, and other neces¬ saries, leaving only clothing and travelling expenses to be provided by them. The length of the course permitted is in ordinary cases 6 years, but the average time really spent by each pupil is only 3} years. During 1880-’81 there were 171 pupils under instruction, the course comprising the common school branches and articulation, besides such employ¬ ments as printing, cabinet making, shoemaking, sewing, and housework. — (Report and return. ) EDUCATION OF THE BLIND. In the Kansas Institution for the Education of the Blind, Wyandotte, pupils are taught the English branches, with reading in Boston elevated type, and both reading and writing in New York point. They are also trained in certain employments, the boys in broom and brush making, the girls in hat weaving. Four hours a day are given to labor, for which wages are paid, thus securing ambition and cheerfulness in the work and enabling pupils to earn most of their clothing. — (Report.) 80 REPORT OF THE COMMISSIONER OF EDUCATION. REFORMATORY AND INDUSTRIAL TRAINING. A State reform school for boys was established by legislative act in 1879 and opened for the admission of pupils June, 1881. It is under the control and management of the board of State charitable institutions, and is open to boys 8 to 14 years of age who are either neglected and exposed to temptation, incorrigible, truants, vagrants, or offenders against the laws. The plan of management is educational and reformatory rather than penal. Results will be sought through intelligent and well directed appeals to the man¬ liness of pupils. The site of the school is a farm of 160 acres about three miles from To¬ peka. It is intended, with the aid of the boys, to cnltivate small fruit and vegetables, and. in time, to teach them such useful trades as maybe found practicable. — (Report, 1881.; EDUCATIONAL CONVENTIONS. STATE ASSOCIATION. The Kansas State Teachers’ Association met in Manhattan, June 21, 1882, remaining in session three days. After the appointment of committees, President William Wheeler, of Ottawa, read his inaugural address on ‘ ‘ Books and reading, ’ ’ making a strong argument for good books for children and reprobating parents, teachers, and book makers who fur¬ nish or permit the reading of the popular but pernicious cheap novel and sensational story. The first paper of the following day, ‘ ‘ The Emile of Rousseau, ’ ’ by Miss Grace Bibb, of the University of Missouri, stated fully and clearly the cardinal points in Rous¬ seau’s theory of education. A paper was then read by S. M. Greenwood, superintendent of the Kansas City schools, which contained a vigorous arraignment of the educational theories of Charles Francis Adams, Richard Grant White, and others. Hon. O. S. Munsell, of Council Grove, gave an address entitled “Mosaic compared with modem biology; ” Prof. D. E. Sanders, principal of the normal school at Fort Scott, read a paper on “Educa¬ tional shams,” and Prof. R. C. Meade, of Atchison, one on “The training of children.” At the evening session, Miss Ida Ahlbum, principal of the Jewell City schools, read apaper on ‘ ‘ Our work, ’ ’ and one on ‘ ‘ Literature in the public schools ’ ’ was presented by a writer in The Educationist, presumably the editor, Hon. George W. Hoss. On the following day a paper entitled ‘ ‘ Practical suggestions ’ ’ was read by Prof. D. H. Robinson, of the State university, and another on “ Educational forces, ” by Prof. J. R. Campbell, of Newton. Officers were then elected for the ensuing year, and after the adoption of a number of resolutions the association adjourned. Among the resolutions was one agreeing to make all reasonable efforts to have trees planted in school yards and to encourage improvements tending to render attractive or comfortable school grounds or buildings, and another by which members pledged their united efforts in aid of the enforcement of the prohibition law, considering that edu¬ cation, as well as other interests, required such a law. — (The Educationist, July, 1881.) superintendents’ convention. A convention of the county superintendents of Kansas met June 21-23, at Manhattan, State Superintendent H. C. Speer presiding. After the appointment of committees the relation of the county superintendent to normal institute work was discussed by H. D. McCarty and Superintendents Lee, Bishop, Chidister, and others. On the second day Superintendent Bogle, of Marion County, spoke at length against the advisability of re¬ quiring teachers to send monthly reports to superintendents. The subject was discussed by a large number of superintendents, most of whom thought that term reports were sufficient. The question “What shall be done to enforce the compulsory school law?” was presented by Superintendent Bishop, of Saline County; a paper was read by Miss Eva A. Hobart, of Anderson County, on “The management of teachers’ associations,” and one by Superintendent Oliver, of Jefferson County, on “ Teachers’ certificates; how to grade them.” The only paper of the third day was by Superintendent L. T. Gage, of Shawnee County, on “How to make official school visitation valuable. ” He thought county superintendents should have the right to give commands rather than suggestions to teachers. In the spirited discussion which followed members were about equally di¬ vided between “suggestion,” “authority,” and “advice.” — (The Educationist.) ASSOCIATION OF CITY SUPERINTENDENTS AND HIGH SCHOOL PRINCIPALS. The city superintendents and high school principals met at Manhattan, J une 23. Among other work done, there was referred to a committee for consideration ‘ ‘A course of study for towns and smaller cities;” and to another committee, “A course of study for unorganized high schools.” — (The Educationist, July, 1881.) CHIEF STATE SCHOOL OFFICER. Hon. H. C. Speer, State superintendent of public instruction , Topeka. [First term, January 10, 1881, to January 9, 1883.] KENTUCKY. 81 KENTUCKY. STATISTICAL SUMMARY. 1879-’80. 1880-’ 81. Increase. Decrease. POPULATION AND ATTENDANCE. White youth of school age (6-20) . _ Colored youth of school age (6-16) _ Whole number of school age - White youth in free schools - Colored in free schools - Whole enrolment in free schools. _ Average attendance of whites - Average attendance of colored - 478, 597 66, 564 545, 161 245, 358 20, 223 265, 581 158, 218 483, 404 70, 234 553, 638 • 238, 440 4, 807 3, 670 8, 477 6, 918 149, 226 8, 992: SCHOOL DISTRICTS AND SCHOOLS. School districts for white youth - School districts for colored youth __ WTiole number of school districts _ Districts that had schools for whites Districts that had schools for colored School-houses for white youth _ Valuation of same, with sites, &c_ School-houses for colored youth _ Valuation of same, with sites, &c_ Average time of schools in days _ Private schools of all grades reported 6, 177 773 6, 950 6, 136 718 5, 649 $2, 119, 407 102 1, 044 6, 244 804 7, 048 6, 189 739 5, 678 $2, 286, 104 429 $109, 648 67 31 98 53 21 29 $166, 697 1,148 104 TEACHERS IN WHITE SCHOOLS AND THEIR PAY. Men teaching in schools for whites . Women teaching in the same - Average monthly pay of teachers in counties. Average monthly pay of men in cities. Average monthly pay of women in cities. 4, 418 2, 346 $21 75 4, 195 2, 715 369 223 98 00 43 00 INCOME AND EXPENDITURE. Receipts for public free schools for whites. Expenditure for them _ $1, 031, 565 803, 203 $1, 184, 327 $381, 124 (From report of Hon. Jos. Desha Pickett, State superintendent of public instruction, for the two years above indicated, with return from the same for the year 1879-,80.) STATE SCHOOL SYSTEM. OFFICERS. The State school officers are a superintendent of public instruction, elected by the people for 4 years; a State board of education, comprising the superintendent, the secre¬ tary of state, the attorney general, and 2 professional teachers chosen by them; also a State board of examiners for the examination of teachers, composed of the superintend¬ ent and 2 professional educators chosen by him. 6 E 82 REPORT OF THE COMMISSIONER OF EDUCATION. Local officers are county common school commissioners, elected by the county court of claims for 2 years; county boards of examiners, composed of tbe commissioner and 2 per¬ sons appointed by him ; and district boards of trustees (separate ones for white and colored schools) of 3 members, who hold office 3 years. OTHEB FEATUEES OF THE SYSTEM. The common school system established in accordance with the State constitution re¬ quires that the schools be equally accessible to the poor and to the rich and open to all white youth 6 to 20; that they be taught by a qualified teacher for 5 months (or for 3 months if in a district containing less than 40 children) ; and that no books, tracts, or papers of a sectarian or infidel character be used or distributed in them. The schools for white children are supported from the income of a State fund, all fines and forfeitures set apart by law, a State tax of 20 cents on the $100 of taxable property, and an optional district tax of 25 cents on the $100, which last may be made 30 cents in graded school districts. A capitation tax of 50 cents on persons sending children to school may be assessed by trustees to provide fuel and for other contingent expenses. The schools for colored children are supported from taxes on property owned or held by colored per¬ sons, a capitation tax of $1 on eaeh colored man over 21, taxes on dogs kept by colored per¬ sons, and on deeds, suits, and licenses, and by fines and penalties collected from them. The legal school age for colored children is 6 to 16. Except that separate district boards of trustees are provided for colored schools, the same officers have charge of those for both races. In 1882 colored children are to have an equal share of the State funds. Provision is made for county teachers’ institutes, a State teachers’ association, public school libraries, a university, an agricultural and mechanical college, and institutions for the deaf and dumb, the blind, and the feeble-minded. Any non-sectarian college, academy, or high school may be accepted by the county commissioner as a State school, and as such share in the school funds, if all the white children of the district 6 to 20 be admitted without charge for 5 months of the year. Trustees must report annually to the county commissioners, and they to the State superintendent. GEXEEAL CONDITION. The statistics show an increase during the year of more than 8,000 in the number of youth of legal school age, a little over half of this being among the whites. The school age for whites is 6 to 20; for colored, 6 to 16. The attendance on colored schools in 1880-’81 is not given in the report, but it appears that the number enrolled in schools for whites (238,440) is less than that of the previous year by 6,918, while the number re¬ quiring education was greater by 4,807. Still there seems to be considerable increase in the expenditure for white schools ; more school districts, both for white and colored, were reported, and more schools for both races were taught; there was an increase in the num¬ ber of school-houses for whites, and a corresponding one in the value of public school property for their use; but the difference between the $2,286,104, at which such property for whites is rated, and the $109,648, at which that for colored youth is put, clearly shows how much this latter class needs fuller provision for school buildings. CITY SCHOOL SYSTEMS. OFFICEES. The city public schools are usually under the control of boards of trustees, which ap¬ point city superintendents. * In some cities, under special charters, boards of examiners are appointed for the examination of teachers. This board in Louisville comprises the city superintendent and 6 professional teachers. STATISTICS. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Covington . Lexington .. 29, 720 16, 656 123, 758 20, 433 8,036 9, 631 4,961 o48. 837 6,722 1,980 2,518 2,182 19, 189 2,147 840 2,370 57 Louisville . Newport . Paducah . 13. 270 2, 030 690 327 42 15 $218, 694 8,336 a In the State report this number appears as 40,396. ADDITIONAL PAETICULAES. Covington reports a smaller school population than the previous year by 463, fewer pu¬ pils by 1,000 enrolled in public schools, and 115 fewer in average attendance under 3 fewer teachers. Schools were taught 10 months of the year in 6 buildings. KENTUCKY. 83 Lexington , besides 4,961 pupils in public schools, reports 640 attending private or pa¬ rochial schools. Property used for public school purposes was valued at about $41,000. The schools were in session 238 days. Louisville , with an increase of 2,250 in school population, had 801 fewer pupils in public schools and 228 fewer in average attendance. The schools were taught 204 days by 327 teachers, including special teachers, all but 35 of them women. There were 32 special teachers of German, in which language a graded course is presented extending over 7 years. Five of the public schools were for colored children, but the number in attendance is not re¬ ported. In the two high schools there were 582 pupils enrolled and 518 in average attend¬ ance. — (Return and public school manual.) The Newport public schools were taught 10 months by 42 instructors (of whom 3 were men) in 7 school buildings valued at $84,000. The high school had 48 pupils, with 44 in average attendance. Paducah reports a decrease in school population of 2, an increase in enrolment of 18 pupils, with 8 fewer in average attendance; schools taught 10 months during the year; 3 men and 12 women teaching in 4 brick school-houses, with 14 rooms and 950 sittings; 59 pupils enrolled in public high schools, with 54 in average attendance, and an estimated enrolment in private and parochial schools of 225. — (Return.) TRAINING OF TEACHERS. NORMAL SCHOOLS AND NORMAL DEPARTMENTS. The State superintendent reports 16 normal schools, having 575 students attending for an average term of 6 months. One of these, however, he subsequently writes, was mis¬ takenly reported by a county commissioner; another was a temporary normal of 3 weeks in Trimble County; a third, the annual county institute of Hopkins County; a fourth was closed. The remaining 12 were Alexander College, Burksville; East Kentucky Normal School, Catlettsburg; Clinton College, Clinton; Kentucky State Normal School Farmdale; Glasgow Normal School, Glasgow; Hartford Academy, Hartford; Agricult¬ ural and Mechanical College, Lexington; Mountain Normal School, Martinsburg; May- field Seminary, Mayfield; Normal School, Morgantown; Murray Institute, Murray; and Kentucky Classical and Business College, North Middletown. Besides these, the names of some of which are on the acadertiic and collegiate lists of this Bureau, while the status of some others as normal schools is at least doubtful for 1881, there are on the normal list of the Bureau for 1881 the Kentucky Presbyterian Normal School, Anchorage (a department of Bellewood Female Seminary), the normal department of Berea. College, Berea, with the like department of Columbus College, Co¬ lumbus, and that of South Kentucky College, Hopkinsville, besides the semi-normal Kentucky Female Orphan School, Midway. TEACHERS’ INSTITUTES. A county teachers’ institute is required by law to be held in each county, the sessions to be not more than 6 days, during which there is a vacation of the schools, and all teach¬ ers of the county are required to attend on penalty of forfeiting their certificates, unless there be a satisfactory excuse given to the county commissioner. There were 93 institutes held during 1880-’81, having a total attendance of 3,265. Only 805 teachers in all the counties were absent. EDUCATIONAL JOURNALS. The Eclectic Teacher, the most important of the educational journals published in this State, and the only one that contained much general information as to the State school system, was discontinued in 1881. m SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Seven cities and towns report to the State superintendent statistics of 9 public high schools, in which 936 pupils were enrolled and 869 were in average attendance. No information is given as to the courses of study in these schools or the branches taught, further than that the classes are superior to those of the graded common schools. Louis¬ ville, included in the above, sustains 2 such schools for whites, 1 for each sex, and during the year had 562 pupils enrolled in the 2, with 539 in average daily attendance. Some higher instruction is believed to be also given in one of the schools for colored youth. OTHER SECONDARY SCHOOLS. The State superintendent reports 201 private academic schools, with an average session of 9 months during 1880-’81; public schools were taught in connection with 26 of these schools. For full statistics of all such schools reporting to this Office, see Table VI of the appendix; for statistics of business colleges and of schools preparatory to college, see Tables IV and VII. 84 REPORT OF THE COMMISSIONER OF EDUCATION. SUPERIOR INSTRUCTION. COLLEGES FOE YOUNG MEN OK FOE BOTH SEXES. Six of the 16 colleges and universities in this State in 1881 admitted both sexes, an increase in this class of 1 since 1880. All but 2 of the 16 -were denominational, the Christian Church controlling 4; the Baptist and Roman Catholic, each, 3; the Presby¬ terian, 2, and the Congregational and Methodist, each, 1. All report classical courses of 4 years and preparatory departments, a number also giving instruction in primary branches; 8 had scientific courses, and 1 of these also a course in engineering; 4 gave normal training; 4, theological or biblical; 1, medical; 9, business or commercial, and 2, legal; 2 offered separate courses for ladies; in 4 there were departments of music and art, and in 6 French and German were taught. For statistics, see Table IX. One of the above, South Kentucky College, Hopkinsville, was exclusively for the higher education of women until 1881, when the charter was amended, the college re¬ organized and opened to both sexes. The curriculum, too, was made to include prepara¬ tory, classical, normal, commercial, music, art, and law departments; also, French and German. Central University, Richmond, received during the year, from various friends, gifts amounting to $50,000, and Berea College, Berea, $54,048 for endowment and current expenses. INSTITUTIONS FOE THE SUPEKIOK INSTKUCTION OF YOUNG WOMEN. Nearly all of the twenty or more colleges and seminaries for women reporting from this State are authorized by law to confer collegiate degrees. They present collegiate courses of 4 years, which include Latin, Greek, modem languages, music, drawing, and painting. At least 4 make also some provision for the instruction of those who intend to teach. For statistics of these colleges, see Table VIII of the appendix, and for a summary of them, the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. As was stated in the report from this Office for 1880, the Agricultural and Mechanical College of Kentucky has been permanently established at Lexington, the city and county having contributed $50,000 for buildings. A State tax for its support, of 5 mills on each $100 of taxable property, with other funds, provides an annual income of about $27,000. No information later than the above has been received, the process of reorganization being probably incomplete. Courses in general science, usually extending over 4 years, are reported by 8 other institutions for superior instruction, one of them, Kentucky Military Institute, also pre¬ senting a course in civil engineering. For statistics of scientific schools reporting, see Table X of the appendix, and for a summary of these, a corresponding table in the report of the Commissioner preceding. For statistics of scientific departments in colleges, see Table IX. PEOFESSIONAL. The theological schools are Danville Theological Seminary (Presbyterian), with a 3 years’ course of study and 8 students in it in 1881, of whom 4 had received collegiate degrees; the Southern Baptist Theological Seminary, Louisville, organized on the plan of independ¬ ent schools, of which there are 8, find reporting 94 students; and the College of the Bible, Lexington, which presents an English course of 4 years and a classical one of 2, had 67 students and 7 graduates, all but 1 from the English course. The first named is the only one of the three which requires an examination for admission of applicants not college graduates; the last does not profess to be a strictly professional school, but to give instruc¬ tion in the Bible and in some higher branches of English literature and philosophy. Bib¬ lical instruction in connection with college studies is given in Berea College, Berea (Con¬ gregational), Eminence College, Eminence (Christian), and Kentucky Wesleyan College, Millersburgh (Methodist). For further statistics of theological schools reporting, see Table XI of the appendix, and for a summary of this, a corresponding table in the report of the Commissioner preceding. Legal instruction continued to be given in 1880-’81 in the law department of the Uni¬ versity of Louisville, the course of study extending over 2 years of 5 months each. The diploma (a license to practise in any court in the State) is bestowed only after a sat¬ isfactory examination. Kentucky University, Lexington, still retained in its catalogue the advertisement of its school of law, with 4 professors and a 2 years’ course; but there was no note of any students. That of Central University, Richmond, seemingly dropped KENTUCKY. 85 in 1879-’80, does not reappear in subsequent catalogues. South Kentucky College, Hop¬ kinsville, in connection with the college course, gives instruction in constitutional, inter¬ national, and commercial law. The 4 medical schools reporting (all in Louisville), namely, the Kentucky School of Medicine, Hospital College of Medicine (a department of Central College, Richmond), Louisville Medical College, and the medical department of the University of Louisville, give a total attendance of 529 students in 1881 and 275 graduates. All require for gradu¬ ation the ordinary 3 years of medical study, including 2 terms of lectures, the minimum term required by the American Medical Association. The two schools first named offer an optional graded course of 3 years, which, at the Hospital College of Medicine, students are urged and after 1882-’ 83 will be required to take. No examination is required for admission in any of the above, but the Hospital College encourages thorough study by offering a special honorary mention in its catalogue of such graduating students as reach 90 per cent, in a final written examination. The Louisville College of Pharmacy , requiring for graduation an apprenticeship of 4 years and attendance on 2 courses of lectures, reports 45 students and 8 graduates dur¬ ing 1881. For statistics, see Table XIII of the appendix, and for a summary, see a corresponding table in the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The State sustains an institution for the training of the deaf and dumb, at Danville, in which are taught the usual branches of a common school education, also printing, book binding, carpentry, broom and mattress making, gardening, sewing, fancy work, and housework. Articulation is taught to a lew semi-mutes. There were 139 pupils under instruction during 1881. EDUCATION OF THE BLIND. The Kentucky Institution for the Education of the Blind, Louisville, had 81 pupils, who were all instructed in the ordinary English branches, those whose abilities promised success receiving also special training in vocal and instrumental music. Physical exer¬ cise holds an important place in the plan of instruction, an hour and a half daily being devoted to calisthenics. The boys are taught to make brooms, to cane chairs, and to do simple upholstery work, such as the making and repairing of mattresses and lounges; the girls are taught hand and machine sewing, the cutting of garments, and knitting. EDUCATION OF THE FEEBLE-MINDED. The Kentucky Institution for the Education and Training of Feeble-Minded Children, Frankfort, gives instruction in the common school branches and in such employments as carpentry, shoemaking, mattress and broom making, gardening, housework, and sewing. The most capable boys are put to the carpenter’s trade; those of the next grade, it is found, can be taught to be good shoemakers; and the others are trained in simpler industries. Once a week a company of boys are instructed in military tactics. The girls take turns in the laundry, kitchen, and sewing departments; they learn to cut, fit, and make their own and the boys’ clothing. There were 132 under the care of the insti¬ tution during the year, 71 boys and 61 girls. — (Catalogue and return.) REFORMATORY TRAINING. The Louisville House of Refuge, intended for the training of neglected youth, receives boys and girls, white and colored, giving them instruction in the common school branches and in the employments of shoemaking, gardening, cane seating, housework, and sew¬ ing. The attendance for 1881 was 178 white boys and girls and 89 colored boys, with 209 inmates remaining December 31, 1881. There were 137 under school instruction during the year. — (Catalogue and return.) EDUCATIONAL CONVENTION. KENTUCKY STATE TEACHERS’ ASSOCIATION. The State Teachers’ Association was advertised to meet at Elizabethtown July 12-15, 1881, but no account of the proceedings has been received. Among the subjects on the programme for addresses and papers were coeducation, denominational colleges, moral training by the teacher, methods of teaching reading, use and abuse of text books, com¬ pulsory education, and the training for women demanded by American life. — (Eclectic Teacher. ) CHIEF STATE SCHOOL OFFICER. Hon. Joseph Desha Pickett, State superintendent of public instruction , Frankfort. [Term, September 9, 1879, to September 15, 1883.] 86 REPORT OF THE COMMISSIONER OF EDUCATION. LOUISIANA. STATISTICAL SUMMARY, 1880. 1881. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (6—18) 273, 845 290, 036 16, 191 Enrolled in public schools 68, 440 62, 370 6, 070 Average daily attendance. _ 45, 626 SCHOOL DISTRICTS AND SCHOOLS. Number of public schools reported . 874 1,069 195 Average time of schools in days _ 118 100 18 TEACHERS AND THEIR PAY. Men teaching in public schools _ 773 Women teaching in public schools. 811 Whole number in public schools 1,584 Average monthly pay of teachers. . $27 50 $31 50 $4 00 INCOME AND EXPENDITURE. Receipts for public schools. .. $480, 320 $486, 790 $6, 470 Expenditure for public schools _ 411, 858 441, 484 29, 626 STATE SCHOOL FUND. Amount of available permanent fund $1, 130, 867 $1, 130, 867 (From returns furnished by Hon. Edwin H. Fay, State superintendent of public education, and biennial report of the same for the two years indicated. ) STATE SCHOOL SYSTEM. OFFICERS. The chief executive school officer under the constitution of 1879 is a State superin¬ tendent of public instruction, chosen by the people for a term of 4 years. The superin¬ tendent, governor, other State officers, and 2 citizens appointed by the governor for 4 years constitute a State board of education. The duties of the State board are to make all needful rules and regulations for the government of the free public schools and for the examination and employment of teachers, to select text books and apparatus, and to appoint and remove directors of parish boards, except in New Orleans. The parish boards have charge of school interests in their respective parishes, dividing them into as many wards and districts as may be deemed necessary, appointing auxiliary visiting trustees for each district, and appointing also from their own number special committees to examine teachers. They may appoint a parish superintendent, who shall be ex officio secretary of the parish board, receiving for such double service not more than $200 a year, except in the parish of Orleans, where the salary is fixed by the general assem¬ bly. Women over 21 years of age are eligible to any educational office created by the laws of the State. — (Digest, 1877, and constitution, 1879.) OTHER FEATURES OF THE SYSTEM. The constitution provides for free public schools for all the children in the State between the ages of 6 and 18. The schools are to be supported (1) from the proceeds of a State fund of $1,130,868, bearing 4 per cent, interest, to be paid annually to the townships in proportion to the number of youth of school age in each; (2) from a poll tax of $1 to $1.50 LOUISIANA. 87 on each male over 21 years of age, to be applied to the support of public schools in the parish where it is collected; (3) from a State tax not to exceed 1 mill on $1; (4) from a local levy of 2 mills on $1, which any parish board may order. No teacher can be legally employed without passing an examination and receiving a certificate of compe¬ tency from the parish board. This is valid for 2 years, but is liable to forfeiture for cause. While parish boards are required to establish a free school in every district or ward, no school of less than 10 pupils may be opened nor more than 60 be allowed to 1 teacher. The schools in each parish must be visited each month by a committee of the parish board, and any director failing for two consecutive months to do his duty forfeits his membership in the board. The general exercises and elementary instruction in the public schools must be in English, except in parishes where the French predominate, in which case the elementary branches may be taught in French if it can be done without additional expense. Public school funds must not be used in support of sectarian schools. — (Constitution of 1879 and digest of 1877. ) GENERAL CONDITION. The unsatisfactory condition of the public schools existing in 1880 was not improved in 1881. The exceedingly small aid provided by the State remained the same. Ex¬ tensive suffering from floods prevented in many parishes the collection of additional local school taxes, as well as kept many schools from being opened and many children from attending school, while from the want of a school law corresponding with the new constitution there was sometimes embarrassment in determining what was permitted or required. Hence the school machinery worked at a disadvantage, and the results were far less than could be desired. Although $6,470 more were, with great effort, raised for public schools, and, according to the State report, $29,626 more spent for them, the school enrolment not only failed to keep pace with the 16,191 increase of school youth, but fell 6,070 below that of the year before; so that the per cent, of enrol¬ ment on youth to be instructed fell from about 25 to 21.5. School sessions, too, were about 18 days shorter on an average; school teachers, however, apparently getting an average of $4 a month more pay. AID FROM THE PEABODY FUND. The arrangements entered into by the late Dr. Sears, establishing in New Orleans 2 Peabody normal seminaries for the free education of white and colored teachers, seem to have been continued, although only the one for white pupils reported for 1880-’ 81. The Peabody fund distribution to both schools is given in the report of the trustees and agent as $1,500 for both schools from February 1, 1881, with $200 for the Louisiana Educa¬ tional Journal. , KINDERGARTEN. The Kindergarten Institute of New Orleans, organized October 4, 1881, admits pupils between 4 and 11 years of age. At date of report it had, besides the conductor, 4 assist¬ ants and 63 pupils. — (Return.) For further information of this and others heretofore reported, see Table V of the appendix. CITY SCHOOL SYSTEM. NEW ORLEANS. Officers. — For the control of the public schools this city has a board of 20 directors, 8 appointed by the State board of education and 12 by the board of administrators of New Orleans, with a superintendent appointed by the directors. Statistics. — Population in 1880, 216,090; youth of school age, 61,456; enrolled in public schools, 24,401; average daily attendance, 14,566; teachers, 402; expenditures, $274,844. — (City report and return.) Additional particulars. — There were 55 schools under the care of the city board, occu¬ pying 402 rooms for recitation and study; they were classed as high, grammar, primary, and a special primary with Kindergarten features. The school course below the high school covers 8 years, giving to the primary and grammar 4 each. Of the 52 grammar and primary schools 13 were for colored children. There were 12 large modern school buildings erected from the proceeds of the McDonough school fund, while the others belonging to the city were old frame houses, lacking modern improvements. The remain¬ ing 13 were rented buildings, poorly adapted to school purposes, and yet they contained 18 per cent, of the children in school. There were, however, encouraging indications of more attention to the sanitary condition and surroundings of the school-houses. School property was valued at $637, 500. 1 — (City report and return.) 1 In connection with this sketch of the city schools of 18S1 comes information that in 1882 a former citizen, Mr. Paul Tulane, of New Jersey, has given to the city a large amount of property within it for the furtherance of higher education. Estimates place it at from $400,000 to $2,000,000. 88 REPORT OF THE COMMISSIONER OF EDUCATION. TRAINING OF TEACHERS. NORMAL SCHOOLS AND DEPARTMENTS. The Peabody Normal Seminary , New Orleans, continued to offer free normal training to white graduates of high schools or colleges and other advanced students over 16 years of age from any portion of the State. In its normal department it had junior and senior classes, with a 3 years’ course, in which previous studies were reviewed according to the best known methods. In a model school connected with it classes of children were assigned for an hour each day to members of the .senior class to enable them to acquire aptitude and experience in teaching and managing schools. The normal pupils for 1880-’ 81 numbered 70; other pupils, 20; all under 5 instructors. The graduates for the year were 10, of whom 5 were, at date of the return, engaged in teaching. Vocal music entered into the instruction given; there was a respectable library of books on the science and art of teaching, while several educational journals were recived. Graduates of distinc¬ tion are encouraged to return to pursue advanced optional studies, and to such as prove their capacity to teach schools of academic grade are awarded diplomas with the degree of d. p. (doctrina perita.) — (Report and return.) The Peabody Normal School for Colored Students, established at New Orleans in 1877, with a 2 years’ course, gratuitously fits graduates and advanced scholars > of the higher grades of schools over 17 years of age for the work of teaching. No report for 1881 has reached this Bureau. The normal department of Straight University, New Orleans (colored), aims in a 3 years’ course to train both sexes for teaching; it reported 81 normal students in 1880-’81, with 61 entered for the following year, of which latter number 29 were women and 32 men, under 4 teachers. — (Catalogues.) The New Orleans University (colored) had in 1880-’81 a normal course of 2 years, but did not indicate the number of normal students. — (Annual report of Freedmen’s Aid So¬ ciety of Methodist Episcopal Church, 1881.) Leland University , New Orleans, forms annual normal classes for such students as de¬ sire to prepare for teaching, but does not report how many normal pupils were under training in 1880-’81 out of its 144 students. TEACHERS’ INSTITUTES. It is not known that any teachers’ institutes were held in 1880-’ 81. Through the aid of the Peabody fund arrangements were made to hold a few in some of the larger towns in 1882. — (State report.) EDUCATIONAL JOURNAL. The Louisiana Journal of Education, published monthly in New Orleans, maintained in its second year the high standard of usefulness it had reached in its first year. One of the editors was formerly State superintendent and the other is city superintendent of New Orleans. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Of the three high schools in New Orleans reported in 1879 the one for colored pupils seems to have been suspended, as no report of it appears in 1880-’81. The others, 1 for boys and 1 for girls, were reorganized so as to extend the course of study for each from 2 to 3 years. There were 9 teachers and a total enrolment of 267, of whom 88 were in the boys’ and 179 in the girls’ school, the total average daily attendance being 81 per cent, of the total enrolment. No other high schools in the State are reported. — (City report.) OTHER SECONDARY SCHOOLS. Fof statistics of business colleges, private academic schools, and schools for preparing students for college, see Tables IV, VI, and IX of the appendix, and summaries of these in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The Louisiana State University and Agricultural and Mechanical College , Baton Rouge, the university part of which was organized in 1860, the agricultural and mechanical in 1874, appears, as reported for 1880-’81, to have gained from the consolidation which has been effected. Its yearly income is now $24,556, from 5 per cent, on $182,313, the fund of the Agricultural and Mechanical College ; from 4 per cent, on $136,000, seminary fund ; and from an annual State appropriation of $10,000. At the opening of the session of 1880-’81, the new institution was reorganized. The general management was placed under the control of a board of supervisors, 12 appointed by the governor, with annual change of 3, the governor, superintendent of public education, and president of the LOUISIANA. 89 faculty being ex officio members. Discipline was intrusted to the president of the faculty, and is strictly military. The optional system under which the institution had been con¬ ducted, and which had led to no degrees, was changed for stated courses, with absolute requirements and a fixed standard for degrees. In place of former schools of literature, science, useful and fine arts, of military science and art, of medicine and law, the university courses were made a classical and scientific of 4 years each, and agricultural and mechanical courses of 2 years, leading to corre¬ sponding degrees of bachelor of arts, bachelor of science, graduate in agriculture, and graduate in mechanics. A preparatory department fits for the university courses or for those of agriculture and mechanics. During the year, a workshop was erected and fur¬ nished with carpenters’ tools. The faculty numbered 10 and the cadets 69. No tuition fees are charged and no female students are admitted. The institution had a library of 17,000 volumes. — (Catalogue.) The University of Louisiana , at New Orleans (non-sectarian), is a separate institution from the State University at Baton Rouge, having existed since 1847 and having been recognized and provided for by the constitution of 1879. It has law, medical, and aca¬ demic departments, the last including, in 1881, schools of Latin, Greek, English, mathe¬ matics, physics and mechanics, chemistry, French, and German. This university is to receive annually from the State a sum not exceeding $10,000. The degrees to be con¬ ferred are B. A., M. A., b. s., and b. lit. There were 17 members of the faculty, besides lecturers and other instructors, in 1880-’81, and 506 students, including 180 high school and 87 academic. French is taught throughout, and is used in the recitations of the senior classes. Instruction is in schools. There is no curriculum or prescribed course for the college as a whole. — (Catalogue.) A university for the education of persons of color was authorized by article 231 of the constitution of 1879, and under act 87 of the general assembly of 1880 it was organized as the Southern University for Colored Students , with a grant from the State purporting to be of $10,000 annually. The institution was opened to students in January, 1881, and enrolled a considerable number of students; but, from the fact that it was without funds and that its trustees were unwilling to sacrifice at a ruinous discount the warrants of the State which constituted its only assets, its sessions were closed in June of that year, and even the property purchased for its use was in danger of being sacrificed. — (State school report.) Leland University celebrated its eighth anniversary May 25, 1881, conferring the degree of A. B. on two young men who had completed the regular collegiate course and grad¬ uating 6 others from its higher English course, one of whom was a young lady. — (Watch¬ man, July 14, 1881.) Other institutions of this class reported in some form for 1880-’81 were Jefferson Col¬ lege, College Point, Convent P. O. (Roman Catholic) ; St. Charles College, Grand Coteau (Roman Catholic); Centenary College, Jackson (Methodist Episcopal South), and the following 4, all in New Orleans: College of the Immaculate Conception, also called The Jesuits’ College (Roman Catholic) ; Leland University (Baptist); New Orleans University (Methodist Episcopal); and Straight University (Congregational). The reports of some are not as definite as could be desired, but apparently all had arrangements for prepara¬ tory study in 1, 2, or more years’ courses, Jefferson not seeming to go beyond this in the year under review. The others all appear to have had substantially the usual classical collegiate courses, with a fair proportion of scientific studies, though these were not gener¬ ally arranged in separate courses. Jefferson, St. Charles, and the Immaculate Conception College had also commercial courses; Leland, New Orleans, and Straight, normal instruc¬ tion, Straight having this arranged in a 3 years’ course, with a higher English course of the same length. Leland also had a similar course. For statistics of all these, see Table IX of the appendix ; for a summary of these statistics, a corresponding table in the report of the Commissioner preceding; for professional courses, Professional Instruction, further on. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. The 3 Protestant collegiate institutions in New Orleans — Leland, New Orleans, and Straight Universities — admit young women to equal privileges with young men. For information as to at least 4 other schools designed to afford to young women like advan¬ tages, see Table VIII of the appendix. State Superintendent Fay, in his report for 1880-’81, urged on the legislature the es¬ tablishment of a first class college for young women, to correspond with the State uni¬ versity for young men in the educational advantages offered ; but his recommendation does not appear to have met with favor. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. A scientific course of 4 years and a 2 years’ agricultural and mechanical course follow¬ ing preparatory studies appear in the State University and Agricultural and Mechanical 90 REPORT OF THE COMMISSIONER OF EDUCATION. College at Baton Rouge, a full description of which is given under Superior Instruction. St. Charles College and the University of Louisiana have scientific courses, and other colleges, as before stated, give some scientific instruction in connection with the classical, hut not generally in defined and separate courses. PROFESSIONAL. Theologi cal. — Straight University (Congregational) , for the education of the colored people, opened 1870, reported for 1880-’81 a theological course of 3 years for college graduates, on completion of which they receive the degree of b. d. Students that have not had a col¬ lege education on leaving receive a certificate of the amount of their theological studies and the character and degree of scholarship attained. This department had 35 students and 1 graduate. There is no report from others heretofore reporting, except Leland Uni¬ versity, New Orleans, which had, according to the report of the Baptist Home Mission Society, 27 students for the ministry in 1881 ; while, according to the report of the Meth¬ odist Freedmen’s Aid Society, New Orleans University still gave theological instruction. For full statistics of schools of this class, see Table XI of the appendix. Legal. — The University of Louisiana and Straight University, both at New Orleans, give legal training in courses of 2 years of five mouths each, having each a faculty of 4 instructors. The former in 1880-’81 had 35 students, the latter 20 and graduated 9. — (Return and catalogues.) For statistics of these and others reporting, see Table XII of the appendix. Medical. — The medical department of the University of Louisiana (originally the Medical College of Louisiana) required in 1881, as previously, 3 years of study with a regular practitioner, with attendance on two full courses of lectures of 20 weeks each year, and thorough hospital instruction, under 9 professors and instructors. During the session of 1880-’ 81 there were 204 students, 59 of whom graduated. — (Return and cata¬ logue.) For statistics, see Table XIII of the appendix. Whether New Orleans University continued in 1881 the 3 years’ course of medical lectures advertised by it in 1878 has not been ascertained at the date at which this goes to press. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The Louisiana Institute for the Education of the Deaf and Dumb, Baton Rouge, for 1880-’ 81, reported 38 inmates, 22 being males and 16 females, under the care of a super¬ intendent, 2 teachers, and a matron and assistant matron. In school the pupils are trained in the branches usually taught in such institutions. The boys work 1 hour a day in cul¬ tivating the garden and chopping wood, while the girls are taught to sew and do general housework. System, order, and economy prevailed in every department. During the last 2 years the State had paid its usual appropriation of $10,000 in depreciated warrants, leaving the institution at the close of 1880-’ 81 with a debt of $3,000, which the general assembly would be called on to make good. — (Catalogue.) No statistics for 1880-’81 of institutions for the training of the blind are at hand. EDUCATION OF ORPHANS. The German Protestant Orphan Asylum, New Orleans, in 1880-’81 had 104 children, of whom 58 were boys and 46 girls, with 2 principal teachers, one for instruction in Ger¬ man, the other in English. In the morning the larger pupils are taught in English, the smaller in German, reversing this order in the afternoon; thus all are taught the ele¬ mentary branches in both languages. The girls are taught common sewing and knitting, and twice a week fine needlework by the English teacher, while in the afternoon the boys are taught drawing. Twice a week the older children meet in the evening and are taught vocal and instrumental music. The children are said to be remarkably healthy and are trained for usefulness in household work. — (Louisiana Journal of Education, January, 1881.) EDUCATIONAL CONVENTION. STATE ASSOCIATION. A State educational convention was held at New Orleans May 23-26, 1872, the gov¬ ernor of the State presiding. The meeting was regarded as the initiati ve of similar ones in the future, but up to 1880-’81 no further mention of them appears, nor of the local teachers’ associations recommended by general assembly of 1870, and they seem to have been abandoned. CHIEF STATE SCHOOL OFFICER. Hon. Edwin H. Fay, State superintendent of public education, New Orleans. [Term, January, 1880, to January, 1884.] MAINE. 91 MAINE. STATISTICAL SUMMARY. 1879-m 1880-’81. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (4-21 1 _ Enrolled in public schools _ Average daily attendance _ SCHOOL DISTRICTS AND SCHOOLS. 214, 656 149, 827 103, 115 213, 927 150, 067 99, 500 240 729 3, 615 Towns not divided into school dis¬ tricts. School districts reported _ Parts of districts reported - Public school-houses _ School-houses in good condition _ Number built within the year _ Cost of those thus built _ Estimated value of all school prop¬ erty. Average time of schools in days _ 36 3, 930 353 4, 309 2, 859 67 $74, 801 3, 003, 461 120 39 3 3, 966 353 4, 308 3, 039 57 $95, 347 3, 026, 395 36 _ 1 180 _ _ 10 $20,546 _ 22,934 _ 118 2 TEACHERS AND THEIR PAY. Male teachers in the free schools. . 2, 325 Female teachers in the same _ 4, 609 Whole number employed _ 6, 934 Number tliat had previous experi¬ ence. Number that were graduates of nor¬ 415 mal schools. Average monthly pay of men. $32 97 Average monthly pay of women. . _ 21 68 INCOME AND EXPENDITURE. 2,257 4, 683 6, 940 4, 713 457 68 74 6 42 $35 99 $3 02 22 28 60 Whole receipts for public schools. _ Whole expenditure for them _ $1,047, 715 1, 047, 681 $1, 089, 414 1, 089, 414 $41, 699 41, 733 STATE SCHOOL FUND. Amount of permanent fund availa¬ ble. $438, 287 (From reports of Hon. N. A. Luce, State superintendent of common schools, for the two years indicated, with written returns from the same for both years.) STATE SCHOOL SYSTEM. OFFICERS. For the State there is a superintendent of common schools, appointed by the governor and council for 3 years, who acts also as superintendent of State normal schools. For each town (i. e. , township) there is a superintending school committee of 3 mem¬ bers, or in its stead a supervisor of schools, elected by ballot at the annual meeting, to which offices no person is ineligible on account of sex. A school agent is annually elected by each town or district, to call school meetings, take the census of school children, pro¬ vide fuel, repair school-houses, &c. — (School law, 1881.) 92 REPORT OF THE COMMISSIONER OF EDUCATION. OTHER FEATURES OF THE SYSTEM. The State offers free instruction in common English studies to all youth 4 to 21 years of age residing in school districts, and requires the attendance of all capable children be¬ tween 9 and 15 for at least 12 weeks in each year, unless instructed elsewhere. Parents and guardians of delinquent children are liable to a fine of $5 for each violation of this rule [and manufacturers have not been allowed to employ children without a teacher’s certificate that they have attended school 3 or 4 months the previous year ; the penalty of $50 for such employment was made $100 in 1880]. 1 A scheme for systematic graded instruction in primary and grammar schools was published for the use of the rural schools in 1881. Instruction in mechanical or industrial drawing, as well as in studies beyond the grammar grade, has been for some years optional. Normal schools for training teach¬ ers enter into the State system. Teachers must present a certificate as to moral charac¬ ter and fitness for the position from the officer who has examined them, and no teacher may receive his pay until the register of his school, properly filled up and signed, is de¬ posited with the school committee or its agent. Each teacher must include the Constitu¬ tion of the United States and that of the State of Maine in his instruction, with train¬ ing also in the principles of morality. The schools are supported from the interest of a permanent school fund, from taxes of 1 mill on $1 on ordinary property, of 2J mills2 on $1 on deposits in savings banks, and from a tax of not less than 80 cents for each inhab¬ itant, to be annually voted by the school meeting. Failure to raise this last brings a penalty of twice to four times the amount of deficiency on the delinquent city, town, or plantation, with a forfeiture for the year of its portion of the State school money. Be¬ sides these required taxes, there may be others for free high schools, for the purchase of text books, and for building or repairing school-houses. — (School law, 1881.) GENERAL CONDITION. The statistics given in the school report for 1881 show an increase of 240 in pupils en¬ rolled in public schools, notwithstanding a decrease in youth of school age, but a very marked and large decrease in the average attendance on both winter and summer schools; this, too, though 36 more districts than in 1880 made reports, and though there was a fair increase in school revenue, in the number of school-houses reported in good condi¬ tion, in the number of teachers employed, in the number of such who were graduates of normal schools, and although the teachers received higher pay. The average length of school term was 2 days shorter. , Superintendent Luce considers that there has been some gain in the quality of the schools, but deems it impossible to secure great improvement while the district system prevails. He holds this system responsible for the short school term, small schools, poor teachers, lack of order, system, and school appliances, and large waste of public moneys, and consequently wishes to see it superseded by a good town system. — (School report, 1881.) KINDERGARTEN. There has been decided growth in the Kindergarten at Lewiston. For statistics of schools of this class, see Table Y of the appendix, and a corresponding table in the report of the Commissioner preceding. — (Returns.) CITY SCHOOL SYSTEMS. OFFICERS. These are school supervisors, superintending school committees, school agents, and in some cities school superintendents. — (School laws.) STATISTICS.3 Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Auburn . 9,555 3,018 1,962 1,360 51 $15, 921 Augusta . 8, 665 2,342 1,220 975 48 19, 796 Bangor . 16, 856 5, 479 3, 120 2,478 79 30, 563 Bath . 7,874 2,836 1,836 1,536 38 17, 112 Biddeford . 12, 651 3, 911 1,891 1,335 42 22, 674 Lewiston . 19, 083 6,274 2,919 2,062 69 33, 232 Portland . . 33,810 10,904 6,608 4,503 132 80,712 Rockland . 7,599 2,186 1,448 1, 130 30 10, 856 1The provision in brackets seems to have been droppedr in the revised school law of 1881. 2 Erroneously reported as 5 mills in the report for 1880. 3 The statistics given are from written returns, except as respects Auburn and Portland. As no returns have come from these cities, the figures presented are from the State report for 1881. MAINE. 93 ADDITIONAL PARTICULARS. Auburn reports 31 of its 32 school-houses in good condition; 1 erected during the year, at a cost of $900; school property valued at $89,000; and school terms averaging 1 day over 10 weeks of 5} days each. A decrease is noted in enrolment and rate of average at¬ tendance.^ — (State report, 1881.) Augusta reports 30 of its 33 school buildings in good condition, 1 having been built dur¬ ing the year at a cost of $22,000; a school term of somewhat more than 11 weeks in summer and 14 weeks in winter; 43 of the 48 teachers females, and 2 of the teachers graduates of normal schools. The return shows that a special teacher of music was em¬ ployed, but does not designate what grades received instruction. — (State report and city return, 1881.) Bangor had for the public schools 36 buildings, all in good condition, with 72 rooms and 3,500 sittings, valued at $75,000. Special instruction was given in vocal music and penmanship in all intermediate and grammar schools. Noteworthy changes were the extension of the school year from 32 to 34 weeks, the union of the grammar and high schools under one principal, the introduction of a uniform system of studies, and the establishment of a monthly teachers’ meeting, presided over by the committee. The school committee desires to establish an ungraded school for the benefit of working boys, who are employed in large numbers in shops and mills part of the year and are un¬ able to keep up with any specified grade. — (City report and return, 1881.) Bath reports 16 school-houses, 14 in good condition, with 37 rooms and 3,300 sittings, valued at $59,300. Schools were taught 190 days by 38 teachers, 2 of them graduates of normal schools. The classification is high, grammar, and primary, with ungraded rural schools. Drawing is taught in the primary schools; penmanship, in all schools, by a special instructor. The high school offers 3 parallel courses of study : an English course, with French and German; a classical course, including Latin, French, German, and the more important English studies; and a college preparatory course. In a class of 39 grad¬ uates, which was by far the largest number in any one year. 28 were girls. — (City report and return, 1881.) Bid deford reported 23 school-houses, 2 erected during the year, with sittings for 1,835 pupils, valued, with sites and furniture, at $95,000. Schools were taught 184 days by 10 male and 32 female teachers. An estimated enrolment of 269 in private schools was given for 1881. — (Return, 1881.) Lewiston , with a decrease in enrolment, reports an increase in daily attendance, the average per cent, being 94; 29 school-houses in good condition, with sites, furniture, &c., valued at $193,050 (1 built during the year at a cost of $4,278). The length of the school year was 37} weeks for city and 34} for rural schools, an injustice to the latter which the superintendent desires to see righted. The ungraded city school has been abandoned, an evening school meeting much better the wants of the class of pupils for whom it was in¬ tended. The normal practice school, which has been well conducted for several years, was very successful in 1881, a class of 8 young ladies, with nearly two hundred children, being in attendance. A teachers’ library of professional books has been established from a donation of $50 and 50 volumes. The teachers’ reports to the superintendent show the year to have been one of generally fair success. — (State and city reports and return, 1881.) Portland reported to the State superintendent 16 school buildings in good condition, 1 erected during the year at a cost of $20,000; entire school property valued at $350,000; and a school year of 36} weeks. — (State report, 1881.) RocTdand reports but 4 out of 11 school-houses in good condition, all valued at $50,000; 1 high school, 4 grammar, and 19 primary schools, with about seventeen hundred sit¬ tings, in charge of 30 teachers, 2 of them graduates of normal schools. — (State report and city return, 1881.) TRAINING OF TEACHERS. STATE NORMAL AND TRAINING SCHOOLS. The 3 State normal schools, at Castine, Farmington, and Gorham, reported for 1880-’81 an attendance of 151 male and 261 female students, of whom 97 graduated and 83 engaged in teaching. They have all adopted a 2 years’ course of study, and Farmington has added a graduate course of 1 year, from which a class of 5 graduated at the close of the spring term. The Madawaska Training School, in its two sessions of 20 weeks each at Fort Kent and Van Buren, had an attendance of 113, an increase of 17. A regular course of study was established, and 6 students were prepared to graduate in June, 1881. Of this class 4 were French, who learned to speak English fluently while in the school. The normal departments at Vassalboro’ and Pittsfield have been in successful opera¬ tion during the year, with an attendance of 92 in the former and 46 in the latter. At Pittsfield 4 were graduated. Of the 92 at Vassalboro’ 33 were teaching at the close of 1881. 94 REPORT OF THE COMMISSIONER OF EDUCATION. OTHER NORMAL TRAINING. The normal training and practice class at Portland had 8 graduates, all of whom en¬ gaged in teaching. A similar school at Lewiston graduated 8, of whom 4 became t eachers. teachers’ institutes. By a resolution of the legislature the sum of $800 was appropriated for 1881 and a like sum for 1882 to enable the State superintendent to hold teachers’ meetings, one or more in each county, during the year. They were to differ from former institutes in that they were to be conducted wholly by resident educators, to continue but 2 days each, and nothing was to be paid for the services of those conducting them — a provision likely to be fatal. The first meeting, which was successful in both attendance and interest, was at West Waterville in April, and an association was there formed under the new plan. In Octo¬ ber and November, 21 meetings were held, bringing into the work over 1, 100 actual teach¬ ers and a considerable number of prospective ones. The work, while varied in form, was made practically uniform in substance, and has been satisfactory in its results. Twelve new teachers’ associations, in addition to 6 previously organized, owe their origin to these meetings. SECONDARY INSTRUCTION. FREE HIGH SCHOOLS. Free high schools have been supported in 101 towns, an increase of 15 over the pre¬ vious year, at a total expense of $69, 469, the State paying only $16, 910. There were reg¬ istered 7,792 pupils, with an average daily attendance of 5,592. The enrolment included 595 persons engaged in teaching, being an increase of 210 such over the preceding year, which seems to indicate both a disposition on the part of teachers to improve their quali¬ fications and a demand for better qualified teachers in the common schools. — (State report, 1881.) OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and schools devoted to preparing students for college, see Tables TV, VI, and YII of the appendix, and for summaries^ of these statistics, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The institutions of this class in the State, excluding the State Agricultural College, continued to be 3 in number in 1880-’81. Bowdoin College , Brunswick (Trinity Congregational), chartered in 1794, reports 14 pro¬ fessors and instructors and 146 students; one regular course, which gives liberal place to scientific studies and after the second year affords a wide range of electives, among which modern languages hold a prominent place. It has special departments of medicine, engineering, and military science. Facilities are also afforded students who desire to pur¬ sue graduate study. During the year ending July 1, 1881, gifts and bequests to the amount of $100,500 were received; also numerous additions to the library and art gallery. Colby University , Waterville (Baptist), reports a faculty of 9 members, with 149 stu¬ dents, a small number being young women. A slight change in the regular ^ourse of study was made by the establishment of a department of history. Three preparatory schools are controlled by the college. Bates College , Lewiston (Free Will Baptist), organized in 1857, reports a faculty of 7 resident and 2 non-resident professors; 112 male and 15 female students; a library of 5,771 volumes, which is increased yearly by a fund devoted to the purpose; and a gift of $1,000. A theological school and preparatory school of Latin are under the control of the college. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. For statistics of this class of institutions, see Table VIII of the appendix, and for a summary of their statistics, a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Maine State College of Agriculture and the Mechanic Arts, Orono, organized in 1868 and open to students of both sexes, offers 5 courses of instruction of 4 years each. They are essentially the same for the first 2 years, thus furnishing a necessary basis for the more technical studies and practical instruction of the ensuing years. The return gives 3 students in a graduate course, 4 in a partial course, and 95 males and 8 females in the regular courses. Heretofore tuition has been free. Since August, 1881, a charge of $30 a year is made. — (Return and catalogue, 1881.) MAINE, 95 PROFESSION AL. Theology. — The Bangor Theological Seminary (Congregational), established in 1816, has sent out 600 graduates and instructed, without graduation, 160 more. A 3 years’ course of study, 5 professors, 25 students, and 10 graduates are reported for 1880-’81. A theological school connected with Bates College, Lewiston (Baptist), reports a 3 years’ course, 6 professors, 17 students, and 6 graduates. Theological students are admitted free to all scientific and other public lectures of the college. Both schools require a preliminary examination of candidates for admission who are not college graduates.— (Catalogue and return, 1881.) No law school reports for 1881. Medicine. — The Medical School of Maine, under control of Bowdoin College, Bruns¬ wick, reports a medical faculty of 14 members and a corps of 103 students in 1880-’81. The requirements, as before, are 3 years of study, attendance on 2 lecture courses of only 16 weeks each, a thesis, and the passage of an examination on all the studies of the course. This examination may be either full and final at the close or may be made at the conclusion of each lecture course on the subjects of that course. The Portland School for Medical Instruction, Portland, which is a high grade pre¬ paratory, not a graduating, school, reports 9 professors and 18 students. The physicians and surgeons of the Maine General Hospital at Portland, being members of the faculty, offer ample opportunity for clinical study of medical and surgical cases, allowing students to accompany them in their daily visits to the hospital. SPECIAL INSTRUCTION. EDUCATION OF DEAF-MUTES, BLIND, AND FEEBLE-MINDED. The Portland School for the Deaf, under control of the city school board, reports 4 teachers and 26 pupils. The articulation method is successfully used in teaching the ordinary branches of a public school. The State permits parents to send their deaf children either to this school or to the American Asylum at Hartford, at the expense of the State. — (Return and city report, 1879.) REFORMATORY AND INDUSTRIAL TRAINING. The Maine State Reform School, Cape Elizabeth, sends no information for 1881. The Maine Industrial School for Girls , Hallowell, reports the last year as one of prosper¬ ity. The girls have attended faithfully to their duties in school and work rooms, and the numbers have been equal to the capacity of the building. Clothing has been made for 60 girls and 150 pairs of stockings have been knit, the yam being prepared by the girls. — (Annual report, 1881.) EDUCATIONAL CONVENTIONS. MAINE PEDAGOGICAL SOCIETY. The Maine Pedagogical Society held its first annual meeting at Augusta, October 13-15, and was considered the most notable educational meeting ever held in the State. Rep¬ resentatives of all ranks of educational workers were in attendance. Among the topics discussed were ‘ ‘ The nature and limits of government in colleges, seminaries, and public schools, ” “ Value of honors and prizes, ” “ Courses of study and daily programmes of work in rural schools,” “Moral education,” “Minimum length of schools,” “Text books,” &c. Important work was planned for the future: committees were appointed to investi¬ gate the whole subject of instruction in its several departments and instructed to report on the amount of work to be done in each in schools of different grades, on the character of text books, on methods to be pursued, &c. This society proposes to publi sh annually a volume containing the most valuable papers and reports presented during the year and a digest of the discussions thereon. — (State school report, 1881.) STATE EDUCATIONAL ASSOCIATION. The Maine State Educational Association held its fifteenth annual session at Biddeford December 29-31. The State superintendent of public instruction made a report on the progress in educational matters during the year. The teaching of temperance in the schools was discussed, and a resolution was adopted favoring the use of free text books. Lewiston, Portland, and some other cities were said to have already introduced the ‘ 1 Temperance Book. ’ ’ The frequent change of teachers as a hindrance to progress was referred to. An excellent paper entitled “ Style in teaching ’ ’ was read by Superintend¬ ent Thomas Tash, of Portland, and discussed by Mr. W. E. Sheldon, editor of the Pri¬ mary Teacher, Boston. ‘ ‘ Is there work for two educational associations in Maine ? ’ ’ was ably, discussed; and it having been decided that one vigorous association could best secure the highest good, it was resolved that the records, funds, &c. , of the State associ- 96 REPORT OF THE COMMISSIONER OF EDUCATION. ation be passed over to the Maine Pedagogical Society and no farther meeting of this society be hereafter called. A paper ‘ ‘ What is practical education ? ’ ’ prepared by Mr. F. E. C. Robbins, of Deering, and in his absence read by his wife, was discussed by C. C. Rounds and others. The question ‘ ‘ What sciences shall we teach in high schools, and how shall we teach them ? ’ ’ was presented by Mr. C. W. Fenn, of Gorham, and enthusiastically discussed by Superintendent Thomas Tash, of Portland, Miss Estelle Morris, of Farming- ton, and others. After the reading and discussion of some appropriate resolutions the association adjourned sine die. — (Journal of Education.) CHIEF STATE SCHOOL OFFICER. Hon. N. A. Luce, State superintendent of common schools, Augusta. [Term, February 6, 1880, to January, 1883J MARYLAND. 97 MARYLAND. STATISTICAL SUMMARY. 1879-’80. 1880-’81. Increase. Decrease. POPULATION AND ATTENDANCE. 6330, 590 Attending public schools 162, 431 158, 909 3, 522 28, 221 24, 928 3, 293 Highest attendance in one term _ 132, 672 126, 907 5, 765 85, 778 79, 739 6, 039 Average daily attendance of colored. 12, 828 11, 661 1,167 SCHOOLS. Public schools reported 2, 044 2, 039 5 Number of these for colored youth. 399 394 5 TEACHERS AND THEIR PAY. Men teaching in public schools _ 1, 330 1,319 11 Women teaching in these schools. . 1,795 1, 861 66 Whole number employed 3, 125 3, 180 55 Number in schools for colored youth 508 494 14 Average monthly pay of teachers. . $41 06 RECEIPTS AND EXPENDITURES. Whole receipts for public schools. . $1, 483, 862 $1, 608, 274 $124, 412 Whole expenditure for them 1, 544, 367 1, 604, 581 60, 214 STATE SCHOOL FUND. Amount of permanent fund reported $906, 229 a This is the age for distribution of school funds ; for free attendance, it is 6-21 for whites and 6-20 for colored. 6 Estimated by the Bureau. (From reports of Hon. M. A. Newell, State superintendent of public instruction, for the two years indicated, with return from him for 1 879-’ 80.) STATE SCHOOL SYSTEM. OFFICERS. Educational matters affecting the whole State are intrusted to a State hoard of educa¬ tion composed of the governor, 4 persons selected by him from the presidents and exam¬ iners of the county boards, and the principal of the State Normal School (for whites), who is ex officio secretary of the board and superintendent of public instruction. Edu¬ cational matters affecting counties are under the charge of county school commissioners (3 for ordinary counties, 5 for such as have more than 100 schools); these commissioners are appointed for 2 years’ terms by the judges of the circuit courts, and themselves appoint a person not of their number to serve as their secretary, treasurer, and examiner. Edu¬ cational matters affecting districts into which counties may be divided are given into the hands of 3 persons in each district, selected by the county school commissioners annually. Baltimore City has a special board, for which see City School System, further on. OTHER FEATURES OF THE SYSTEM. The moneys apportioned to the State free schools for whites come from the interest on a school fund of over $900,000, from a State tax of 1 mill on $1 annually levied, and from 7 E 98 REPORT OF THE COMMISSIONER OF EDUCATION. tlie product of certain fines, licenses, and intestate estates. The apportionment is based on the number of white youth in each county and in the city of Baltimore from 5 to 20 years of age, as determined by the last United States census. If this prove insufficient to sustain the schools for the legal period, an additional county tax not to exceed 1 mill on $1 may he levied. The schools for colored youth get the product of the State school tax on colored people, and since 1874 have received $100,000 annually additional from State funds. The income is distributed on the same basis as the above. Schools for colored children 6-20 years of age are by law to be opened by the county commissioners in each election district under the direction of a special board of school trustees appointed by the commissioners; and if they have an average attendance of not less than 15 scholars they are to be taught as long as the other public schools of the county, subject to the same rules as those for whites, and with instruction in the same branches. These branches include all ordinary school studies, classified under the rules of the State board in 6 grades, and may reach up into high school or academic grades. Teachers’ institutes and a State normal school afford to the candidates for positions as instructors in the schools for whites the means of scientific preparation for such work; and, where still higher preparation has been called for, the State, up to 1881 at least, has provided for it by allowances to certain colleges. To insure fair preparation in teachers for colored schools, a normal school for colored persons has been long 'aided by the State, and no teacher, white or colored, may be employed in the free schools without a certificate of qualification from the county examiner, the principal of the State Normal School, or the State board of education, unless a diploma from the Normal School shall be presented showing that the candidate has graduated there. After employment reports must be made quarterly, according to law, before pay can be claimed for services. The boards of county school commissioners determine and may purchase the text books for use in the county schools. These must contain nothing sectarian or partisan. GENERAL CONDITION. The statistics for 1880-’81, as compared with 1879-’80, show a decrease of 3,522 in en¬ rolment, of 6,039 in average attendance, and of 3,293 in enrolment of colored pupils. There were 5 fewer colored schools. In male teachers there was a loss of 11, while in females there was a gain of 66, a net gain of 55. In the teachers of colored schools there was a falling off of 14. Receipts for public schools were greater by $124,412 and expen¬ ditures by $60,214. The main difficulty in the way of improvement is the inadequacy of the school revenues. In 14 counties the schools were taught less than 10 months, and 900 teachers were thrown out of employment, whose services could have been secured for the full school year by a small addition to their salaries. The census of 1880 reveals the presence in the State of 134,488 illiterates over 10 years of age, 90,172 of them being colored. It is only since 1872 that, with an annual appropriation of $50,000, increased in 1874 to $100,000, schools have been opened for colored children where rooms could be obtained, only a few good houses having been built. 1 1 Much, ’ ’ says the superintendent, ‘ 1 has yet to be done before this army of illiterates is driven entirely off the field. Nothing can be done without more money, and the people of Maryland, however willing, do not feel able to increase their taxes. ’ ’ — (State report. ) KINDERGARTEN. For information in regard to these schools reporting in 1880-’81, see Table Y of the appendix. CITY SCHOOL SYSTEM OF BALTIMORE. OFFICERS. The public schools of the city of Baltimore are under the control of a. board of school commissioners of 20 members, 1 from each city ward, appointed by the city council for 4 years, 5 going out each year. The board elects annually a secretary, also a superintend¬ ent and assistant superintendent of schools, 'each to serve 4 years. STATISTICS. The population ascertained by the United States census of 1880 was 332,313; youth of school age reported in 1881, 86,961; number enrolled, 47,048; average daily attendance, 29,424; number of teachers, 824; expenditure for school purposes, $681,921. ADDITIONAL PARTICULARS. Baltimore reported in 1881, as under the care of the board, the Baltimore City College (which serves partly as a high school for boys), 2 female high schools, 39 grammar, 59 primary, 5 public (formerly Englisli-German), and 14 colored schools, 120 in all; and 824 teachers employed, of whom 84 were men and 740 women: 13 in the Baltimore City MARYLAND. 99 College, 22 in the 2 high schools, 264 in the grammar, 81 in the public, 346 in the pri¬ mary, and 90 in the colored schools, besides 4 teachers of music and 4 of drawing. There were 543 pupils in the Baltimore City College November 20, and 818 within the year. Of the other white pupils there were 1,215 in the two girls’ high schools within the year, 15,479 in the grammar, 4,334 in the public, and 22,979 in the primary schools. Of col¬ ored pupils there were 6,303, 618 of these being in the colored grammar and 5,685 in the colored schools of lower grades. The total number of different pupils during the year was 47,048, an increase over the preceding year of 333. The schools occupied 65 build¬ ings, 59 of which were owned by the city; 3 were used by high schools, 14 by grammar, 25 by primary, 4 by public, 6 by grammar and primary schools jointly, 1 by colored grammar, and 6 by colored primary schools. All were valued, with grounds, furniture, and apparatus, at $1,730,000. On the whole, the work of the schools during 1880-’81 was regarded as satisfactory; the board and superintendent had the cooperation of the city authorities and the public; 2 new buildings were erected and old ones repaired, furnishing facilities where most needed; attendance was increased; teachers worked with zeal and fidelity, and the stand¬ ard of free education was advanced. The Baltimore City College, in its 5 years’ course, continued to prepare its students for Johns Hopkins University. The high schools for girls, under a reduction of their studies, increased in the number, health, and efficiency of their pupils, and continue to enjoy the confidence and support of the people. The ad¬ dition of a sixth grade to the grammar schools proved, highly beneficial. Special atten¬ tion was given to the grammar and primary schools. In the public schools (German- English), while the teachers of German had acquired greater proficiency in their work, the discipline and scholarship were satisfactory, and the applicants for admission exceeded the accommodations. The colored schools were well sustained, under faithful and com¬ petent teachers. Several pupils in the grammar school completed the course and received appointments in the colored schools in the counties. The 5 evening schools reported in 1 879-’ 80 as closed for want of attendance were not reopened at date of last report; nor was the Saturday normal class, which was suspended last year with a view to reorgani¬ zation on a new basis. — (City report.) The census of 1880 returns 28,433 persons over 10 years of age unable to write in the city of Baltimore, which is 33 pet cent, of its school population and equal to 54 per cent, of its school enrolment. — (State report.) TRAINING OF TEACHERS. STATE NORMAL SCHOOL. The members of the State board of education are ex officio trustees of the State Normal School at Baltimore. The school, organized in 1866, received $10,000 in 1880-’81 from the State, that being $37. 90 per capita of the enrolment. There were for the year 14 in¬ structors, 264 students, and 37 graduates, 25 of whom were teaching. Its course of study covered 3 years, including a model school ; drawing and vocal and instrumental music enter into the course. Its certificates admit to teach in the State or city without exami¬ nation. In its students every county was represented, every seat was filled, and every graduate found immediate employment; of the 824 teachers in the State, 424 were trained in normal schools. — (State report and return.) OTHER NORMAL SCHOOLS. The Baltimore Normal School for the Education of Colored Teachers, organized in 1862, received, in 1880-’81, $2,000 from the State, and had 6 instructors, 145 students (22 of them normal), a 4 years’ course of study (including map drawing, vocal music, and pri¬ mary classes in a model school), and charged a tuition fee of $10 a year. Its library con¬ tained 1,010 volumes, increased by 190 during the year. The number of students was larger than in the previous year, and the school enjoyed the confidence of the colored people. — (Return and State report.) The Normal Kindergarten Training School, under Anna W. Barnard, reported in 1879- ’80, does not appear in reports for 1880-’81. A training class for Kindergartners is reported in connection with the New Education School and Kindergarten in Baltimore, by the Misses French and Randolph, and another in connection with the female department of New Windsor College, New Windsor, under Mrs. J. I. B. Woodruff. The same college announced for 1880-’81 instruction in didac¬ tics, with practical training in normal methods. — (Circulars.) teachers’ institutes. The report of the board of education gives little information in regard to institute work for 1880-’81. The law requires one to be held in each county for 5 days every year under the county examiner, but the only reports are from the superintendent of Kent 100 REPORT OF THE COMMISSIONER OF EDUCATION. County, where a teachers’ institute was conducted by the principal of the State Normal School and gave much useful information, and from the superintendent of Talbot County, who states that one was held at Oxford, at which every teacher but one was present, and also that one was opened for colored teachers and held 5 days. — (State report.) The Cumberland Teachers’ Institute, a summer normal school for the teachers of Alle¬ gany County and the city of Cumberland, appears to have held its usual session, as $100 were paid teachers for it; but no account of its work or attendance is given. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. In the report of the State board of education for 1880-’81 high schools are not mentioned; yet their presence in most of the counties is indicated by the number of public school pupils reported as pursuing studies of a high school grade, as follows: In book-keeping, 1,407; algebra, 2,532; philosophy, 2,361; drawing, 1,707; geometry, 1,152; physiology, 1,928; Latin, 616; Greek, French, German, and music, 199. In the 3 high schools in Baltimore there was a total attendance of 2,033, an increase of 627 over the previous year, and 35 teachers. A reduction of studies in the girls’ high schools was beneficial; and it was hoped the same relief from too many studies would soon be given to the City College. — (City and State reports.) OTHER SECONDARY SCHOOLS. Sixteen academies and academic schools (including the Maryland School for Deaf and Dumb), reported in 11 counties in 1880-’81, received from the State school fund $35,826 and reported 42 teachers and 889 students, of whom 29 were studying Greek; 169, Latin; 29, French; 16, German; 185, algebra; 86, geometry; 16, trigonometry; 122, nat¬ ural philosophy; 27, chemistry; 77, physiology; 14, botany; 4, logic; 36, rhetoric; and 70, English literature, all pupils in these studies being in the schools outside of that for the deaf and dumb. For full statistics of these and other academic schools reporting, also business colleges and preparatory departments of colleges, see Tables IY, VI, VII, and IX of the appendix; for summaries of the same, see the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Johns Hopkins University, Baltimore, receives various classes of students and pro¬ vides courses of study adapted to different vocations and special needs of individuals, classifying them as collegiate and university students. For the collegiate a rigid and high standard of matriculation is maintained, and instead of one curriculum which all are required to follow different combinations are offered ; from these the student may choose, each combination being so arranged that at graduation every student will have been trained in advanced mathematics and a branch of science, Latin, German, French, and English, with some branches of historical and philosophical investigation; when he has passed the stated examinations, the degree of A. B. is conferred. University students are graduates of institutions of acknowledged standing who desire to prosecute advanced courses of literary and scientific work. To these the utmost facili¬ ties are accorded. They may be enrolled as candidates for the degree of ph. d. ; and for their encouragement 20 competitive fellowships, with a salary of $500 each and free tui¬ tion, are annually awarded; and as an additional inducement 10 graduate scholarships were bestowed during the year. Besides these there are 20 “Hopkins scholarships,” giving free tuition to young men of promise who need aid. These were distributed among students from Maryland, the District of Columbia, Virginia, and North Carolina. A course of studies has been arranged preliminary to a medical course; the students are classed as non-matriculates. Certain privileges have been extended to teachers following special courses, to medical students attending demonstrations in physiology, and to oth¬ ers admitted to the lectures in Hopkins Hall, but none of the above are enrolled as stu¬ dents. There were in 1880-’81 176 enrolled students, 102 of whom were graduates or university students, including 20 fellows, 37 matriculates or collegiate students, and 37 non-matriculates, with 39 on the academic staff. Other institutions of this collegiate class reported for 1881 are St. John’s College, An¬ napolis; Baltimore City College, Baltimore; Washington College, Chestertown; Frederick College, Frederick; and New Windsor College, New Windsor (all non-sectarian); with Loyola College, Baltimore; Rock Hill and St. Charles Colleges, Ellicott City; Mount St. Mary’s College, Emmittsburg (Roman Catholic); and Western Maryland College, West¬ minster (Methodist Protestant). New Windsor comes now for the first time among the colleges, having previously presented itself as academic. All the 10 show arrangements MARYLAND. 101 for instruction in studies preparatory to true collegiate work, and all present courses of classical collegiate study substantially of 3 or 4 years’ duration, except Frederick Col¬ lege, which indicates thorough work, hut does not state clearly the time given to it. Only Rock Hill College presents a special scientific course, separate from the classical after the sophomore year; but St. John’s, Baltimore City College, Frederick, and New Windsor appear also to give a fair proportion of scientific studies. St. John’s had a graduate course of 2 years preparatory to the degree of A. M. ; Washington, a special or partial course for such as were not able to take a full one; New Windsor, arrangements for moral training; and Loyola, Rock Hill, Mount St. Mary’s, and New Windsor, com¬ mercial courses, that at Loyola covering 4 years, that at Rock Hill 2 years. New Wind¬ sor and Western Maryland Colleges receive young women as well as young men, but train them in separate departments and in shorter courses. — (Catalogues and returns.) Under a- law of 1872 St. John’s, Washington, Frederick, and Western Maryland Col¬ leges have received annual donations from the State, which in 1880-’81 amounted to $21,800. In return these colleges issue free scholarships, good for 4 years, to students selected by the county boards after competitive examinations, the holders being pledged to complete the full course of the college which they enter and to teach in the public schools of the State at least 2 years after graduation. In its report for 1880-’81 the State board questions the wisdom of continuing these donations, and proposes the appointment by the legislature of a commission to examine the subject in all its bearings. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. For information respecting the 4 or 5 schools for the higher education of women re¬ ported for 1881, see Table VIII of the appendix, and a summary of it in the report of the Commissioner preceding. Music, drawing, painting, French, and German studies seem to enter into the courses of all. Baltimore Female College and Lutherville College report apparatus and other means for illustrating study, and the same 2, with Frederick Female Seminary, under¬ take to instruct in Latin and Greek, of which the others make no mention. -r— (Catalogues and returns.) SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The 3 schools for higher scientific training in this State are the Maryland Agricultural and Mechanical College, College Hill; Johns Hopkins University, Baltimore; and United States Naval Academy, Annapolis. The Maryland Agricultural and Mechanical College reported for 1880-’81 a faculty of 7 professors and 55 students, and continued to offer instruction in 7 departments of study, each course covering 4 years. The facilities in the agricultural department are a farm of 286 acres, scientifically managed, vegetable, fruit, and flower gardens, with, various cabi¬ nets, and a well arranged laboratory for chemical analysis. Instruction in military tactics is in the regular course. The degrees conferred are A. B., B. s., A. M., and bach¬ elor of agricultural science, this last conferred on students passing satisfactorily the course in agriculture. In the United States Naval Academy the students are classed as cadet midshipmen and cadet engineers. In 1880-’81 there were 221 of the former and 104 of the latter. The training includes in the range of studies the higher mathematics, physics, astronomy, chemistry, mechanics, navigation, surveying, seamanship, gunnery, ordnance, drawing, modern languages, and such other branches as complete a literary and naval education. This course, which covers 4 years, is followed by 2 years at sea. The number of cadet midshipmen allowed is 1 for every Member and Delegate of the United States House of Representatives, 1 for the District of Columbia, and 10 appointed at large. Johns Hopkins University offers to graduate students large facilities for the most ad¬ vanced scientific studies, while to undergraduates it affords the scientific studies usual in collegiate courses. Students have the benefit of 3 scientific laboratories fully equipped for work in chemistry, physics, and biology, a branch of the last being worked in sum¬ mer at the seaside. The university library contains 10,000 volumes, and 6 other libra¬ ries in the city, containing 156,000 volumes, are readily accessible to the students. Uni¬ versity professors are free to give personal counsel and instruction, books and instruments for advanced work are provided, and instruction is imparted through such methods as will encourage students to become independent and original investigators. By the aban¬ donment of the class system, students who have had early advantages, with uncommon talent and good health, can push forward as rapidly as they please. Four associations, composed of the instructors and advanced students, have met monthly for the presenta¬ tion of scientific and literary papers. A naturalist field club made weekly excursions during the spring and autumn and held regular meetings for the reading and discussion of papers. — (Register for 1880 *’81.) 102 REPORT OF THE COMMISSIONER OF EDUCATION. PROFESSIONAL. Theological instruction continued to be given under Roman Catholic auspices in' the following 4 institutions of the archdiocese of Baltimore: Theological Seminary of St. Sulpice and St. Mary’s, Baltimore; ecclesiastical department of Mount St. Mary’s, Emmittsburg; Scholasticate of the Congregation of the Most Holy Redeemer, Ilchester; Philosophical and Theological House of Studies of Woodstock College, Woodstock; and under Methodist Episcopal auspices in the Centenary Biblical Institute, Baltimore, which is for the training of young colored men. In the former there was instruction in dog¬ matic and moral theology, canon law, church history, sacred eloquence, liturgic ceremo¬ nies, Gregorian chants, &c. In the latter the training was necessarily more rudimentary and less complete. In the first 4 mentioned 304 students were reported, in courses of 4 to 7 years in length, under 27 instructors; in the lastf 30 counted as theological, in a course that covered 2 preparatory years, 4 normal, and 3 theological, under 4 instructors. — (Reports and returns.) Legal. — The Law School of the University of Maryland offers a course of 2 years of 34 weeks each, requires an examination for admission, and confers the degree of bachelor of laws on those who attain 75 per cent, in examinations and submit satisfactory theses. Of the 60 students enrolled in 1880-’81, 33 graduated and 30 had received degrees in letters or science. — (Return and catalogue.) Medical. — The School of Medicine of the University of Maryland and the College of Physicians and Surgeons, both at Baltimore, were in 1880-’81 the “regular” medical schools in the State, each presenting the usual 3 years of study and 2 of lectures,1 each offering and recommending a 3 years’ graded course, but not requiring it. The former enrolled 191 students, under 24 instructors, and graduated 73; the latter, organized in 1872, had 12 instructors, 360 students, and graduated 153. 2 — (Returns and catalogues.) Denial. — The Baltimore College of Dental Surgery, organized in 1839, claims to have been the first institution of its kind in the world. During its history of 41 years, up to 1££!0-’81, 1,817 students had attended its annual sessions, and 1,085 had graduated. It presents a course covering 2 years of 22 weeks each, embracing the principles and prac¬ tice of dental science and surgery, anatomy, physiology and pathology, therapeutics and materia medica, chemistry, dental mechanism, metallurgy, and infirmary practice. In 1880-’81 there were 11 instructors, 93 students, and 53 graduates. A new college built during the year is said to be the finest and best equipped building in the world devoted exclusively to dental instruction. The college extends relief to more than 2,000 charity patients every year. The session of 1880-’81 is reported as the most prosperous in the history of the college. — (Catalogue and return.) Pharmacy. — The Maryland College of Pharmacy, Baltimore, continued in 1880-’81 to require for graduation a thesis, attendance on 2 courses of lectures of 5 months each, with a course of analytical instruction and an apprenticeship of 4 years in the business. For full statistics of professional schools reporting, see Tables XI, XII, and XIII of the appendix; for summaries of these statistics, corresponding tables in report of the Com¬ missioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Maryland School for the Deaf and Dumb , Frederick City, reported for 1881 an attend' * ance of 90 pupils, of whom 52 were males and 38 females, under 10 experienced teachers; four to six years was the average time spent in the institution; and 248 deaf-mutes have been trained during the 14 years of its existence; 3 of its graduates are teaching in simi¬ lar institutions. Such students as give promise of benefit from training in voice and lip culture are placed under the daily instruction of a special teacher. The common English branches, and in special cases the advanced studies, are taught, including drawing. The girls are instructed in sewing and housework; while the boys are trained in the cabinet, shoeshops, and printing office. — (Catalogue and return.) The School for Colored Deaf and Dumb, Baltimore, was reported for the same year to be well established and thorough. It had 20 pupils under 10 instructors. — (Catalogue.) F. Knapp’s Institute, Baltimore, a school for deaf and dumb opened in 1876, sends no report for 1880-’81. EDUCATION OF THE BLIND. The Maryland Institution for the Instruction of the Blind, Baltimore, reported for 1880-’ 81 the employment of 10 instructors, with 7 blind employes and workmen, and the attend¬ ance of 60 inmates; it has admitted 252 pupils since its foundation in 1853. In the school the primary, intermediate, and higher English branches were taught, and special 1 These lecture courses are of 5 months each. -As this passes through the press, news comes of another medical college for women, taught by some of the same professors as the other two, which is to begin its sessions in October, 1882. MARYLAND. 103 instruction in vocal and instrumental music and piano tuning was given. In the indus¬ tries the pupils were taught broom and mattress making, chair caning, sewing, and house¬ work. There were 562 volumes in the library; school property was valued at $339,400. (Return. ) The Institution for the Colored Blind and Deaf-Mutes , Baltimore, established in 1872, sends no report for 1880-’81. INDUSTRIAL AND REFORMATORY TRAINING. The McDonogh Institute , Owing’s Mills, connects farm and garden work with its in¬ struction of poor hoys of good character and fair capacity from the city of Baltimore. The school, organized under the will and from a bequest of the late John McDonogh, of New Orleans, a native of Baltimore, was established to educate in a farm school near Baltimore such hoys as needed the advantages of education in connection with healthful industries and pure country air. The training given is meant, like that at Girard Col¬ lege, Philadelphia, to fit the subjects of it to fill respectable positions in almost any ordi¬ nary business. In 1880-’81 there were 50 boys under a principal, 3 instructors, and a tmatron. — (Report of trustees. ) St. Mary's Industrial School for Boys, Baltimore, established in 1866 as a reformatory in¬ stitution, had, in 1880-’81, 544 boys, 3 of whom were apprenticed, 88 returned to their parents or guardians, and 7 sent to St. James Home. Since its opening, 1,592 inmates had been taught some useful trade, receiving a sensible education and proper moral in¬ struction. The industries taught were printing, shoemaking, tailoring, carpentry, and blacksmith work, besides gardening, farming, baking, laundry, and general work of the house. Hundreds of the boys were earning a respectable living, filling positions of trust, and by their blameless character were an honor to their alma mater. The St. James Home, an annex to the above, opened in 1878, receives homeless boys, and during the 3 years of its work had furnished homes for 156. The inmates pay a cer¬ tain pro rata of their earnings, and the balance is deposited to their credit in a bank. During the year their wages amounted to $3,258. — (Annual report.) INSTRUCTION IN ART. The Schools of Design of the Maryland Institute, Baltimore, are twofold: (1) The classes iu mechanical and free hand drawing meet only at night and are open only to males. Since the reorganization of the school, with increased and improved material, the classes have been fully attended and the progress of the pupils marked. The teaching in this school is especially adapted to the needs of workers in the industrial arts. (2) The day schools, open to both sexes, are for the teaching of high art, so called in distinction from work in drawing given in the night schools. For 1880-’81 these schools were reported as having a very large number of students and having done excellent work. A large num¬ ber of casts had been added to the apparatus, and classes formed in almost every depart¬ ment of art study. — (State report.) EDUCATIONAL CONVENTION. ASSOCIATION OF PUBLIC SCHOOL COMMISSIONERS. The public school commissioners held their regular annual meeting November 29 and 30, 1881, representing 19 counties and the city of Baltimore. After a free discussion of the school affairs of the State, resolutions were adopted recommending that the whole pro¬ ceeds of the public school tax of 10 cents on the $100 be given, as formerly, to the support of the white schools, and that an appropriation from the general treasury of not less than $100,000 be made, as formerly, for the colored schools; and as it had been found imprac¬ ticable to establish a high school in every county, as contemplated in the State school system, the county boards should arrange with the academies and private schools endowed by the State to receive such youth as desire a higher grade of instruction than can be had in the existing public schools. — (State report.) CHIEF STATE SCHOOL OFFICER. Hon. M. A. Newell,, State superintendent of public instruction , Baltimore . TSeventh term, January, 1880, to January, 1882J 104 REPORT OF THE COMMISSIONER OF EDUCATION, MASSACHUSETTS. SUMMARY OF SCHOOL STATISTICS. POPULATION AND ATTENDANCE. Children of school age (5-15) - Total public school enrolment _ Number over 15 enrolled _ Average daily attendance _ Average number belonging _ Per cent, of attendance on average membership. Number attending evening schools - Average attendance in evening schools. Attendance in high schools-- _ Attendance in charitable and re¬ formatory schools. In academies and private schools- - SCHOOLS. Number of public schools _ Average term, in days _ Number of evening schools _ Number of high schools _ Charitable and reformatory schools _ Academies and private schools _ TEACHEES AND THEIE PAY. Men teaching in public schools _ Women teaching in public schools - Total number of teachers _ Average monthly pay of men _ Average monthly pay of women _ Teachers in high schools _ Teachers in evening schools _ In charitable and reform schools __ INCOME AND EXPENDITUKE. Receipts for public schools _ Expenditure for public schools _ STATE SCHOOL FUND. Amount of school fund _ Income of school fund _ 1879-’80. 1880-’81. Increase. Decrease. 307, 321 312, 680 5, 359 306, 777 325, 239 18, 462 25, 020 24, 344 676 233, 127 233, 108 19 261, 247 262, 031 784 89 89 10, 360 10, 294 66 4, 503 4, 765 262 18, 758 18, 900 142 1,081 945 136 26, 289 25, 911 378 5, 570 6,001 431 177 178 1 116 97 19 215 215 17 15 2 423 417 6 1,133 1,134 1 7, 462 7, 727 265 8, 595 8, 861 266 $67 54 $85 54 $18 00 30 59 38 49 7 90 494 595 101 389 408 19 > 21 23 2 «$4, 622, 609 a$ 4, 851, 567 $228, 958 65, 156, 731 65, 776, 542 619, 811 $2, 086, 886 $2, 086, 886 138, 016 138, 775 $759 a Some items are evidently not included. b Besides appropriations to charitable and reformatory schools. (From reports of the State board of education and of its secretary for the 2 years indicated.) MASSACHUSETTS. 105 STATE SCHOOL SYSTEM. OFFICEBS. A State board of education, one of its members a woman, bas general charge of public school affairs; its executive officer is a secretary, who acts as State school superintendent and has agents to assist him in visiting the schools. There is also a State director of art education, who has supervision of drawing in the public schools of cities with 10,000 or more inhabitants. Town school officers are committees of 3 members or some multiple of 3, elected by the people for 3 years; but in the few towns that had not abol¬ ished the district system in 1880-’81 there was a prudential committee of 1 for each dis¬ trict.1 Cities and towns may by vote require their school committees to appoint super¬ intendents of public schools. No person is ineligible to serve on school committees by reason of sex; and it appears from the returns in 1881 that 98 women were serving on the school boards of 72 towns. OTHEB FEATUKES OF THE SYSTEM. The public schools are sustained by local taxation and by the income of the State school fund, one-half of which is for general educational purposes, the remainder for specific ap¬ propriations. Towns and cities cannot in any year receive their share of State funds un¬ less they have raised a school tax of at least $3 for each child therein 5 to 15 years of age, provided and taught ford months sufficient schools for all children of that age, and made provision for the enforcement of the truancy laws. If the inhabitants number over 10,000, free schools (either day or evening) must also have been provided for the instruc¬ tion of youth over 15 in industrial or mechanical drawing; and in towns containing 500 families a high school must have been established. Towns that fail to provide for the support of schools as required, not only lose their share of State funds, but also forfeit a sum equal to twice the highest amount they have ever voted for school purposes. Towns neglecting to elect school committees forfeit from $500 to $1,000. The city council of any town may establish one or more industrial schools and raise and appropriate the money necessary to make them efficient, and any town may establish additional day or evening schools for persons over 12. The system also comprises normal schools (including a nor¬ mal art school), teachers’ institutes, a State agricultural college, truant and reform schools, and schools for the deaf and dumb, the blind, and the feeble-minded. Teachers must have certificates of qualification from school committees, and cannot receive pay unless they have made due report of school statistics. Committees must report annually to the secretary of the board- To secure for all youth in the State some measure of education, the law, since 1876, has forbidden the employment of children under 10 years of age in any manufacturing, mechanical, or mercantile establishment, as well as the employment, while the public schools are in session, of any child under 14 years of age who cannot read and write, un¬ less he has attended some school at least twenty weeks of the preceding school year ; while since 1878 no child under 14 who cannot read and write may be employed during the public school sessions. No discrimination is to be made in the schools as to race, color, or religious opinions. The Bible is to be read in them without note or comment, but no child may be made to read it in a version of which the parent or guardian disapproves. School committees choose the text books to be used and prescribe the courses of study to be pursued. GENEBAL' CONDITION. The statistics show that with only 5,359 more of legal school age enumerated there was an increase of above 18,000 in the number of pupils enrolled in public schools. The enrolment exceeded the number of children of school age 5 to 15, from the fact that some who were under and many who were over the legal age attended. The average membership was slightly greater than during the previous year, though not enough to change percep¬ tibly the percentage of attendance based on it. In evening schools there was a greater average attendance, although the total number enrolled was slightly less. The number of public schools increased in fair proportion to that of the children needing them, and the average term increased one day. More teachers were employed by 266, all but one of these being women. The average monthly pay of men was increased by $18; that of women, by $7.90; and the total public school expenditure, by $619,811. The same num¬ ber of public high schools were taught, but more pupils attended them and more teachers were’ employed in them. Fewer academies, private schools, and charitable institutions were reported, with fewer teachers and pupils. Among other evidences of popular interest in the schools noted in the report are the 1 Information has come that in 1882-83 the district system is to be superseded by the town system in all cases. 106 REPORT OF THE COMMISSIONER OF EDUCATION. amount of money raised for their support (which in 1880-’81 allowed $18.47 for every child of legal school age), the large percentage of children attending, and the interest taken by public school teachers in preparing themselves for their work by study in normal schools and attendance on institutes and teachers’ associations. Institutes greatly mul¬ tiplied, and exercised a marked influence in improving public school attendance and courses of study. The school committee associations, new organizations that have sprung up within 4 years, and of which there were 9 in 1880, had been especially influ¬ ential. Courses of study have been marked out by them, the public mind has been awakened to the importance of securing a better attendance, and through their influence a county truant school was established, which it is hoped will soon lead to the estab¬ lishment of others. They have considered the necessity of securing trained teachers and of adapting methods of teaching to the minds of pupils, and have resolved to furnish the schools with more adequate means of teaching and study. They have approved of re¬ ducing the schools in the towns to the smallest number consistent with efficiency, and unanimously resolved in favor of placing over all the public schools of the Commonwealth an educated superintendence. The necessity for additional supervision was demonstrated anew by the results of ex¬ aminations into the condition of schools in Bristol and Franklin Counties. The two agents of the board, Mr. E. A. Hubbard and Mr. George A. Walton, conducted these ex¬ aminations in accordance with a plan agreed upon, embracing everything affecting the character and condition of the schools. The conclusion drawn from them and from ex¬ aminations made of schools in Norfolk County the year before was that there was an im¬ perative demand for an addition to the school forces which shall have for its province a systematic and constant direction of all school affairs. This want has been met in cer¬ tain portions of the State by a union of two or more towns into one district for the pur¬ pose of employing a superintendent, a school law of 1870 having authorized such action. Two districts have been formed and the union superintendents over them are doing a good work. It is believed that if all the smaller towns of the State could be united into convenient districts for supervision, the conditions of good schools would be supplied. The secretary reports that in 72 towns 98 women were serving efficiently on school committees, and says it is the uniform testimony of the agents of the board that wherever women are thus employed school affairs are in a progressive condition. PROGRESS UNDER THE STATE BOARD. Since the organization of the board of education in 1837 a uniform system of State schools has been created, a comprehensive plan of collecting accurate school statistics has been established, 6 State normal schools for the professional training of teachers have been organized, and methods of teaching have been very much improved. In addition to these changes, laws have been passed for the use of a uniform method of selecting and ex¬ amining teachers; establishing uniform courses of studies for the different grades of schools and a minimum time of attendance by pupils; requiring drawing to be taught as a prepa¬ ration for industrial occupations in towns and cities with more than 10,000 inhabitants, and permitting it in smaller places; organizing a normal art school for the preparation of teachers in this branch of study, and placing over it a skilled director from one of the best and most practical of foreign schools. In 1846 and 1878, on the recommendation of the board, the successive compulsory school laws that have secured to children their right to a fair minimum of education were passed, and since 1873 laws have existed obliging towns and cities to make all needful provisions for repressing truancy, including the estab¬ lishment of schools for truants. To lessen the expense of these schools, 3 or more towns were allowed from the first to require of their county commissioners the opening of such schools, and in 1881 counties to the number of 2 or 3 were allowed to unite for a like purpose. These things, with others, have rounded out the State school system to pro¬ portions that, if not complete, are more nearly so than those of any other State. KINDERGARTEN. For information as to these useful pioneers in primary instruction, see Table V of the appendix; for a summary of Kindergarten statistics for the State, see a corresponding table in the report of the Commissioner preceding. CITY SCHOOL SYSTEMS. OFFICERS. School committees of 3 members, or some multiple of 3, are elected annually, one -third going out each year. There is also in the larger towns a superintendent. MASSACHUSETTS. 107 STATISTICS. Cities and towns. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. E xpendi- ture. Attleborough Beverly . Boston . Brockton . Brookline . Cambridge ... Chelsea . Chicopee . Clinton . Fall River . Fitchburg . Gloucester . Haverhill . Holyoke . Lawrence . Lowell . Lynn . Malden . Marlborough . . Medford . Milford . Natick . New Bedford Newbury port Newton . North Adams Northampton Peabody . Pittsfield . Quincy . Salem . Somerville . Springfield .... Taunton . Waltham . Westfield . Weymouth . Woburn . Worcester . 11,111 8,456 362, 839 13, 608 8,057 52,669 21, 782 11,286 8,029 48,961 12, 429 19,329 18.475 21,915 39,151 59.475 38,274 12,017 10,127 7,573 9,310 8,479 26, 845 13,538 16,995 10, 191 12,172 9,028 13,364 10,570 27,563 24,933 33,340 21,213 11,712 7,587 10,570 10, 931 58, 291 1,866 1,441 57,703 2.267 1,303 9,390 3, 648 2,186 1,671 9,763 2,344 4,008 3,500 4.267 6.865 9.121 6.229 2,082 2.121 1,204 1,894 1,665 4,083 2,486 3, 182 2, 168 2,089 1,714 2,521 1,948 4,862 5,054 5.865 3,464 2,146 1,334 2,028 2.229 10,988 2,058 1,407 59,768 2,444 1.418 8,537 4, 169 1,657 1,594 9,363 2,625 3,999 3,405 3,163 6.301 9, 297 6,299 2,731 2, 267 1,320 2.301 1,757 4,359 2,106 3.418 2,040 2,176 1,669 2,716 2,097 4,491 5,540 5,834 3,568 2,306 1,648 2, 191 2,280 10,887 1,359 1,102 44,885 1,769 1,023 6, 614 2,877 923 1,127 5,845 1,771 3,154 2,492 1,613 4,480 5, 961 4,730 1,825 1,645 1,076 1,542 1,413 3,505 1,475 2,571 1,479 1,656 1,293 1,774 1,562 2,784 4,004 4,250 2,594 1,653 1,090 1,700 1,834 7,697 63 34 ,117 46 34 201 a$l, 775, 037 28,628 36, 003 67 a54,027 42 28,825 29 21, 305 154 65 36, 937 94 74 54 58,881 141 89,901 181 al68, 971 114 93, 677 52 49 20,893 33 29,719 47 38 115 78,107 47 26,849 84 a85, 899 40 72 43 72 a31, 115 66 33,401 89 97 82,361 119 95,032 77 48, 29S 48 55 61 51 34,413 204 200,485 a From taxation only. ADDITIONAL PARTICULARS. Attleborough reports an increase of 187 in youth of school age, of 124 in the number en¬ rolled in public schools, and of 71 in average daily attendance. There were 2 public high schools, with 89 pupils, and 1 private school, with 25 pupils. — (State report.) Beverly had 53 more youth of school age, 26 more enumerated, a decrease of 2 in aver¬ age attendance and in teachers employed, 1 high school 'with 138 pupils, and 2 private schools with 50 attending. — (State report.) In Boston the statistics show fewer children of legal school age than in 1879-’80, a larger number of public pupils enrolled, and a smaller average daily attendance. The public school system comprised, as before, primary, grammar, high, and evening schools (including an evening high and 6 evening drawing schools), a normal school, the Horace Mann School for the Deaf, and 2 schools for licensed minors. Among the important modifications in methods of government and instruction made during the past few years the committee note the organization of the hoard of super¬ visors, the use of reading supplementary to that in the school hooks, and certain changes in the conduct of the primary schools. The hoard of supervisors was appointed to sup¬ ply a need felt for more thorough supervision. Among other duties it is to examine candi¬ dates for teaching, to visit every school, note the work of each teacher, keep a careful eye on the sanitary state of school buildings, and have entire control of the primary schools, which were formerly under the supervision of the grammar masters. Great advantage has resulted from the use of supplementary reading from the Public Library and other sources, in connection with the text hooks on reading, and from exercises in the schools on the reading thus gone over, and it is believed that with a more judicious selection of hooks and a more systematic use of them even better results will be secured. In the primary schools there has been an important change in the methods of government, direction rather than repression being the new rule. Kindergarten methods find a place in the lower classes. The use of books printed in the Leigh phonic type has been discon¬ tinued, not from any dissatisfaction with the type, but because the present method of teaching (by the form of words rather than the spelling) does not require its use 108 REPORT OF THE COMMISSIONER OF EDUCATION. The large per capita cost of instruction in this city as compared with others is ex¬ plained partly on the ground that a greater proportion of the pupils here were in the higher or more costly grades. The average expenditure on a primary scholar was $18.45; on a grammar scholar, $28.20; and on pupils in high and normal schools, $87.42. Only 40 per cent, of the school population were in primary schools, while 54 per cent, were in grammar and high. An effort was made during the year to reduce expenditures by dis¬ continuing one or more of the suburban high schools and drawing their pupils into the central school, but the project met with strenuous opposition from leading citizens and had to be abandoned for a time at least. The committee on sewing in the public schools report great improvement in the char¬ acter and quality of the work done and increasing evidence of the practical value of the instruction. The school committee has again repeated its formal vote of desire to test the feasibility of imparting to grammar scholars some of the elements of mechanical skill. They think the success of sewing in the girls’ schools has proved that it is possible to do this without interfering with the established routine of study. The normal school, sustained by the city for the purpose of giving professional in¬ struction to young women intending to teach in the city schools, and chiefly to high school graduates, had 69 pupils attending in 1880-’81, and graduated 38. — (Reports of school committee and superintendent. ) Brockton reports 160 more youth of school age, 140 more enrolled in public schools, 26 fewer in average attendance, 1 more teacher employed, a high school with 130 pupils, and a private school with 20. — (State report.) Brookline had slightly fewer children of school age enumerated and of pupils enrolled in public schools, and about an equal increase in the number in average attendance. There was a high school, with 122 pupils and 4 teachers. Special attention was given to reclaiming truants, and with unusual success. — (State and city reports.) Cambridge reports an increase of 505 in youth of school age, of 37 in the public school enrolment, of 229 in average attendance, and of 12 in the number of teachers employed; 1 high school, with 485 pupils and 12 teachers; a training school for teachers, with 20 pupils; and 20 private schools, with 1,748 pupils. — (State report and return.) Chelsea , with an increase of 187 in number of children enumerated and of 200 in pub¬ lic school enrolment, had only 62 more in average attendance. The town high school had 260 pupils and 5 teachers, and 2 private schools had 370 pupils. — (State report.) In Chicopee 82 more children were enumerated, 190 more were enrolled in public school s, but 118 fewer were in average attendance. There were 2 public high schools, with 99 pupils, and 5 private schools, with 1,030 pupils. — (State report.) Clinton reports an increase in children of school age and in public school enrolment, but a decrease in average attendance; a high school, with 71 pupils and 2 teachers; and a private school, with 40 pupils. An evening mechanical drawing school was taught very successfully. — (State and city reports.) Fall River had 178 more children enumerated, 208 more enrolled in public schools, and 195 more in average attendance; a high school, with 371 pupils; 16 evening schools; an evening drawing school; and 6 private or church schools, the last with 900 pupils. A training school for teachers was opened in 1881. — (State and city reports.) Fitchburg, with 105 more children of school age, according to statistics given in the State report, had 159 more enrolled in the public schools, but 63 fewer in average at¬ tendance. There was a high school with 229 pupils, and a private school with 30. — (State report.) Gloucester reports a decrease of 42 in children of school age, of 43 in public school en¬ rolment, and an increase of 146 in average daily attendance; a high school with 145 pupils, and 2 private schools with 35 pupils. The training school for teachers, begun in 1879, had in 1881 given instruction to 50 pupils, of whom 30 engaged in teaching. — (State and city reports. ) Haverhill had 752 more children of school age, 622 more enrolled in public schools, and 405 more in average daily attendance; a high school with 156 pupils, and 2 private schools with 70. — (State report.) Holyoke reports 680 more children of school age, 660 more enrolled in school, 42 more in average attendance, and 4 more teachers; a high school with 121 pupils; and 17 pri¬ vate schools with 1,566 pupils. Two evening schools were taught, the total membership being 606, of whom 316 were women. — (State and city reports.) Lawrence enumerated 29 more children of school age than in 1879-’80, enrolled 435 more in public schools, and had 248 more in average attendance under 10 more teachers. There was a high school with 197 pupils, a training school for teachers, evening schools (including an evening high and evening drawing schools), and 3 parochial schools, the latter with about 1,200 pupils. The common evening schools took a new departure — that of requiring a deposit before admission, as a guarantee of good attendance. The study of music was growing in prominence and importance. Discipline was maintained MASSACHUSETTS. 109 more efficiently and easily than ever before, corporal punishment in a majority of the school rooms being rarely resorted to. — (State and city reports.) LoweU had an increase of 728 in children of school age and of 179 in public school en¬ rolment, with a decrease of 141 in average daily attendance; a high school with 439 pupils, and 5 private schools with 1,350. — (State report.) Lynn had 437 more children of school age, 116 more enrolled, and 63 more in average attendance; a high school with 265 pupils, and 5 private schools with 130. Efforts were made to improve the teaching of reading by combining the word and phonic methods, and to make all primary instruction more attractive by exciting the curiosity and de¬ veloping powers of expression. The use of corporal punishment was decreasing. — (State and city reports. ) Malden , with 71 fewer children of school age than the year before, enrolled 43 more in public schools, but had fewer by 19 in average attendance. There was a high school with 175 pupils and an evening drawing school with 59. The high school course was revised, the number of studies being reduced and greater prominence being given to the English language and literature. — (State and city reports. ) Marlborough had 55 more children of school age, 199 more enrolled in public schools, and 34 more in average attendance; a high school with 141 pupils, and 4 private schools with 290. — (State report.) Medford , with 75 fewer children of school age, had 55 more enrolled in public schools and 47 more in average attendance; a high school with 118 pupils, and an evening school the latter taught with more encouraging results than the previous year. A purely Eng¬ lish course had been added to the high school curriculum, to meet a popular demand. — (State and city report?.) Milford shows a decrease in the number of children enumerated, enrolled in public schools, and in average attendance; a high school with 189 pupils, and 3 private schools with 65 pupils. — (State report.) Natick , with 68 more school children, enrolled 133 more and had 106 more in average attendance. There was a high school with 91 pupils and 3 teachers. — (State report.) In New Bedford (whose superintendent presents a report which is a model of its kind), with a slight decrease of children and of publi# school enrolment, there were 67 more in average attendance. A high school had 250 pupils and 10 teachers; a mill school and a farm school for truants were maintained; and there were 21 private schools, with 277 pupils, besides 2 city evening schools for adults, with 250 pupils. Music is a part of the course in every grade of the public schools, which is fully approved by a maj ority of citizens. The truant officer found a general disposition on the part of employers to conform to the law, but because there will be truants outside of city bounds, and because in the city school there is no provision made for girls, he recommends the establishment of a county truant school, where boys and girls needing it could have the most beneficent culture and discipline. — (State and city reports.) Newburyport reports a small increase in the number of children to be educated, the number enrolled in public schools, and the average attendance. The high school num¬ bered 131 pupils, under 5 teachers. Truancy has much decreased, and is confined almost . entirely to boys. Only one evening school (for women) was sustained; it had a member¬ ship of 60, with an average attendance of 40 pupils, who made very satisfactory progress. The school for men was not reopened, having been unsuccessful the previous year. — (State and city reports. ) Netvton had 154 more children, 21 more enrolled in public schools, and 30 more in average attendance; a high school, with 319 pupils, under 12 teachers; and 12 private schools, with 163 pupils. The high school continued to exert a powerful and beneficial influence on those of lower grade. An evening school with about 45 pupils was taught, and was more than usually successful. — (State and city reports.) North Adams indicates a very slight increase in children to be educated and in public school enrolment; the increase in average attendance was greater, although still incon¬ siderable. There was a high school with 132 attendants and 3 teachers. — (State report.) Northampton had 63 more children to be taught, 21 fewer enrolled in public schools, and 56 more in average attendance; a high school with 149 pupils, and 3 private schools with 160 pupils. — (State report.) Peabody , with a decrease of 16 in children of school age, enrolled 133 fewer in public schools, but had 17 more in average attendance. There was a high school with 73 pupils, and 2 private schools with 30. — (State report. ) * In Pittsfield the number of children increased by 168 and public school enrolment by 111, while the average attendance decreased by 31. There was a high school with 96 pupils, and 4 private schools with 225. — (State report.) Quincy increased its school population by 244, enrolled 187 more of these in its schools, and held 95 more in average attendance; maintained a high school with 154 pupils, and had within its bounds 2 private schools with 51 pupils. The ‘ ‘ Quincy methods ’ ’ of in- 110 REPORT OF THE COMMISSIONER OF EDUCATION. struction and discipline were continued, though Colonel Parker, who introduced them, and 13 of the teachers trained by him had been drawn away by offers of better places and higher pay, a misfortune remedied, as far as possible, by the training of new teachers under one of Colonel Parker’s aids, who had been chosen to succeed him and who is said to have kept the schools well up to former standards. Salem had 189 more children of school age, 633 more enrolled in public schools, but 23 fewer in average attendance; a high school with 176 pupils, and 15 private schools with 1,210 pupils. — (State report.) In Somerville there was an increase of 554 in children to be educated, of 378 in public school enrolment, and of 102 in average attendance; a high school with 337 pupils, and a private school with 540. — (State report.) Springfield , out of 341 more children to be taught, had 198 more enrolled in public schools and 58 more in average attendance. Its high school numbered 405 pupils, 2 evening schools 321, an evening drawing school 150, and 8 private schools 475. The in¬ terest shown by pupils in the evening schools was greater than for several years past; and in the drawing school the attendance was greater than ever before. — (State and city re¬ ports. ) Taunton presents an increase of 218 in children of school age, of 39 in public school en¬ rolment, and of 59 in average attendance; a high school with 161 pupils, and a private school with 30. — (State report.) Waltham , with 338 more children, had only 79 more enrolled in public schools and 14 more in average attendance. There was a high school with 156 pupils, and 2 private schools with 33. — (State report.) In Westfield there were 96 fewer children to be educated, 58 more enrolled in public schools, and 50 fewer in average daily attendance. A high school had 180 pupils, and 2 private schools had 45. — (State report.) Weymouth reports 47 fewer children, 12 more enrolled in public schools, and yet 70 fewer in average attendance; 2 high schools with 140 attending, and a private school with 20. — (State report. ) Woburn had 195 fewer children, 42 more enrolled in public schools, and 44 more in average attendance; a high school with 139 pupils, and a private school with 40. — (State report.) Worcester , with 1,161 more children, drew 858 more into public schools and held 527 more in average attendance. The system comprised suburban, primary, grammar, high, evening common, and evening drawing schools, for both sexes. The 7 evening common schools had 184 pupils attending; the 5 evening drawing schools, 170; the high school, 601. Two private schools are reported, with 1,400 pupils. Music and drawing form a part of the course in all the public schools, and specialists are employed to teach them. New school-houses were provided during the year, making the accommodations, for the first time in the history of the schools, about equal to the demand. The high school graduated 80 pupils (51 girls and 29 boys), the largest class ever sent out. The plan for admission to evening schools adopted the previous year (requiring of each pupil a de¬ posit of $1, to be forfeited in case of irregular attendance) was continued, and its ex¬ cellence still further demonstrated. — (State and city reports.) TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. Five State normal schools (besides the State Normal Art School at Boston) form a part of the public school system of Massachusetts. Situated respectively at Bridgewater, Framingham, Salem, Westfield, and Worcester, they had a total of 836 students attend¬ ing in 1880-’81 and graduated 184. The secretary of the State board reports a prosperous condition in all, and that the demand for trained teachers is constantly increasing as people obtain more adequate and definite ideas of what good teaching is. The board of education considers it certain that the influence of these schools is felt to an increasing extent in the elevation of the standard of capacity and fitness to teach, and regrets that larger numbers do not share the advantages offered for professional training. Of more than 8,000 teachers employed in the public schools during 1880-’81 only 2,236 had been fitted in normal schools. The Bridgewater school has had a steady growth in prosperity and usefulness since its organization fti 1840. During 1880-’81 there were 174 students attending (50 men and 124 women), and 52 were graduated (18 men and 34 women). Gratifying reports of the success of such graduates in their school work are often received, and more demands for well trained teachers are received than can be filled from the graduating classes. The courses for graduation continued to be two, one of two years and one of four. Out of means furnished by the legislature in 1880 a new laboratory building (32 by 64 feet, two stories in height, and supplied with ample appliances for instruction in chemistry and physics) was erected for use in 1881-’82, adding greatly to previous advantages. MASSACHUSETTS. Ill The school at Framingham was reported by the visitors to be in a satisfactory condition, with 112 pupils (all women) and 33 graduates. There was an improvement in the prepa¬ ration of pupils entering. A permanent teacher was appointed in the department of his¬ tory and literature. The course of study covered 2 years. At the Salem school more attention than usual was given to drawing, a large amount of practical work was done in physics and chemistry, and there was an especially thor¬ ough course in the English language. The attendance for 1880-’ 81 was 263; graduates for the year, 58. There were two courses of study, one of 2 and one of 4 years, with a library to aid study and investigation. Nearly all the graduates find opportunity to teach. Westfield had an attendance of 120 (men 11, women 109), and sent out 25 graduates, 23 of them women. There were two courses of study, of 2 and 4 years respectively. The graduates of the previous year were all but 3 known to have secured schools and to have taught satisfactorily. By the reports sent in of graduates’ work, it appears that school committees are more inclined than formerly to allow professionally trained teachers to use their own methods, holding them responsible only for results. The Worcester school had 167 pupils (all but 5 women), and graduated 16 (2 men and 14 women). A constantly increasing demand for graduates as teachers is reported, and the testimony to their success is almost uniform. The course of study covers 2 years; but after a year’s study pupils are allowed to serve as apprentices in the public schools of the city under conditions involving real responsibility. This term of apprenticeship has been recently extended to 6 months; on its completion, pupils return to the school for another year of study, making the whole term two years and a half. Almost all the pupils elect this longer course, and so graduate with more maturity and skill than would otherwise be the case. The Normal Art School, Boston, in 1880-’81, gave instruction to 294 pupils, of whom 222 were in day classes (43 men and 179 women) and 72 were in evening classes (32 women and 40 men). Certificates were given to 54 and diplomas as art masters and mistresses to 5. Among other work accomplished by this school is the introduction of a uniform course of practice in drawing and teaching drawing in the other State normal schools. With the cooperation of principals and special teachers of these schools, such a course was arranged by Art Director Walter Smith, and put in operation in September, 1881. He says the grading of drawing in day schools has made more apparent the char¬ acter of that which should be taught in normal schools; and the better preparation in drawing which normal school pupils now possess has made the adoption of this course pos¬ sible. Mr. Smith says the success of the free evening drawing schools throughout the State has been hindered by a lack of teachers having sufficient training and experience, a want which is being gradually supplied by the Normal Art School. Another great hindrance was the absence of a systematic plan of study. To the latter he ascribes chiefly the lack of interest in these classes and irregularity of attendance on them. These hindrances, he says, have been overcome in the Boston schools since the adoption of a defi¬ nite course of study, which went into operation in the fall of 1880; and he is satisfied that similar measures would be as effectual elsewhere. OTHER NORMAL TRAINING. The Boston Normal School gives a professional course of one year to young women who intend to teach in the city schools, tuition being free to residents. Graduates are eligi¬ ble to appointment in the city schools without further examination. There is a graduate course of one year for further study of the principles of education and for observation and practice in teaching. Pupils belonging to it may be employed as substitutes or as tem¬ porary or permanent teachers. The training or practice school numbers over a thousand pupils of primary and grammar grades. During the year 1880-’81 there were 69 normal pupils in attendance and 38 were graduated. Normal training schools, as before mentioned, are sustained by the public school au¬ thorities of Cambridge, Gloucester, Lawrence, and Fall River, the last having been opened in 1881. At Wellesley College a normal department is provided for the benefit of women who are teachers but desire opportunity for advanced study. The course was enlarged in the autumn of 1881 by the addition of English literature, American history, and Anglo-Saxon. teachers’ institutes. Twenty-one institutes for teachers were held during the .fear and were attended by 2,276 teachers. The interest shown in them by teachers and by the public continued to increase. In the opinion of the State board it is desirable that a larger number should be held and that in some cases the length of sessions should be increased, and for this, as well as other reasons, the appointment of additional agents is urged. For the last few 112 REPORT OF THE COMMISSIONER OF EDUCATION. I \ years the institutes have diminished in length and increased in number, this plan having been found more economical. They are now continued for two or three days only. The day sessions are devoted to illustrative lessons on the best method of teaching the branches which the statutes require the public schools to teach; and the evenings to lectures de¬ signed to interest the people in popular education, opportunity also being offered for a dis¬ cussion by the people, as well as by committees and teachers, of educational topics hav¬ ing either a general or local interest. Great good, it is believed, resulted from the year’s institutes. The exercises were judiciously prepared, instructors carefully chosen, mem¬ bers prompt in attendance and earnest in endeavors to improve; while school commit¬ tees cooperated cordially and citizens were most hospitable. — (State report.) SCHOOL COMMITTEE ASSOCIATIONS. Many of these means for consultation as to improvement of teaching and school work are reported to have been held in 1880-’81, and the members of the associations are said to have entered with life and spirit upon a discussion of the agencies for such improve¬ ment. • EDUCATIONAL JOURNALS. The Journal of Education, a Boston weekly of great value for its discussion of current educational topics and its full news reports of school matters, was in its thirteenth and fourteenth volumes in 1881 ; the Primary Teacher, from the same office, in its fifth; Edu¬ cation, a bimonthly review of important school questions, under the same general edi¬ torship, in its second; while Good Times, designed to aid in getting up attractive and useful school exercises, came still from the same press with the other three, and reached the conclusion of its fourth volume in September, 1881, under the hands of its original editor, Mrs. M. B. C. Slade. Hon. Thomas W. Bicknell, former State school commis¬ sioner of Rhode Island, presided over and directed all these publications, with the aid of several competent assistants. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. There are now in the Commonwealth 215 public high schools, furnishing an opportu¬ nity to over 90 per cent, of the entire population of the State to obtain for their children a good secondary education. The total number of pupils attending was 18,900; teachers, 595. About forty towns that have less than 500 families, and that are, therefore, not obliged by law to sustain high schools, do so voluntarily. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and collegiate preparatory schools, see Tables IY, YI, and YII of the appendix, and for summaries of them, the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Seven colleges and universities, all but one exclusively for men, reported a total of 1,733 undergraduate students during 1880-’81 (a slight decrease during the year), and a thousand more engaged in professional and other studies, not counting preparatory stu¬ dents. None of these institutions do any preparatory work, -except Boston College, Bos¬ ton, and the College of the Holy Cross, Worcester, each of which presented a course of study extending over 7 years, 3 or more of them being evidently preparatory and the remainder embracing the usual studies of a classical course in Roman Catholic col¬ leges. All the others provided the regular classical course of 4 years; Amherst and Har¬ vard offered also scientific courses; Boston University and Tufts College, philosophical courses of like length, Tufts adding an engineering course of 3 to 4 years. All these presented graduate courses beyond the undergraduate in several departments of study; and of the four, all but Amherst had professional courses, which will appear in Profes¬ sional Instruction, further on. — (Catalogues, year books, and returns.) Harvard University comprehends the college, the divinity, law, medical, and dental schools, the Lawrence Scientific School, the museum of comparative zoology, the Bussey Institution (a school of agriculture), the college library, the astronomical observatory, and the Peabody Museum of American Archaeology and Ethnology. The number of students in all departments in 1880-’81 was 1,382; of teachers, 161. The collegiate de¬ partment enrolled 823 in regular classes (a slight increase during the year), besides 34 unmatriculated students. Eight young women passed the preliminary examination for MASSACHUSETTS 113 the private collegiate course, and 9 the advanced examination. A gift was received from T. J. Coolidge, esq., of $100,000, its income to go towards the cost of administering the library; and one of $30,000 came from Mrs. Samuel Hooper, for the Sturgis Hooper pro¬ fessorship of geology. Prof. J. D. Whitney also gave his geological and geographical library. The fund for the endowment of the botanic garden was increased by about $20, 000. A friend of the university offered to build a physical laboratory, to cost $115, 000, provided a permanent fund of $75,000 were raised, the income to be applied to its run¬ ning expenses. At date of the report, $30,000 of the required sum had been obtained. With all these general indications of prosperty, it is stated that the financial condition of the college proper gives much concern to the corporation ; that the college has been living beyond its income for four years to the average amount of $12,500 a year, owing to expenditures for improvements and to a fall in interest on invested funds. The gift to the library relieves this condition considerably, lessening the deficit by the whole amount of the income it will yield ($4,000), while some retrenchments were to be made and an increase of fees from students was looked for. A plan adopted in June, 1881, of having simultaneous examinations for admission in Exeter, N. H., New York City, Philadelphia, Chicago, Cincinnati, and San Francisco, had already resulted in an increase of students from the States in which those cities are situated. The revised regulations for college government (in the line of greater freedom), adopted in 1879-’ 80, had worked well and were likely to remain in force. An effort was made during the year, by a circular of inquiry sent to parents of undergraduates, to ascertain how much support morning prayers at college had in the habits of families from which students came. Of 741 persons that replied, two-sevenths held family prayers and five- sevenths did not; but of those that did, 9 expressed a desire that attendance on prayers at college should be voluntary, while of those that did not 36 approved of compulsory attendance. Experience during the last ten years indicates that the elective system does not tend to the extinction of the studies called liberal, because these, though taken by a smaller proportion of students than formerly, are pursued with greater vigor and to better pur¬ pose. It appears, too, that the scientific turn of mind is comparatively rare among the young men who enter, a large majority preferring languages, metaphysics, history, and political science to mathematics, physics, zoology, and botany. — (Catalogue and presi¬ dent’s report.) Boston University , Boston (Methodist Episcopal), the youngest of the institutions before mentioned, and the only one of them which admits both sexes, had during the year 107 students (70 men and 37 women) in its college of liberal arts. Besides this collegiate department, the curriculum of the university embraces a college of music and schools of theology, law, medicine, and of all sciences. 1 The last, which had 45 students in 1880-’ 81, is for graduate instruction, and offers facilities for the study of modern languages and their literatures, natural and mathematical sciences, and theological, legal, medical, his¬ torical, and art studies. The college of music, intended for graduates of American con¬ servatories and other advanced students, claims to be the only one of its grade and kind in America. It presents distinct courses for vocalists, pianists, organists, and orchestral performers, covering in most cases 3 years. The degree of bachelor of music is given graduates who specially distinguish themselves by their talents, if graduates of any col¬ lege of arts or if able to pass an examination in English composition, history, and litera¬ ture, a modern language and Latin, or two modern languages and mathematics. Pupils may be admitted to all classes in the college of liberal arts for which they are sufficiently prepared. Amherst College , Amherst (Congregational), reported 337 pupils in undergraduate courses of study (329 in classical and 8 in scientific) and 2 graduate students. Physical exercise in the gymnasium is required, and attention to it is taken into account in determining the standing of students. The professor in this department is a physician, who is expected to be acquainted with the physical condition of each student and to do his best to make that condition good. Tufts College , Medford (Universalist), reports a decided increase of interest among the friends of the college. The number of students, which fell off somewhat during the period of financial distress, had begun to increase. More than three-fourths of the sum sought for endowment by the trustees ($150,000) had been pledged, and there was reason to believe that the whole amount -would be forthcoming. Through the generosity of a friend arrangements were made for the erection of a chapel for the college, which would probably be completed in 1882. — (Catalogue, 1881.) Williams College, Williamstown (Congregational), received $17, 000 during the year, $5,000 of it being a bequest from the estate of Judge James L. Rice, of Iowa, given for Greek and Latin prizes; the remainder in varying sums from other friends. — (Return.) 1 There is also a link of connection between the university and the Massachusetts Agricultural Col¬ lege, Amherst. 8 E 114 REPORT OF THE COMMISSIONER OF EDUCATION. INSTITUTIONS FOE THE SUPEEIOE INSTRUCTION OF WOMEN. Of ten academic and collegiate institutions thus classed, reporting for 1880-’81, only two, Smith and Wellesley Colleges, were authorized to confer collegiate degrees. Of nine that gave statistics, eight had altogether about a thousand students in collegiate classes, while in one the pupils (numbering 70) were unclassified. Nearly all these institutions give instruction in Latin and the modem languages, in music, drawing, and painting, a majority presenting Greek as an optional study. Most of them make provision for phys¬ ical training in gymnastic or calisthenic exercises. At Lasell Seminary, Aubumdale, special care is given to the health of students and to their mode of dress from a hygienic standpoint. Another feature of this school is a work department embracing cookery, dress cutting, millinery, china painting, and art needle work. In Wellesley College , Wellesley (one of the two having full collegiate rank), the trustees have determined to admit candidates for matriculation on the certificates of the teachers who prepare them. During the year this college received gifts to the amount of $140, 500. Mrs. Valeria Stone, of Malden, Massachusetts, gave $110,000 for the erection of Stone Hall, which was to be opened in September, 1881, and to furnish dormitories for about 100 normal students; Mr. Henry F. Durant gave $25,500 for a building for the college of music, to contain thirty-eight rooms properly furnished for teaching and practice, with a hall for choral singing. The music department was thus afforded an opportunity for reorganization and great enlargement, and is now enabled to offer an excellent oppor¬ tunity for obtaining at the same time a collegiate and musical education. The teachers’ course was also enlarged, as mentioned under Other Normal Training, page 111. Certifi¬ cated teachers may enter without examination, and may take any course they desire in the college classes. Smith College , Northampton, with a full collegiate course, in which musical and artistic studies have a place, reports special attention given to religious, social, and physical cult¬ ure. A gift of $35,000 from Winthrop Hillyer, esq., of Northampton, provided an art gallery and collection. The building is large and commodious, and contains studios and exhibition rooms sufficient for all present needs. Mt. Holyoke Seminary, South Hadley, received gifts amounting to $15,600, of which $10,000 were from A. Lyman Williston, e3q., of Northampton, for an observatory. The building was completed in June, 1881. It contains a new telescope with an eight inch object glass, a transit instrument, astronomical clock, and other appliances. Though not claiming collegiate rank, this seminary presents a very thorough four years’ course, embracing the Latin and modern languages, with Greek optional. A special feature here is that each pupil devotes a certain part of the time to domestic labor. For statistics of colleges for women, see Table VIII of the appendix, and for a summary, the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Massachusetts Agricultural College , Amherst; the Massachusetts Institute of Tech¬ nology, Boston; the Worcester County Free Institute of Industrial Science , Worcester; the Lawrence Scientific School and the Bussey Institution of Harvard University, and the Bos¬ ton University School of all Sciences report an aggregate of nearly 400 students in regular undergraduate courses, besides over 200 in special, partial, and graduate courses, in the last being included the 45 students belonging to the Boston University School of All Sciences, which makes provision only for graduate instruction. The Massachusetts Agri¬ cultural College, in a 4 years’ course, and Bussey Institution, in one of 3 years, devote special attention to training in agriculture; the Worcester Institute, with courses of 3 and 3£ years, and the Institute of Technology, with a variety of 4 years’ courses, prepare for other industries based on the sciences. In the last named, out of 10 courses, 5 are of distinctly professional character, embracing civil, mechanical, and mining engineering, architecture, and chemistry. Manual instruction is also provided for those who wish to enter on industrial pursuits rather than to become scientific engineers, the shop work embracing carpentry and other crafts in wood, pattern making, foundery work, iron forging, vise work, and machine and tool work. The Worcester Institute offers a 3 years’ course leading to the degree of b. s. in the various branches of applied science, with classes in shop work requiring an additional half year. The institute during 1880-’81 was given $34,500 in cash by David Whitcomb, Stephen Salisbury, and Joseph H. Walker, most of it intended for additions to the machine shop and for the necessary increase in its running expenses. The Massachusetts Institute of Technology received a gift of $12,380, of which $10,000 were a legacy from Nathaniel C. Nash, esq., the remainder being in small gifts. The Massachusetts Agricultural College reports a decrease in pupils since the discom- MASSACHUSETTS. 11% tinuance of free scholarships. Lack of funds has been from the first a great obstacle to usefulness here. A plan1 for increasing the endowment was adopted in June, 1881, by a joint convention of the trustees and the State Board of Agriculture. The increased mem¬ bership which followed the offer of free tuition in 1879 showed that the college was ap¬ preciated by a large proportion of the farming population. In the Bussey Institution the results of agricultural instruction were far from encouraging. With 6 competent teach¬ ers, a good supply of the necessary appliances and collections, and tuition remitted to needy students, only 6 on an average have belonged to the school each year. PROFESSIONAL. Seven theological schools representing 6 different denominations and one claiming to be non-sectarian reported for 1880-’81 a total of more than 250 undergraduate students, be¬ sides a number in special or partial courses. In 4 of these schools there were 93 students (out of a total of 171) who had received degrees in letters or science. All but 1 required an examination for admission of students not presenting evidence of good literary quali¬ fications, the exception being the New Church Theological School, Waltham (Swedenbor- gian). The Divinity School of Harvard University (non-sectarian) received during the year $10,775, the result of a subscription for endowment begun in 1879. The constitution of this school prescribes that ‘ ‘ every encouragement be given to the serious, impartial, and unbiassed investigation of Christian truth, and that no assent to the peculiarities of any denomination of Christians shall be required either of the instructors or students. ’ ’ Stu¬ dents of the Boston University Theological School (Methodist Episcopal) may attend any class in the college of liberal arts of that university, and may prolong the 3 years’ theo¬ logical course to 4 without extra charge for tuition, room rent during the last year being also remitted. The Episcopal Theological School, Cambridge, offers its students free tui¬ tion and the use of rooms. Andover Theological Seminary (Congregational) reports 14 students in a fourth year which has been added for advanced study. Tufts College Di¬ vinity School, Medford (Universalist), besides its regular 3 years’ course intended for col¬ lege graduates, has one of 4 years for such as have not been thus prepared. Newton Theological Institute, Newton Centre (Baptist), ‘received during the year a gift of ID scholarships of $1,000 each. For statistics of theological schools, see Table XI of the appendix, and for a summary^ see the report of the Commissioner preceding. Legal instruction was given in 2 schools belonging to Harvard and Boston Universities to about 300 students in 3 years’ courses, an examination for admission of non-graduates being required in both cases. The Law School of Harvard University is to have a new building, for which $100, 000 have been given by a friend who, for the present, withholds his name. Another urgent need is an additional professor; but the income from tuition fees and the small endowment are not sufficient to provide for this. Number of students, 151; of professors, 4. The Boston University School of Law reported a prosperous year, indications of healthy growth, the quality of students improved, and the number up to the average, notwith¬ standing recent advances in tuition. Among the graduates cum laude was a young; woman, the first of her sex to complete the course. A certain public and historic inter¬ est attaches to this graduation, as it led to the first application in Massachusetts on the part of a woman for admission to the bar and to a decision by Chief- Justice Gray that the laws of the State, as they stood in 1881, did not authorize such admission. For statistics of law schools, see Table XII of the appendix, and for a summary, see the report of the Commissioner preceding. Three medical schools, 2 ‘ £ regular ’ ’ and 1 homoeopathic, report a total of 373 student© during 1880-’81. The Medical School of Harvard University (regular) requires a 3 years’ graded course of study and presents an optional course of 4 years, that of each year extending over 9 months. To graduates of the longer course is given the degree of doctor of medicine cum laude if they have obtained an average of 75 per cent, on all the examinations. Number of students in the 4 'classes, 243; resident graduates, 8. Work had been begun on a new building for the school, which was expected to be ready for use in January, 1883. Funds for this work were subscribed in 1874-’75, but the sum remaining after purchase of the lot was insufficient for its completion; the medical faculty therefore dur¬ ing the year undertook to raise a subscription for it, and succeeded in obtaining $103,720. In 1871 this school ceased to be in any sense a private venture and became a constituent department of the university, devoted, like the other departments, to the advancement of learning. Since that year it has received by gift and bequest $270,000. A much greater sum is urgently needed to endow chairs and establish scholarships. The College of Physicians and Surgeons, Boston, a ‘ ‘ regular ’ ’ medical school organized in 1880, admits both sexes, and had during its first year 23 students under 15 professors REPORT OF T1IE COMMISSIONER OF EDUCATION. 11*6 and instructors. Its course is the old one of 3 years, which requires attendance on only 2 courses of lectures (but these must be of 38 weeks each) and a previous year of medical study. There is, however, a graded course of 3 years, which is obligatory for all who have not previously studied medicine. This college takes the ground that, as women will en¬ gage in the practice of medicine, 44 it is far better to assist them to a proper knowledge of it than to throw stumbling-blocks in their way, thereby compelling them to rank with quacks or to go from New England to find the true knowledge they seek;” and that there can be no more impropriety in instructing them in medicine than in nursing. The Boston University School of Medicine (homoeopathic) requires an examination for admission of all who are not college graduates, presents a 3 years’ graded course of 9 months each year, which is required for graduation as M. D. , and an optional course of 4 years, leading to the degree of M. d. , but conferring b. m. after 3 years’ work. There are also special courses and a course for graduates. To the latter physicians are admit¬ ted and allowed to attend such lectures as they choose, receiving certificates for such at¬ tendance. A new chair of instruction has been established, that of the history and methodology of the medical sciences. Its work is to define and classify the different sci¬ ences relating to medicine, show their history and relation to each other, the different methods of studying and teaching them, and the bibliography of each. The students for 1880-’81 numbered 110 (66 men and 44 women) ; graduates, 26 (18 men and 8 women). Dentistry was taught in the Boston Dental College and the Dental School of Harvard University, both in Boston, and both requiring 3 years of study under a preceptor, with 2 years of attendance on the lecture courses of these schools, the year of lectures in the former, however, covering only 16 weeks, while that in the latter covered 36 weeks. The two enrolled 64 students for 1880-’81 and graduated 23. — (Returns.) The Massachusetts College of Pharmacy , Boston, had 101 students during the year and sent out 15 graduates. An examination is required for admission equal to that demanded on entering the high schools of the State. The course covers 2 years of 6 months each, and students to graduate must have reached an average of at least 60 per cent, in their examination and have had a practical experience of 4 years (including the 2 years’ course) in the drug business. — (Catalogue and return.) For full statistics of schools of medicirye, dentistry, and pharmacy reporting, see Table XIII of the appendix, and for a summary, the report of the Commissioner preceding. SPECIAL INSTRUCTION. SOCIETIES FOR THE ENCOURAGEMENT OF HOME STUDY. The Society to Encourage Study at home, organized in 1873, had during 1880-’81, its eighth year, 960 students, of whom 534 were beginners, and a working staff of 174 cor¬ respondents, the latter being all volunteers. Of 426 students who were not beginners 205 were in the second year’s work, 109 in the third, 72 in the fourth, 23 in the fifth, 16 in the sixth, and 1 in the seventh. Among the instructors were 26 former pupils. The society was originally intended for the benefit of young girls just out of school; but it was soon apparent that help could be given to many other classes of women, including professional teachers. Of these there were 134 belonging to the society during 1880-’81, about one-half the number having been students the previous year. — (Eighth annual re¬ port. ) A similar society for the benefit of young men has been formed, and the first term be¬ gan January 1, 1881. It is designed for all classes and all ages in every section of the country. The first annual report shows that 67 persons, 17 to 58-years of age, living in 33 different States, belonged to the society, and that these included school boys, lawyers, mechanics, merchants, commercial travelers, clerks, clergymen, and teachers. — (Congre- gationalist and National Journal of Education.) TRAINING IN MUSIC, ORATORY, AND LANGUAGES. Advanced instruction in music was given in 1881 in the New England Conservatory of Music, Boston, under Professor E. Tourj 6e, and in the Boston Academy of Music, under Carlyle Petersilea, as well as in the musical courses of Boston University and of the Men¬ delssohn Musical Academy and of Wellesley and other colleges for women, already referred to, Wellesley having the advantage of one of the most perfect music halls in the country. Instruction in oratory was offered by Professors R. R. Raymond, F. C. Robertson, L. S. Bloch, Anna Baright, and others, of Boston, most, if not all, following the lead of the late Professor Lewis B. Monroe, of the Boston University School of Oratory. The num¬ ber of students under instruction has not been reported. Instruction in languages (French, German, Italian, Latin, modem and ancient Greek) was carried forward for 6 weeks in the sixth session of the summer school of languages at Amherst College, Amherst, under the direction of Professor L. Sauveur and 6 assistants, with 215 students in attendance. MASSACHUSETTS. 117 TRAINING SCHOOLS FOR NURSES. The Boston City Hospital Training School for Nurses, opened in 1878, has since then had 159 under instruction and graduated 21. In 1880-’81 50 pupils attended and 9 were graduated. The course of study extended ovef two years. The Training School of the New England Hospital for Women and Children, .Boston, had under training 15, the same number as during the previous year. Three others entered, but two of these were found to lack strength for the work, and the third was allowed to withdraw that she might engage in the study of medicine, for which she was thought to have a special aptitude. Only 6 received diplomas ; one, who completed the course, failed to pass such an examination as to entitle her to a diploma, and it was withheld. The Boston Training School for Nurses (Massachusetts General Hospital) sends no report for 1880-’81. TRAINING IN THE ARTS AND TRADES. As already noted, a Urge number of industrial arts and sciences are taught in schools connected with the Massachusetts Institute of Technology, Boston, and the Worcester County Free Institute of Industrial Science, Worcester. Schools of drawing and painting and of china painting and wood carving are maintained by the Boston Museum of Fine Arts. The School of Sculpture and Modelling, Boston, gives gratuitous instruction to pupils too poor to pay, terra-cotta work and pottery receiving special attention. The Boston Cooking School, opened by the Woman’s Educational Association, has given instruction in cookery to ladies of wealth, servants, pupils from the City Hospital, Train¬ ing School for Nurses, and a class of deaf-mutes. The kitchen garden schools give train¬ ing in household industries to young children, preparing them to be useful heads of fam¬ ilies or skilful domestics, as circumstances may require. The Liver sidge Institution of Industry , Boston, organized during the autumn of 1881 in accordance with a bequest of Thomas Liversidge, late of Dorchester, is intended to afford a home and good literary and industrial education to orphans and other destitute boys, who must be natives o£ either New England or Old England. The age for admission is 7-14; and at 14 the boys may be bound out as apprentices to persons who will train them in employments, preference being given to agriculture and to mechanical trades. While in the institute they receive some instruction in farm and shop work, as well as a good primary and grammar school education. — (Boston Journal.) EDUCATION OF THE DEAF AND DUMB. For many years it has been the policy of the Commonwealth to provide for the educa¬ tion of this class. They are received at the American Asylum, Hartford (which reported 61 pupils from Massachusetts in April, 1881), in the Clarke Institution, Northampton, and in the Horace Mann School, Boston, where excellent facilities for instruction are furnished and the State bears a part of the expense. Another institution for this class, the New England Industrial School for Deaf-Mutes, Beverly, was incorporated in 1879. Of the three first named all except the American Asylum used the articulation method and reported very encouraging success in it. The school at Beverly used the combined method of signs and articulation. The Clarke Institution, Northampton, had 78 pupils 6 to 19 years of age, the average for the year being 77, of whom 61 were from Massachusetts. It is not true, as has been said by some, that a majority of the pupils here are semimute or deaf, that they have been selected from the more intelligent class of families, or that a majority of the teachers have more than ordinary experience. Only 13 out of the whole number attending dur¬ ing the year, or about one-sixth, were semideaf, and none have ever been refused on ac¬ count of the poverty or ignorance of their parents. The course of study comprises the common and higher English branches, cabinet making, and sewing. — (State report.) The Horace Mann School for the Deaf, Boston, under the control of the city school board, had 91 pupils enrolled in a common school course of study. The chief industry taught is sewing, but some of the boys have received instruction out of school hours in the Massa¬ chusetts Institute of Technology; and, as during the previous year, a class of girls at¬ tended the Boston Cooking School on Saturday. Kitchen garden lessons, too, were given to a class of 24 girls, the apparatus being brought to the school. The New England Industrial School for Deaf-Mutes , Beverly, owns a farm of 57 acres and buildiugs capable of accommodating 30 persons. It aims to give instruction in all the necessary rudiments of knowledge and a thorough mastery of some remunerative occupa¬ tion, including cookery, housework, and sewing. — (Report.) EDUCATION OF THE BLIND. The Perkins Institution and Massachusetts School for the Blind, Boston, reports 128 pupils during 1880-’81; the condition of the school was satisfactory and all the ap- 118 REPORT OF THE COMMISSIONER OF EDUCATION. pliances and apparatus were of the most approved kind. The course of instruction com¬ prises the English branches of a common and high school grade, with such employments as mattress and broom making, cane seating, sewing, knitting, and domestic work. The work of the printing department was carried on during the year with unusual vigor, ten new hooks for the blind being issued. In response to an appeal by the trustees, about •■$44,000 were raised towards a printing fund for the blind, and it was hoped that the amount would be increased to a sum which will yield an income of $5,000 a y£ar. The Kindergarten system has been found an efficient help in training the sense of touch and the powers of observation, comparison, combination, invention, memory, reflection, and action. There has been a steady advancement in the music department, where all the branches, including tuning, are taught; and to the tuning department has been in¬ trusted for the fifth time the care of the 130 pianos in the Boston public schools. EDUCATION OF THE FEEBLE-MINDED. The Massachusetts School for Idiotic and Feeble-Minded Youth , South Boston, the Private Institution for Feeble-Minded Youth , Barre, and the Hillsdale School, Fayville, gave mental, moral, and physical training to over 200 feeble-minded children. The Hillsdale school received also the deaf and dumb and blind or any who could not be taught in ordinary schools, the number being limited to 12. The State school at South Boston gave its care gratuitously to pupils whose parents were not able to pay; to others a charge was made proportionate to the means of parents and the trouble and cost of treatment. Number of children in the school during the year, 130 (79 boys and 51 girls); of teachers, 5; of other employes, 23. The institution at Barre had 74 pupils (46 boys and 28 girls), under 9 teachers. — (Reports and returns. ) For full statistics of institutions of this class reporting, see Table XIX of the ap¬ pendix, and for a summary, see the report of the Commissioner preceding. REFORMATORY AND INDUSTRIAL TRAINING. Eleven institutions intended either for the reformation of neglected youth or for training in industrial pursuits reported a total membership for 1880-’81 of more than 1,600. Four only of these schools are sustained by private chafity, the remainder being under State, county, or city control. Two of the 11 institutions referred to are truant schools, viz, that in Worcester City, and the Hampden County school, at Springfield; the others are Marcella Street Home, Boston; the Industrial School, Lawrence, under municipal control ; Plummer Farm School, Salem; Industrial School for Girls, Dorchester; North End Industrial Home and North End Mission, Boston; the last 4 are maintained by private and church effort. The State Primary School , Monson, included in the above, is wholly sustained by State appropriation. Children are received from the almshouse and from the superintend¬ ent of the indoor poor, and are retained until homes can be found for them. They are taught the English branches, tailoring, baking, shoe mending, farm and house work, and sewing. Although the average age of the children is something less than 10 years, all articles of clothing for inmates, as well as the bedding and household goods, are made by the children and employes, except the shoes, which are only mended. The total number of pupils was 403; the average, 399. Within the year 249 were sent to homes found for them or to friends. The State Reform School, Westborough, reports a trying year in some respects, owing to the misbehavior of a few boys, encouraged and aggravated by hostile influences from without. Although the school has accomplished much good during 32 years of exist¬ ence, the trustees think this has not been commensurate with the labor and money spent on it. They think the principal difficulty has been in putting the age for admission too high, the maximum being 17 years, when it should not be more than 14. The school was designed for boys of tender years who were hopeful subjects of reform; but it lias been made a place of imprisonment for some who are unfit companions for them. Another difficulty is the congregate system which in part prevails. All the troubles and disturbances, and nearly all the escapes, have been from the main building, where brick cells and other means for forcible restraint were regarded by the boys as so many ^challenges to their daring and ingenuity, while those living in family houses and under family discipline were generally commendable in behavior and did not abuse the liberty rgranted them. There were 179 inmates during the year 1880-’81. The 4 schools main¬ tained were of two grades and embraced the elementary English branches. The indus¬ tries taught were farm and domestic wor-k and cane seating of chairs. In the State Reform School for Girls, Lancaster, the number of girls at date of the re¬ port was smaller than ever before in the history of the school. Out of 125 present dur¬ ing the year, 60 were placed in homes and only 6 returned, the largest number, consid¬ ering t he size of the school, ever placed out and the smallest percentage of returns. The reports from employers may generally be summed up by the words “doing well.” It is MASSACHUSETTS. 119 not claimed that they are thoroughly reformed, hut that they are doing better than be¬ fore committal, and many of them striving to become good and useful women. The common English branches, housework, dress making, and sewing are taught. EDUCATIONAL CONVENTIONS. STATE ASSOCIATION. The Massachusetts Teachers’ Association held its annual meeting for 1881 at Boston, December 29-31. The programme was well arranged, with able speakers on live topics, and the discussions are said to have been bright and interesting, although necessarily brief. The first paper before the general association was by G. Stanley Hall, on 1 1 The moral and religious training of children.” The next, by Mr. Luther W. Anderson, of Boston, on “ Teaching history, ” led to considerable discussion. One on “ School supervision,” by Mr. N. A. Calkins, was discussed by Superintendent Seaver, of Boston, Secretary Dickinson, of the Massachusetts State board, and by General Oliver. The last gentle¬ man presented what he called the other side of the supervision question, deprecating the influence of politics in it and urging -the importance of securing competent supervisors. Governor Long, in a short address, expressed a willingness to cooperate with the legisla¬ ture in any measure for the furtherance of education, referring to the need for additional agents and increased supervision. Mr. John D. Philbrick, in a paper on “The tenure of office of teachers, ’ ’ insisted that a permanent tenure is the true means of securing a competent body of teachers, and cited French and American authorities against the system which prevails in the United States, but, he asserted, in no other civilized coun¬ try. Brief remarks on the subject were added by Rev. Dr. Miner and others, and it was decided to appoint a committee to bring the subject before the legislature. Dr. Will¬ iam T. Harris, of Concord, Massachusetts, then spoke on ‘ 1 The nature and necessity of pedagogical reform;” Mr. A. G. Boyden, of Bridgewater, on 1 ‘ Teaching form ; ” and Mr. E. A. Hubbard, of Massachusetts, on ‘ ‘ Why do pupils learn so much and know so little ?’ ’ The answer of the speaker was that they study for the sake of reciting rather than for knowledge, and often learn the words of a lesson without mastering its thoughts. Before the primary school section a paper was read by Dr. B. Joy Jeffries, of Boston, on “Teaching color in school;” also one by Mr. Daniel B. Hagar, of the Salem Normal School, on ‘ ‘ The phonetic method of teaching reading. ’ ’ The latter drew forth Messrs. Parker, Leigh, Clarke, Philbrick, Eaton, and others, all except Colonel Parker favoring the phonetic method. Before the grammar school section, Mr. Charles F. King, of Boston, read a paper on “Geography taught by topics,” and Mr. Putnam, master of Franklin Grammar School, Boston, one on ‘ ‘ The relation of the teacher and his methods to the moral culture of his pupils. ’ ’ Mr. Putnam disapproved of the self reporting system as tending to foster dis¬ honesty. The discussion which followed showed a difference of opinion on this point. The high school section listened to an address on ‘ ‘ The poets in school ’ ’ from Mr. William J. Rolfe, who thought too little use is made of poetry in the public schools, and one on the method of studying modern languages, by Mr. Hermann B. Boisen, of Boston, who insisted on the advantages of the conversational over book methods of teaching. — (National Journal of Education.) ASSOCIATION OF CLASSICAL AND HIGH SCHOOL TEACHEES. The Massachusetts Association of Classical and High School Teachers held its four¬ teenth annual meeting at Boston, April 9 and 10, 1881. After the usual preliminary business, Mr. Forbes, of the Roxbury Latin School, pre¬ sented a very ingenious method for practically illustrating the law of “ The parallelo¬ gram of forces ’ ’ by the use of a simple arrangement of weights and pulleys attached to a frame on the blackboard, on which the diagrams should be first drawn. Mr. Elbridge Smith, Dorchester, added a few remarks on the use of an umbrella for the same purpose. Mr. John Tetlow, of the Girls’ Latin School, followed with a plea for “Quantitative pronunciation in Latin,” and Mr. S. Thurber urged admission to college on the recom¬ mendation of the teacher, without examination, taking the ground that by this means cramming is prevented and a more profitable use of the pupil’s time insured, while the teacher’s certificate is a much better indication of the fitness of the applicant than is the result of a college admission examination. A somewhat animated discussion followed, in which Professor Lincoln, of Brown University, Mr. W. C. Collar, Mr. Tetlow, Pro¬ fessor Hitchcock, of Amherst College, and Principal Ladd, of Chauncey Hall School, Boston, participated. Professor G. M. Lane, of Harvard College, read a paper on “Latin conjugation.” A discussion on “Requirements for admission to college in English,” with special reference to Harvard, was opened with a paper by Mr. W. C. Collar, of the Roxbury Latin School, Professor Shipman of Tufts College, Professor W. P. Atkinson of 120 REPORT OF THE COMMISSIONER OF EDUCATION. the Institute of Technology, and others participating. On the second day, after the elec¬ tion of officers for the ensuing year and the reports of committees, six short papers were given on “Sight translation,” on an elucidation of two lines from the Iliad, on a phrase in Virgil, on the manipulation of glass, on Seeley’s History and Politics, and on the uselessness of graduating exercises, Elbridge Smith, of Dorchester, closing with a report on the importance of a history of education in Massachusetts. — (Journal of Education.) OBITUARY RECORD. GEOEGE B. EMEESON. While Maine was still a part of Massachusetts, Mr. Emerson there first saw the light, September 12, 1797. His father, a physician of taste and culture, early taught his boy the languages and literature necessary to prepare him for college, aiding him also in his study of the botany and natural history of the neighborhood. He was thus at 16 ready to enter Harvard College, in the class with George Bancroft, Caleb Cushing, and others of almost equal note; he held his own with them to the time of graduation, when, teaching for a while to recruit his finances, he was recalled to Harvard as tutor in mathematics. Preparing for use in the college an important French text book on the calculus, he so commended himself to the authorities as to be offered the mathematical professorship while still only about 24. But being offered also the headship of the Eng¬ lish Classical School of Boston, he preferred this to the professorship, because of the bettei; opportunity it gave for testing certain theories he had as to methods of discipline and teaching. These aimed at very slight use of punishments, at a fair recognition of all honest progress, and at efforts to stimulate each pupil to endeavor to excel himself rather than excel his fellows. His success was so complete that within two years he was offered by some of the best men of Boston a salary of $3,000 a year to give girls, in a special school for them, the advantage of his methods. He accepted it on condition that the school be limited to 32, and thenceforth always had it filled to this utmost limit, with pending applications for any vacancy that might occur. Of course a man thus demon¬ strating his ability gained influence, and he used this wisely in favor of better methods in the State school system, which he did much to improve and perfect. He died March 4, 1881, full of years and honors, an author of fair repute, a member of several learned societies, a doctor of laws of Harvard from 1859, an(J with the title of 1 1 The model teacher of the nineteenth century. ’ ’ HENEY FOWLE DUEANT. This gentleman, known lor many years as a successful lawyer at the Boston bar, will be better known in coming time as the generous founder of the first true college for women m the State of Massachusetts and one of the two or three very best in the United States. His original name was Henry Welles Smith, but when he came into active life he found embarrassment in business from the fact that there were several other Smiths with almost precisely the same name, and therefore had his changed by act of legislature to one em¬ bodying his mother’s two family names. Born 1822, he entered Harvard at 15 with Ed¬ ward Hammond Clarke, Thomas Wentworth Higginson, and others since well known, graduating with them in due course in 1841. Having studied law in connection with his collegiate studies, he was admitted to the bar in the same year in which he graduated, and was at once taken into partnership with his father and Benjamin F. Butler, in their law office at Lowell. Here he laid the foundation of that reputation for keen acumen and intense devotion to the cases given him which subsequently brought him fame and wealth. But Lowell was not wide enough for his ambition, and in 1846 he went to Bos¬ ton, continually increasing his practice till he was about 40 years of age, when the death of his only son, a boy of high promise and ardently beloved, so saddened him that he threw up his profession and never tried a case again. Looking around for something to which he might devote the wealth he had amassed and had intended for his child, the thought of women’s need of higher and wider opportunities for thorough education sug¬ gested the idea of founding for them such a college as might be eventually a Harvard for the sex. The thought grew into a purpose, the purpose was carried out with the decision that marked all his acts, and Wellesley College, with beautiful buildings, s~*»le and charming grounds, full courses, numerous and eager students, will remain a splendid monument of Mr. Durant’s intelligent and judicious liberality. CHIEF STATE SCHOOL OFFICER. Hon. John W. Dickinson, secretary of State board of education , Boston. [Mr. Dickinson has held the position of secretary and chief executive officer of the board by suc¬ cessive annual election since 1876. His predecessors were Horace Mann, 1837-1848 ; Barnas Sears, 1848-1861 ; Joseph White, 1861-1876. His special aids have been for several years Messrs. George A. Walton and E. A. Hubbard, agents of the board for visitation of schools, conference with school committees, holding institutes, and use of other means for improving the public education given.] MICHIGAN. 121 * MICHIGAN. STATISTICAL SUMMARY. 1879-’80. 1880-’81. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (5-20) _ ... __ 506, 221 518, 294 • 12,073 In primary school districts — - 292, 509 291, 431 1,078 Tn graded school districts 213, 712 226, 863 371, 743 13, 151 Unrolled in public schools 362, 556 221, 403 9, 187 Enrolled in primary school districts. 219, 700 1, 70a Enrolled in graded school districts. 141.153 152, 043 10, 890 *Per cent, of enrolment on whole 71.6 71.7 0.1 number. Pupils in private or church schools. 18,854 19, 788 934 SCHOOL DISTRICTS AND SCHOOLS. Number of school districts. __ 6, 352 6, 526 174 Districts that reported schools 6, 263 6, 281 18 maintained. Districts with ungraded schools _ 5, 963 6, 115 152 Districts with graded schools __ 389 411 22 Number of public school-houses _ 6, 400 6, 575 175 Number of sittings in the same _ 446, 029 454, 624 8, 595 Volumes in public school libraries. 261, 993 279. 884 17, 891 Average time of schools in days _ 150 154 4 Number of private or church schools 264 252 12 Valuation of public school property. a$8, 977, 844 $9, 384, 701 $406, 857 TEACHERS AND THEIR PAY. Men teaching in public schools _ 4, 072 4, 024 48 Women teaching in the same. 9, 877 10, 448 14, 472 $36 98 571 Whole number teaching _ _ _ 13, 949 523 Average monthly pay of men. _ $37 28 $0 30 Average monthly pay of women _ 25 73 25 78 $0 05 State teachers’ institutes held. __ 65 55 10 Enrolment in these institutes. . 4, 482 4, 548 66 Average enrolment at each INCOME AND EXPENDITURE. 69 83 14 Total receipts for public schools _ $3, 002, 032 $3, 772, 321 $770, 289 Total expenditure for same _ __ 3, 109, 915 3, 417, 598 307, 683 SCHOOL FUND. Amount of permanent fund avail¬ $2, 880, 942 $3, 040, 183 $159, 241 able. a Exclusive probably of school apparatus. (From reports and returns of Hon. Cornelius B. Gower and Hon. Vamum B. Cochran? State superintendents of public instruction, for the two years indicated.) 122 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. For the State, these are a superintendent of public instruction, with a 2 years’ term; a hoard of education of 3 members, which has control of the State Normal School and ex¬ amination of teachers for State certificates; and a board of 8 regents of the University of Michigan, elected by the people for terms of 8 years, 2 to he changed annually. The local officers are district hoards of 3 each for terms of 3 years, with annual change of 1 ; township hoards of school inspectors, with 3 members; a hoard of 6 trustees, with one- third annually changed, in districts having over 100 children of school age; and 3 county school examiners elected by the chairmen of township boards in each county at their an¬ nual meeting, 1 to he changed each year. Women of 21 are eligible to the office of school inspector, and with the usual qualifications of electors are entitled to vote in district meetings. — (School laws of 1881.) OTHER FEATURES OF THE SYSTEM. The school system extends from the lowest ungraded schools up to the State Univer¬ sity, including a State Agricultural College, State Normal School, Institution for the Deaf and Dumb, School for the Blind, State Reform School (for hoys), Reform School for Oirls, and a Public School for Dependent Children, all supported by special appropriations from the State. The ordinary public schools are sustained from the income of a perma¬ nent school fund; a township tax of 1 mill on $1; a district tax voted by the district for buying or building school-houses, the amount to be proportioned to the number of chil¬ dren of school age in the district. Where bonded indebtedness is incurred districts con¬ taining less than 10 children are not to raise more than $250; districts containing be¬ tween 10 and 30, $500; and districts containing between 30 and 50, $1,000; and such ad¬ ditional tax as shall be necessary to keep the school-houses in good repair, furnish appa¬ ratus, support libraries, pay liabilities and district officers, the amount not to exceed one-half that raised for building. To obtain State aid, schools must not be sectarian, must have been taught the. time required by law1 and by a legally qualified teacher. Teachers must hold one of the 3 grades of certificates of qualification given by the county boards of examiners,2 subject to the approval of the State superintendent, or from the State board of education, authorizing them to teach throughout the State without fur¬ ther examination for 10 years. No school or department shall be taught separately on account of race or color. Township and district libraries, county teachers’ institutes, and a State teachers’ association are provided for. — (School law of 1881.) GENERAL CONDITION. The statistics for the year show a large and general advance. With 12,073 more youth of school age, 9,187 more were enrolled in the public schools, making 71.7 per cent, of the school population enrolled, an increase of one-tenth of 1 per cent. , while in private and church schools there were 934 more than in the previous year, bringing up still higher the percentage of those under instruction. Of the public school pupils it may be noted, too, that while the ungraded schools had 1,703 fewer in attendance the graded ones had 10,890 more. For the additional pupils there was fair provision, as respects accommo¬ dation, in 8,595 more sittings, the districts with graded schools increasing in consider¬ ably larger proportion than the whole number maintaining schools. For imparting in¬ struction there were 523 more teachers, 66 more having had some good normal training under the conductors of State institutes. The average enrolment at each one of these institutes was for the year 14 more than in the year preceding, showing a slight increase of disposition to improve, though not yet as much as could be wished for. More¬ over, for the reading of both the teachers and the pupils, there were 17,891 more vol¬ umes in school libraries, with additional apparatus for the illustration of instruction, estimated by the superintendent to be worth about $200,000. The permanent available State school fund increased $159,241; the current receipts for public schools, $770,289; the expenditure for them going up $307,683. And all this increase, it is worth noting, came in a year when forest fires desolated large portions of three great counties, laying waste the farms, villages, and homes of the inhabitants and calling for large contributions from the people of the State. While all the above things show a relative improvement that is very gratifying, there are some things stated positively and without comparison with the preceding year that show an excellent condition of affairs in matters of importance which, if compared with 1880, would also show considerable gains. For example: of the 6,526 school districts, 1 Not less than 9 months of the year in districts having 800 children of school age, not less than 5 where there are from 30 to 800, and not less than 3 in all other districts. 2 Changed by law of 1881 from township inspectors. at MICHIGAN. 123 3,262 had uniform lists of text books; 852 had a prescribed course of study; 3,067 had dictionaries; 1,166 made no change of teachers during the year; 1,080 of the teachers had their certificates renewed without a reexamination; 302 held State Normal School diplo¬ mas, and 4,061 counted on making teaching a profession. REPEAL OF THE COMPULSORY SCHOOL LAW. Owing to the neglect of the compulsory school law, passed 10 years ago, the legislature in 1881 repealed it. It required children 8 to 14 years of age to be sent to public schools .at least twelve weeks in each school year, unless excused for cause or educated elsewhere. (Letter from assistant State superintendent of public instruction.) KINDERGARTEN. In 1880-’81 four of these schools reported from Detroit, viz: the Kindergarten of the German- American Seminary, with 45 pupils; Mrs. Hailmann’s Kindergarten, with 16; one organized in 1880, conducted by Maria C. Elder, with 12; and Miss Jennings’s Kin¬ dergarten, organized in 1880, with 12, showing a total of 85 pupils. All these Kinder¬ garten had the usual employments and appliances. In Ionia City the Second Ward Kindergarten, organized in 1880, reported 1 conductor; it was connected with the public school, had 40 pupils, and provided the usual employ¬ ments. One at Grand Rapids gave no data except that it was in connection with a primary school. — (Returns.) • For further information in regard to these schools reporting, see Table V of the ap¬ pendix. CITY SCHOOL SYSTEMS. OFFICERS. In certain cities, under a general law for graded schools, there are boards of 6 trustees elected by the people for terms of 3 ..years, with annual change of 2; while some others nre controlled by special laws. In Detroit, by an act of March, 1881, a school board of 12 is elected instead of 26 as formerly, 6 to serve for 2 years and 6 for 4, and to be elected from the city at large instead of 2 from each ward as before. STATISTICS. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Adrian . 7,849 2,388 1,424 972 31 $28,503 Ann Arbor . 8.061 2,676 1,900 1,427 37 27,718 Bay City . 20, 693 5,953 2,991 1,803 48 35,079 Detroit . 116,340 1 37, 926 16, 158 11, 429 263 267, 292 East Saginaw . 19, 016 6, 429 3, 189 2,503 59 64,513 Flint . 8,409 2,373 2, 166 1,278 37 29,858 -Grand Rapids . 32,016 10, 635 5, 853 3, 649 105 90,952 Jackson a . 16, 105 4, 394 3, 547 1,935 56 47,010 Kalamazoo . 13,552 3,218 2,054 1,315 45 36,404 Lansing . 8,319 2,3-47 1,588 986 31 21, 598 Muskegon . 11,262 4,007 2,015 1,288 33 35,885 Port Huron . 8,883 3,003 1,836 26 12, 348 Saginaw . 10,525 3,577 1,805 1,280 1 31,748 a The statistics include two districts, No. 1 and No. 17. ADDITIONAL PARTICULARS. In Adrian 30 per cent, of the population were of school age; 60 per cent, of these were enrolled in public schools, while 68.25 per cent, of those enrolled were in average daily attendance. Thirty-one teachers were employed, and expenditures for school purposes reached $28, 503. Special instruction was given in drawing and penmanship. The high school enrolled 199, with average daily attendance of 149; the grammar schools 503, aver¬ age daily attendance 363; and the primary schools 722, average daily attendance 460. School property was valued at $104,000. — (State report.) Ann Arbor in 1880-’81 had 885 of her l,900publie school pupils in primary grades, 545 in the grammar, and 470 in the high, under 37 teachers, all women except 5 in the high school. There were 6 school buildings, with 1,480 sittings, besides 7 rooms used only for recitations, all valued, with other school property, at $140,500. There was an ad¬ vance of 23 in enrolment over previous year, 20 of these being in the high school. The •average daily attendance reached 75 per cent, of the enrolment and 95 per cent, of the average number belonging. The work of the year is said to have been carried forward 124 REPORT OF THE COMMISSIONER OF EDUCATION. with unusual steadiness and smoothness. Most of the teachers made creditable advance in skill and methods of teaching. The course of study below the high school, covering 8 years, was carefully arranged with reference to its practical usefulness. More time than formerly was given to language work, while arithmetic, as heretofore, was studied from the first class entered up to that seeking admission to the high school. From lack of a regular teacher music received less attention than was desirable. There was an esti¬ mated enrolment of 200 in private and parochial schools. — (Report and return.) In Bay City 29 per cent, of the population were of school age, and 50 per cent, of these were enrolled in the public schools, the average daily attendance being 60 per cent, on enrolment and 92 per cent, on average number belonging. In the primary grades the enrolment was 2,148, with average daily attendance of 1,277; in the grammar 670, with average daily attendance of 405 ; while in the high school it was 173 and average daily attendance 121. There were 48 teachers, all women but 2, and 7 school buildings, hav¬ ing 2,600 sittings, and 8 rooms used only for recitations, all valued, with other school property, at $146,000. Instruction was given in drawing, and 250 pupils studied Ger¬ man. In private and parochial schools 500 were enrolled. — (Return.) Detroit returned 43 per cent, of its school population in public schools and 71 per cent, of these in average daily attendance. The city public schools were classed as primary, grammar, and high, with a course covering 12 years, giving 4 to each division. The high school also had graduate and special students. The schools were under 263 teach¬ ers, 4 being special. There were 28 public school buildings, with 13,110 sittings, and, excluding 2 small rented buildings, they were valued, with sites, &c., at $821,489. Special instruction was given in music, drawing, penmanship, and reading. Schools were taught 196 of the 200 school days. A night school for boys was held 81 nights in the high school building, with a total enrolment of 469 and an average attendance of 116, employing an average of 5 men teachers, at a cost of $732.75. The usefulness of such schools was said to be no longer a question, although irregularity of attendance was a great difficulty. In the ‘ ‘ training class for teachers ’ ’ the first year’s work was re¬ ported to have been eminently successful. There were 6,731 enrolled in private and parochial schools. — (City report and return.) East Saginaw had 8 brick and 3 frame school buildings, with 3,075 sittings for study and 7 rooms used only for recitation, all valued, with other school property, at $200,000. The schools were graded as primary, grammar, and high, with a course cov¬ ering 12 years, giving 4 to each class of schools. In the primary there were 2,067 en¬ rolled and 1,452 in average daily attendance; in the grammar 938, and 708 in daily at¬ tendance; in the high 184, with 148 in daily attendance. In all, 49.6 per cent, of school population were in the public schools, under 62 teachers. The schools were in session 194 of the 200 days of the school year. A night school for youths over 15 was taught 3 nights a week for three and a half months, with an enrolment of 125 boys and an aver¬ age attendance of 60. The result was satisfactory. Special instruction was given in music, drawing, and penmanship. Irregularity of attendance continued, with some improvement, however, but the fact that the compulsory law remained a dead letter was regretted. The decrease in tardiness was encouraging. More school room was needed. The estimated enrolment in private and parochial schools was 400. — (City report and return. ) Flint reported 91 per cent, of its school population enrolled in the public schools, but only 59 per cent, of the enrolment was in average daily attendance. The schools were graded as primary, grammar, and high, the primary having 15 teachers, the grammar 17, the high 5. For these schools there were 7 buildings, with 1,770 sittings for study and 5 rooms for recitation; all, with sites, &c., valued at $144,000. Special teachers in music and penmanship were employed. Schools were in session 195 j days. There were 95 en¬ rolled in private and parochial schools. — (Return.) Grand Rapids showed an increase of 851 in children of school age over the previous year, mainly due to the coming in of foreign laborers ; but only 55 per cent, of the whole number were gathered into the public schools, and only 62 per cent, of those enrolled were retained in average daily attendance. The schools were graded as primary, gram¬ mar, and high, with a course of 12 years, giving 4 to each division. Of the 105 teachers, including those in evening schools, all but 16 were women. There were 16 school build¬ ings, and with one or two exceptions they were substantial structures, supplying 4,834 sittings, 12 rooms for recitation, and 87 for study and recitation, each under one teacher;, all valued, with sites, &c., at $386,000. Music, drawing, and penmanship were taught by 2 special teachers. Of 11,952 volumes in the public school library 1,590 were added during the year. For night schools, 7 rooms were used and 7 teachers employed, with an enrolment of 280 and an average attendance of 70. The continuance of these schools was recommended. There was an estimated enrolment of 1,000 in private and parochial schools. — (City report and return.) Jackson , which includes 2 districts in the city, reported an enrolment of 81 per cent. MICHIGAN 125 of its total school population, and 54 per cent, of those enrolled in average daily attend¬ ance, under 58 teachers. School property was valued at $160,000. — (State report.) Kalamazoo, as compared with 1879-’80, showed a gain of 211 in children of school age, but a loss of 85 in enrolment and of 133 in average daily attendance. It had only 64 per cent, of its school population enrolled, and the same per cent, of those enrolled in av¬ erage daily attendance, with 45 teachers and school property valued at $119,700. — (State report. ) Lansing reported small gains in school population and attendance. It showed 68 per cent, of children of school age enrolled, 67 per cent, of those enrolled in average belong¬ ing, with 92 per cent, of these in average daily attendance, under 31 teachers; and esti¬ mated value of school property $108,000. — (State report. ) Muskegon reported its public schools classed in the usual twelve years’ course. The high school had two parallel courses, a Latin-scientific and an English-scientific, each of four years. The enrolment for the year in all the schools was 50 per cent, of the school pop¬ ulation, while only 64 per cent, of those enrolled were in average daily attendance. The prevalence of diphtheria during the fall and winter reduced attendance. School property was valued at $91,924. — (State and city reports.) Port Huron had 5 school buildings, with 26 rooms for its primary, grammar, and high schools, valued, not including sites, &c., at $80,000. The schools enrolled 61 per cent, of school population under 26 teachers and were taught 197 days. There were 300 en¬ rolled in private and parochial schools. — (Return.) Saginaw had 50 per cent, of the children of school age enrolled in its public schools and held 71 per cent, of the enrolment in average daily attendance under 34 teachers. For its schools, graded as high, grammar, and primary, there were 6 school buildings, with 1,656 sittings and 4 rooms used only for recitation, all valued, with other property, at $100,000. Special instruction was given in music, drawing, and penmanship. Schools were taught 195 days. There was an enrolment of 600 in private and parochial schools.— (Return.) TRAINING OF TEACHERS. STATE PROVISION FOR NORMAL INSTRUCTION. The Michigan State Normal School, Ypsilanti, in 1880-’81 placed itself in close rela¬ tion with other schools of the State by a system of interchange of reports and accept¬ ance of certificates of standing from those schools as a basis of admission to advanced standing. Greatly needed room in the “practice school” was provided for through a State appropriation of $25,000, and a new building for that department was to be in readiness in September, 1882, when the State board hoped to reorganize the school and introduce a new plan of work. During the year the State board authorized changes in the courses of instruction so as to present five distinctly different courses, viz, scien¬ tific, language, literary, art, and common school, each covering 4 years, except the com¬ mon school, which covers 2 years. By substituting a language in place of certain studies in the scientific, literary, or art course, students are said to have seventeen courses from which they may make a selection. In regard to the ‘ ‘ professional course, ’ ’ the board ordered that students sustaining examinations or presenting certificates of standing in all the academic subjects in any course may complete the professional work of that course ini year; and, in regard to “professional training,” that during the first year of the common school course, and the first and second years of the others, each pupil is re¬ quired to note the methods of instruction pursued by the teacher and give an accurate account of the same. There was a total enrolment of 492, of whom 174 were in the “practice school” and 318 were normal pupils under 12 instructors. Ou t of 90 students graduated, 80 were in the next school year engaged in teaching. Diplomas from the common school course entitle the holder to a certificate to teach 3 years in the public schools of the State without examination. Graduation from any of the higher courses entitles those holding diplomas to life certificates to teach in any public school in the State. — (State report, return, and circular. ) The course in the science and art of teaching in the University of Michigan, Ann Arbor, in 1880-’ 81 covered 1 year, divided into 2 subcourses which were substantially the same as in the previous year, except that in the first semester there were 4 lectures instead of 2, and a corresponding extension of the work. The general purpose in both was not so much to teach specific methods as to put students in firm possession of a body of doctrines, assuming that they can form for themselves their own art out of the principles they learn. In connection with each course a certain amount of reading was required, the general library affording a choice selection of 200 pedagogical works. Teachers’ diplomas designed to be certificates of qualification were given to those who, pursuing one of the courses and some one other course of study with reference to teaching, by 126 REPORT OF THE COMMISSIONER OF EDUCATION. special examination showed the required qualifications. Recitations and lectures were- given 4 times a week through the year of 36 weeks. There was an enrolment of 71 nor¬ mal students, with 1 instructor. — (Announcement, 1880-’81, and return.) OTHER NORMAL TRAINING. Mr. and Mrs. Hailmann still report from Detroit, where they opened in October, 1881, a new training class of ladies wishing to become Kindergartners, the course to last 8 months, with daily instruction and lectures. — (Kindergarten Messenger, August, 1881.) Normal courses were reported in colleges, at Adrian, of 2 years; at Albion, of 4 years, with a shorter course of 3 years; at Battle Creek, a 4 years’ regular course and 8 weeks’ drill for teachers during the first 8 weeks of each college year; at Grand Traverse College, a normal course of undefined length ; at Hillsdale, a 2 years’ course, with diplomas of graduation instead of degrees; and at Olivet, a normal department of 3 courses, an element¬ ary of 2 years, a full English of 3, and a language course of 4. A summer normal class of 5 weeks was held here in July and August. — (Catalogues.) teachers’ institutes. The State Teachers’ Institute was held at Lansing July 5-8. The prime object of this meeting is to prepare for the institute work of the ensuing year by discussing the various methods of teaching the different topics which should be presented at the county insti¬ tutes. There were 98 in attendance, among whom were 19 of the prominent instructors of the State. The work of preparing a manual for the institute work of the next two years was taken up, and each syllabus of the preceding one was frankly and fully criti¬ cised. These gentlemen brought to this work a large experience derived from active work in institutes, resulting in a manual said to be well adapted to its purpose. In addi¬ tion to the labors of each day, an evening conference was held, where an interchange of views was had upon the minor details of institute management. Besides this, 54 insti¬ tutes were held during the year in as many counties, with an aggregate enrolment of 4,450, making, with the State institute, 4,548, a gain of 66 over the previous year, although the number of institutes was less by 10. The average enrolment showed an increase of over 20 per cent. These institutes bring annually to the counties where they are held a well trained corps of educators, giving to the teachers the best methods and bringing some measure of professional training within the reach of all. They have thus become an im¬ portant factor in the improvement of teachers. — (State report.) EDUCATIONAL JOURNAL. The Michigan School Moderator, the present educational paper of the State, was be¬ gun in the year 1880, and reached the close of the first volume September, 1881. It is published weekly at Grand Rapids, giving much information in regard to the school work in the S,tate, and also that of the different States, with other matter bearing on methods of teaching and improvements in school work. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. In 411 graded public school districts 60 high schools were reported, with a total enrol¬ ment of 6,563, an average belonging of 4,767, and an average daily attendance of 4,373. Ann Arbor, with an enrolment of 470, offered 5 courses, classical, Latin, scientific, English, and commercial, each of the first 4 covering 4 years and the last covering 2. Detroit enrolled 773 in regular English, classical, Latin, and preparatory English courses of 4 years each. East Saginaw, with an enrolment of 184, offered classical, Latin, scien¬ tific, English, and English-German courses of 4 years each. Grand Rapids enrolled 410 in common English, preparatory English, classical, Latin-scientific, scientific and en¬ gineering, French, and German courses of 4 years each. Muskegon, with an enrolment of 84, had Latin-scientific and English-scientific courses of 4 years each. — (State and city reports. ) High schools within the State that have in any year been examined and approved by a committee from the faculty of the University of Michigan may in that year send their graduates into the freshman class of the university on their diplomas. At the begin¬ ning of the university year 1880-’81, such students were received from the high schools of Ann Arbor, Battle Creek, Coldwater, Corunna, Detroit, East Saginaw, Fenton, Flint, ' Grand Rapids, Jackson, Monroe, Pontiac, Saginaw, and Ypsilanti. At the opening of 1881-’82 they came from the schools of the same places, with the addition of Manistee, Milford, and Union City; also, from the Michigan Military Academy, Orchard Lake, which, within the year, had been accorded the same privilege as the high schools in this respect. — (Calendars of university for these years.) MICHIGAN. 127 OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, preparatory schools, and preparatory departments of colleges, see Tables IV, VI, VII, and IX of the appendix fol¬ lowing; for summaries of their statistics, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Michigan, Ann Arbor (non-sectarian), organized in 1841, is a part of the public educational system of the State. Its general control is vested in a board of 8 regents, elected by the people for terms of 8 years. From its small beginning, 40 years ago, with 53 students, its calendar for 1880-’81 shows an enrolment of 1,534. In accord¬ ance with the law of the State, the university has aimed to complete and crown the work begun in the public schools by supplying facilities for a liberal education, offering these privileges free of tuition to all of either sex in or out of the State who are qualified for admission. Its relation to the public schools of the State since 1871, when students from the approved high schools were first admitted on diplomas, has been closer than ever be¬ fore. It comprises departments of literature, science, and the arts (which last now in¬ cludes a school of political science as well as a department of the science and art of teach¬ ing), with schools of medicine and surgery (regular and homoeopathic), law, pharmacy, and dental surgery. The school of political science was introduced during the year, following Cornell University, which was the first to have a school of history and political science, and keeping pace with Columbia College, which introduced such a course in 1880-’81. In the departments of literature, science, and arts different lines 6f study lead tq the degrees of b. a., b. s., b. l., ph. b., c. e., and M. e. In this department there were 521 students; in that of medicine and surgery, 380; in the school of law, 371 ; in that of pharmacy, 88; in that of dental surgery, 86; and in the homoeopathic medical college, 88; total number of students in the university, 1,534. The other colleges reporting (all admitting women) are Adrian (Methodist Protestant), Albion (Methodist Episcopal), Battle Creek (Seventh Day Adventist), Hillsdale (Free Will Baptist), Kalamazoo (Baptist), Olivet (Congregational Presbyterian), all having post offices corresponding to their titles; while Grand Traverse College, Benzonia (Con¬ gregational), and Hope College, at Holland (Reformed Dutch), still remained on the list. All showed preparatory courses of 1 to 4 years and classical of 4; all but Hope College, scientific courses of 3 to 4 years; all but Hope and Kalamazoo, normal of 2 to 4 years. Battle Creek, Grand Traverse, and Hillsdale showed commercial courses, the last adding instruction in telegraphy. Battle Creek had a minim department for children under 14 years of age, also intended to serve as a model school, where a limited number of those preparing to teach are trained after the most approved methods. Excepting Kalamazoo and Grand Traverse, all had French and German in their courses, while Albion added Anglo-Saxon; Battle Creek, Danish; and Hope, Dutch. Schools of art and music ap¬ peared in the courses of Adrian, Albion, Olivet, and Hillsdale,1 the latter adding a course of 4 years in philosophy. Albion showed separate Greek, Latin, Latin-scientific, Eng¬ lish, and scientific courses of 4 years each, adding during the year a school of painting in connection with a literary course of 4 years, and introducing scientific vocal music as a specialty. Grand Traverse remained much as reported in 1878-’ 79, its burned build¬ ings not having been fully replaced, and some difficulties in relation to funds still exist¬ ing. In 1880-’ 81 its most important work was the education of teachers for schools in the vicinity. Hope was expressed that in the near future this school may accomplish its reg¬ ular college work. For statistics, see Table IX of the appendix; for summary of them, the report of the Commissioner preceding. INSTITUTION FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. As the university and colleges of this State admit women freely to their privileges, there has been no call for colleges especially for them. The only institution approxi¬ mating this rank, and meant for young women only, has been for some years the Michi¬ gan Female Seminary, Kalamazoo, which the State visitors have in successive reports commended as giving a high order of instruction in class studies under healthy home in¬ fluences, with some training in domestic occupations. — (State reports.) 1 An officer of Hillsdale College writes that from 1877 it has had a full school year of general geom¬ etry and calculus, practically elective, with a year of Greek and Latin. During this time the same number of ladies as gentlemen (10 of each) have elected this study in higher mathematics. A more interesting fact is that the ladies have shown as much interest as the gentlemen in this mathemati¬ cal study, and equal ability in the work regularly assigned. 128 REPORT OF THE COMMISSIONER OF EDUCATION. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Michigan Agricultural College, Lansing, reported substantially the same regular course of 4 years, with elective and graduate courses, as in 1879-’80. The instruction is mainly practical in its character. Labor with fair compensation is furnished to the stu¬ dent. Under the auspices of the State board of agriculture, 6 farmers’ institutes were held during the winter in different parts of the State, conducted in part by the faculty of the college. There were 228 students in attendance during the year, and 33 graduated with the de¬ gree of b. s. , bringing the total number of graduates up to 244. The relations of the col¬ lege and the agricultural societies of the State were reported to be mutually friendly. Scientific courses were reported in each of the 8 colleges of the State and in the uni¬ versity, that of the last comprising civil, mechanical, and mining engineering, with special and advanced courses in palaeontology, zoology, botany, physics, astronomy, and chemistry. For statistics of scientific schools, courses, and departments, see Tables IX and X of the appendix, and the summaries of them in the report of the Commissioner preceding. PROFESSIONAL. Theological. — The following colleges showed theological courses: Adrian (Methodist Protestant), Battle Creek (Seventh Day Adventist), and Hillsdale (Free Will Baptist). In Adrian the school of theology was not fully defined. A 3 years’ course, leading to the degree of b. d., was laid down, and instruction given so far as demanded apparently to students in the collegiate courses. The department of theology in Battle Creek is designed for young men and women pre¬ paring for the ministry or missionary work, whose circumstances do not allow a complete collegiate course. A biblical course of 3 years was the only one yet arranged. The theological department in Hillsdale reported an English course, embracing all the studies of the regular course except the ancient languages. Those desiring admission to these schools must show a fair acquaintance with English studies. Legal. — The law department of Michigan University furnished legal education in a course of 2 years of 6 months each, leading to the degree of ll. b. Each candidate was required to prepare a dissertation upon some legal topic, which must be satisfactory in matter, form, and style. There were in attendance during the year 371 students. — (Calendar.) Medical. — The 2 medical schools of the Michigan University, that of medicine and sur¬ gery (regular) and the homoeopathic, have since 1880 given instruction in required graded courses of 3 years of 9 months each, and in 2 extended optional courses, one of physiological and pathological chemistry, the other in toxicology. In both, women were admitted on the same conditions as men, instruction for the most part being given separately. Re¬ quirements for the degree of M. D. were substantially the same in both, viz, 3 years’ study of medicine, including time at lectures, and a satisfactory examination in all the studies of the full course. There were 380 students in the regular school and 88 in the homoeo¬ pathic. Detroit Medical School has taken its place with the advanced medical schools of the United States, having inaugurated changes which require a preliminary examination in English, mathematics, and physics for all without evidence of high literary acquirements; a new course, to include 3 years of graded studies of 6 months each, with increased work in the laboratories during the first 2 courses ; obligatory attendance upon 3 regular terms, instead of 2 as heretofore ; the grading of both practical and didactic studies ; daily clini¬ cal work during the entire last course ; and a division of students into 3 distinctly graded classes. — (Announcement. ) The Michigan College of Medicine, Detroit, organized in 1880, announced for its session of 1881-’ 82 that it had adopted a standard of matriculation examination sufficiently high to insure the admission of none but thoroughly prepared students, this standard being that of the general medical council of Great Britain and Ireland. At the outset it adopted the graded system of teaching, and continued to require attendance on 3 graded courses of 6 months each. In its first year there were over 60 students; in its second, 76. — (Announcement. ) Dental. — The College of Dental Surgery of the University of Michigan reported a 3 years’ graded course, and one of 2 years for those who could not complete the full course. For admission the candidate must be 18 years of age, must pass an examination in the ordinary English branches, or present a diploma from some college, academy, or high school, or must be a matriculate of the university. For graduation there must have been 3 years of study, an attendance on 2 full courses of lectures in the college, the subrnis- MICHIGAN. 129 sion of a thesis upon some subject of the course, the showing of some professional work, and evidence of skill and ability in treating cases. — (Calendar.) Pharmacy. — In the school of pharmacy, also connected with the university, applicants for admission not having diplomas from high schools or certificates of good standing in higher institutions must undergo an examination in English, mathematics, and Latin. For graduation the student must have completed a graded course of 2 years, covering 9 months in each year and comprising daily recitations and lectures, work in the labora¬ tories of 3 to 4 hours daily through the 2 years, 3 semesters of analytical chemistry, 1 of microbotany, and 1 of pharmaceutical chemistry. — (Calendar.) For statistics of the above professional schools, reference is made to Tables XI, XII, and XIII of the appendix, and summaries of these in the report of the Commissioner pre¬ ceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The Michigan Institution for Educating the Deaf and Dumb, Flint, consists of 3 depart¬ ments (primary, with 5 grades; grammar, with 3; and academic, with 2), embracing the ordinary common school branches. In 1881 it was under 14 instructors, 2 being for semi¬ mutes and 1 a special teacher of articulation and lip reading. There were 249 students in attendance during the year, making 886 since its foundation. The boys were taught printing, cabinet and shoe making, and the girls various kinds of needlework. — (State report and return. ) The Evangelical Lutheran Institution for the Deaf and, Dumb, Norris, was under the con¬ trol of the aid society of that denomination. It had 3 instructors and 41 pupils, and gave instruction in the ordinary English studies, including religion, object teaching, and draw¬ ing. — (Return.) The Class in Articulation for the Deaf, Marquette, reported as a private institution, under 1 instructor, with 3 pupils, who were receiving training in the common English branches. (Return.) * The Michigan School for the Blind, Lansing, for 1880-’ 81 reported 23 instructors and employes and 63 pupils, making 72 since its opening in 1879. The method of imparting instruction was strictly oral. There were 55 in the literary department, while 33 were taught instrumental and 32 vocal music. In addition to the common English branches the pupils were instructed in civil government, botany, natural philosophy, and geology. The girls were taught sewing, mending, and knitting, the boys broom making. General information was given in evening readings by the teachers. — (State report and return.) EDUCATION OF POOR AND NEGLECTED CHILDREN. The State Public School for Dependent Children, Coldwater, reported in 1880-’81 as a 11 half-way house to a home, ’ ’ receives children 3 to 12 years of age. The school was open 11 months of the year; the children were in school 4£ hours a day and at work 3 hours. There were 42 officers, teachers, and assistants, with an attendance of 284. The studies were arranged as primary, intermediate, and grammar, including reading, writing, arith¬ metic, drawing, music, &c. The boys were taught farming and shoemaking; the girls, sewing, knitting, and general housework. The system is the family and congregate com¬ bined. As families of 25 or 30 they live in cottages, over which preside cultivated ladies, and are together only at meals, in school, and at work. On reaching 16 the children are placed in families. Of the 1,081 received, the greater part were taken from poorhouses, and 525 had been indentured up to 1880, averaging about 100 a year. By law the agent of the State board of correction and charities is the guardian of these children while minors. — (State report, return for 1880-’ 81, and report of State board of correction and charities, 1879-’80.) , The following private charities provide for the education of children in the common English branches, in the ordinary home industries, and provide homes in good families: The Protestant Orphan Asylum, Detroit, founded in 1840; the Indxcstrial School, Detroit, established in 1857; the Home of the Friendless, founded in 1861; the two St. Vincent’s Orphan Asylums, Detroit, one established in 1853, the other, for male orphans, in 1868. In 1880 these institutions had from five to six hundred children under their care. — (Re¬ port of the board of correction and charities. ) REFORMATORY AND INDUSTRIAL TRAINING. The Michigan State Reform School, situated on a farm of 224 acres near Lansing, was re¬ ported to be doing well. In 1880-’ 81 there were 309 inmates, 158 having been received and 165 released. While the average time of keeping the boys in the institution was only 2 years, those leaving were proving themselves more worthy of confidence than at any previous time. Aided by the county agents of the State board of correction and charities, 9 E 130 REPORT OF THE COMMISSIONER OF EDUCATION. the superintendent had found homes for many of his hoys. The main building was com¬ pleted, a spacious play-house nearly so, and a new chapel, for which $10,000 had been ap¬ propriated and which was to contain a reading and library room, in addition to the audi¬ ence room, was well under way. The aim in the school room was to give each boy before leaving a fair knowledge of the common English branches, in connection with the usual industries of such institutions. — (State report.) The Michigan Reform, School for Girls , Adrian, was opened on August 1, 1881. There were two cottages completed, with room for 64 pupils, and a building for chapel and school, with two additional cottages, was in course of erection. The course of study em¬ braced five classes, including penmanship and drawing; while botany, gardening, and light gymnastics received attention. Training in singing and systematic Bible study, with daily moral lessons, entered into the plan of instruction. The forenoon of each day was devoted to domestic duties, while two hours of the afternoon and a portion of each evening were for school instruction. At date of report (October 1) there were 18 girls who were eager to learn and were making fair progress. — (State report.) The Detroit House of Correction is a penal institution built and governed by the city of Detroit, the State legislature having enacted and approved a law for its organization in 1861. This institution is intermediate between the almshouse and State prison, receiv¬ ing young men between the ages of 16 and 22, and all females who shall, for the first time, be convicted of any crime, treason and murder excepted. It was sustained by its industries and had excellent school and chapel accommodations. The average number of inmates was 500 — 400 males and 100 females. — (Report of board of correction and char¬ ities.) The Michigan State House of Correction and Reformatory , established at Ionia in 1877, was originally limited to persons 16 to 25 and to criminals of lower grade than State prison offenders. By removal of all limitation of age and opening the institution for the committal of all disorderly persons, the reformatory has been substantially changed to a prison. During the year 889 were committed and 845 discharged. Of the whole number 699 could read and write, while 85 had learned to read and 80 to write since entering. Ten hours a day were given to industrial pursuits, and one and one-half hours of each evening to school, where the common English branches were taught. In the shops the inmates were instructed in the manufacture of pails, tubs, and toy furniture, shoe and cigar making, carpentry, and masonry. — (Report of the State board of correction and charities and return.) INSTRUCTION OF CHILDREN IN POORHOUSES. Children from the county poorhouses in the State were in 1880-’81, as before, sent to the district schools until they could be accommodated at the State Public School at Cold- water. In one instance the poorhouse constituted the district school, and a qualified teacher was employed. One district voted not to allow the children of the poorhouse to attend the public school. In some counties no poor children were allowed to stay in the poorhouses, being either bound out or sent to the State school. — (Report of State board of correction and charities. ) EDUCATIONAL CONVENTION. MICHIGAN STATE TEACHERS’ ASSOCIATION. The thirty-first annual meeting of this association was held at Lansing, December 27-29, 1881, with 161 members. The association was called to order the morning of the 28th by the president, Austin George, and opened with devotional exercises by Prof. D. Putnam. The president then delivered an address on “ The citizen of the world. ” This was followed by three papers on “The various relations sustained by the county board, ” ‘ ‘ The grades and requirements for certificates, ’ ’ and ‘ ‘ Examination in the theory and art of teaching. ’ ’ The discussion which followed these concluded the morning session. In the afternoon the county examiners met, and, after considering various questions of inter¬ est, pledged their united efforts to make the new system of examination of teachers and supervision of schools a success throughout the State. At the afternoon session followed an address on ‘ ‘ School boards, their responsibilities to the people and their duties to the schools.” After the appointment of the usual committees, a paper was read on “A year’s experience in a departmental graded school,” which gave rise to warm discus¬ sion. A comm ittee on pedagogical text books reported a list of books which was adopted. The evening was devoted to music and an address on ‘ ‘ The genius of industry. ’ ’ Dur¬ ing the morning session of the 29th, an address was given on ‘ ‘ The educational system of Germany ’ ’ and a paper was read on ‘ 1 Our street gamins. ’ ’ In the afternoon this was followed by papers on ‘ ‘ School hygiene ’ ’ and ‘ 1 Industrial education. ’ ’ The usual reso¬ lutions were then adopted, officers for the ensuing year elected, and the association ad¬ journed. — (State report.) MICHIGAN. 131 OBITUARY RECORD. For an obituary notice of Rev. Erastus Otis Havens, D. D. , LL. D. , for 8 years connected with the University of Michigan as professor and president, see New York, pp. 191-2. GEORGE PALMEB WILLIAMS, LL. D. This gentleman was bom at Woodstock, Vt., in 1802, and after graduating at the uni¬ versity of that State in 1825 and spending two years at the Andover Theological Seminary, became principal of the preparatory grammar school of Kenyon College, Gambier, Ohio, in 1828, where he remained till 1830, and then was chosen professor of languages in the Western University of Pennsylvania, Pittsburgh. Returning to Gambier in 1832 he re¬ mained some years as principal of the senior department of the grammar school, and in 1837 began his career as professor in the University of Michigan, first as manager of a branch at Pontiac and next at Ann Arbor, where for forty years he served successively as acting president, professor of ancient languages, and professor of mathematics and physics. By his accurate scholarship, his enthusiasm as a teacher, his warm benevo¬ lence, and the inspiring character of his Christian virtues, he contributed largely to the growth of the university and the mental culture and moral advancement of generations of students, becoming, by his long and wise service, the Nestor of ilie institution. He died September 4, 1881, and the news of his death, it is said, “fell upon hundreds of hearts with the shock of a personal bereavement.” — (State report, 1881.) HENRY PHILIP TAPPAN, D. D., LL. D. Dr. Tappan was bom at Rhinebeck, N. Y. , April 18, 1805. He graduated with high honors from Union College in 1825, and after three years at Auburn Theological Sem¬ inary, became pastor of the Congregational Church at Pittsfield, Mass. He remained here till 1831, when he sought to restore his impaired health by a trip to the West Indies. On his return in 1832, he accepted the chair of moral and intellectual philosophy in the University of the City of New York. At the end of six years he resigned, and spent much of the succeeding fourteen years in authorship, rising in the department of mental and moral science to a high rank among the thinkers of his day. In the autumn of 1852 he resumed his duties at the University of the City of New York, but soon after accepted the presidency of the University of Michigan, for which his valuable work on University Education had recommended him. The university being young and he the first presi¬ dent, he found a ready field for the application of his advanced theories as to the nature and scope of his ideal American university. Entering upon his work with zeal and hope¬ fulness, he marked out the lines along which its progress was to be secured, and then breathed into it the impulse of his own spirit. The breadth and comprehensiveness of the university system should be ascribed to President Tappan more than to any other single man. His connection with it ceased in 1863, from which time he resided mostly abroad, dying at Yevay, Switzerland, November 15, 1881. — (State report.) CHIEF STATE SCHOOL OFFICER. Hon. Varnum B. Cochran, State superintendent of public instruction , Lansing* [Term, by election, January 1, 1881, to January 1, 1883.] 132 REPORT OF THE COMMISSIONER OF EDUCATION. MINNESOTA. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. Youth of school age (5-21) - Different pupils in public schools. _ Number of these in graded schools _ Average daily attendance in public schools. Average attendance in graded schools. SCHOOL DISTKICTS AND SCHOOLS. Number of school districts _ Districts with graded schools - Number of graded schools _ Public school-houses reported _ Valuation of all public school prop¬ erty. Average time of schools in days — TEACHEES AND THEIE PAY. Men teaching in the public schools . Women teaching in the same _ Whole number employed _ Average monthly pay of men _ Average monthly pay of women _ INCOME AND EXPENDITUEE. Whole income for the public schools. Whole expenditure for them _ STATE SCHOOL FUND. Amount of such fund available. 1879-’ 80. 180, 248 36, 700 24, 372 4, 244 85 3, 693 $3, 156, 210 94 1,874 3, 341 5, 215 $35 29 27 52 $1, 528, 011 1, 706, 114 $4, 449, 728 1880-’ 81. 300, 923 177, 278 79, 901 4, 328 4, 101 $3, 715, 769 100 1,811 3, 760 5, 571 $36 52 28 62 $1, 679, 297 1, 466, 492 $4, 835, 476 Increase. Decrease. 84 $559, 559 6 419 356 $1 23 1 10 $151, 286 $385, 748 2, 970 63 $239, 622 (From the report of Hon. David Burt, State superintendent of public instruction, for 1879-’80, and a return by his successor, Hon. D. H. Kiehle, for 1880-’81.) STATE SCHOOL SYSTEM. OFFICEES. There is for the State a superintendent of public instruction appointed by the gov¬ ernor, with consent of the senate, for two years, who has general charge of the public schools, is a member ex officio of the board of ten regents of the State university, acts as secretary of the board of directors of the State normal schools, and is associated with the governor and president of the university in a State high school board. For each county there is a superintendent of schools elected every two years; for com¬ mon school districts, a board of three trustees; for independent school districts, a board of six directors, who may appoint three competent persons as school examiners and may elect a superintendent of schools, who is ex officio a member of the board. The members of each board are chosen for three years, with annual change of one-third. Women may vote for school officers and hold school offices. — (School laws.) MINNESOTA. 133 OTHER FEATURES OF THE SYSTEM. The public schools are free to all resident youth of school age, and are sustained from the proceeds of a State school fund, from a county tax of 1 mill on $1, from the proceeds of fines, estrays, and liquor licenses, and from an optional district tax not to exceed 9 mills on $1 for schools or 10 mills for school-houses. The State money is apportioned to each county in proportion to the youth of school age actually enrolled in the public schools that have had three months’ term yearly taught by qualified teachers who have reported the statistics required by law. The amount derived from county tax is re¬ turned to each district in the exact sums collected in said district. Teachers must have certificates of qualification, to be legally employed, and cannot receive pay for the last month of service until their registers are properly filled out and returned to the district clerk. The State appropriates $3,000 annually to defray the expenses of teachers’ institutes to be held by the State superintendent in the sparsely settled counties for one week, and of normal training schools for teachers in the thickly settled localities, continuing at least four weeks. — (School laws, 1877.) GENERAL CONDITION. From lack of a printed report giving the details of school work and legislation respecting it in 1880-’81, no full view of the general condition of school affairs for the year can be presented, and, as the superintendent died before completing his report, perhaps no com¬ plete account can ever be prepared. As far as the comparatively few statistics that have reached this Bureau go they show advance upon the whole, but an advance that seems hardly commensurate with the increase of population, of material development, and of wealth. Emigration from the more eastern States and Europe poured into the State during the year and new agricultural regions were developed; but, with an unquestion¬ ably large increase in children of school age, it appears from the returns received that there were 2,970 fewer children in the public schools. Still, the school accommodations were much improved, the time of schools was lengthened, the number of teachers was increased, and many of the new ones had the advantage of good normal training in insti¬ tutes and normal schools. There was an increase of $385,748 in the permanent State school fund and of $151,286 in the school income, yet this seems to have led to increased expenditure only in building or repairing school-houses and giving teachers higher wages, the whole expenditure decreasing by $239,622. KINDERGARTEN. The first school of this class in the State was established in 1868 at St. Paul, and reported for 1881 7 teachers and 60 pupils. Kindergarten established later at Minne¬ apolis and Winona each report from 30 to 40 in attendance. For further statistics, see Table V of the appendix, and a summary of the same in the report of the Commissioner preceding. — (Keturns, 1881.) CITY SCHOOL SYSTEMS. OFFICERS. Under a general law, all cities, towns, and villages organized into independent school districts since 1877 must have boards of education of six directors, elected by the people for terms of three years, with provision for annual change of two members. Certain cities are organized under special laws and vary as to their school boards. Each board may elect a city superintendent, who becomes by such election a member of the board and chief executive officer of the schools. — (School law, 1877.) STATISTICS. Cities. Population, census of 1880. Children of school age. Enrolme n t in public schools. Aver a g e daily at¬ tendance. Number of teachers. Expendi¬ ture. Minneapolis . 46,887 16,600 6,720 4,475 133 $150. 456 St. Paul . 41,473 4,338 3, 515 102 113, 413 Stillwater a . 9,055 1,006 800 20 24, 120 Wrnona . 10,208 2, 360 1,762 1,385 34 628, 958 a The figures given for Stillwater are for 1879-’80, no later ones having been received. 6 Total of items reported. 134 REPORT OF THE COMMISSIONER OF EDUCATION. ADDITIONAL PAETICULAES. Minneapolis divided her schools (which were taught for 185 days) into primary, gram¬ mar, and high, and had 15 school buildings (an increase of 1 during the year), contain¬ ing 5,500 sittings for study, valued with sites and furniture at $418,104. An increase of 13 teachers, of 3,794 children of school age, of 578 enrolled in public schools, and of 227 in average attendance, appears for 1881. Drawing was taught by a special teacher. — (Return, 1881.) St. Paul for 1881 reports 14 buildings (2 of them erected and 1 enlarged at a cost of $70,000 during the year), with 3,728 sittings, all valued at $254,000. The schools in¬ cluded all grades from primary to high and were taught 198 days by the 102 teachers. The enrolment for 1881 was the same as for 1880, with an increase of 485 in average daily attendance. Special teachers were employed for music, drawing, and penmanship. An enrolment of 1,800 in private and church schools is given. An evening school opened by the board of education had an enrolment of 212. — (Return, 1881, and Journal of Edu¬ cation, October 20, 1881. ) Stillwater sends no report for 1881. Winona reports 3 buildings for graded schools and 1 for a high school, with 1,918 sit¬ tings, valued, with grounds, &c., at $180,200. An increase of 49 in enrolment and of 219 in daily attendance is noted. Special instruction is reported in drawing and penmanship and an enrolment of 350 in private schools. — (Return, 1881.) TRAINING OF TEACHERS. STATE NOEMAL SCHOOLS. This State has 3 normal schools, one at Winona (opened in 1860), another at Mankato (in 1868), and a third at St. Cloud (in 1869). To each in 1881 it gave $12,000, which seems to have been supplemented from some other sources. The normal school board at its semiannual meeting toward the close of 1881 reported all to be prosperous beyond the experience of any former year. Each appears to have an elementary course of 2 years and an advanced course of the same length, these overlapping for a year, so that those who go continuously through have only a 3 years’ course. Winona has also a professional class for those who pass examinations in the academic studies of either course and who axe willing to give another year to the philosophy and history of education, methods of teaching, school economy, &c. It also retained the Kindergarten training formerly reported in the model or practice school which it maintained, the others also having model schools, but without the Kindergarten. The 3 report to this Bureau for 1880-’81 a total of 32 teachers, 539 normal students, and 369 others, with 81 graduates for the year. A some¬ what larger number of students, probably including some counted twice, was reported to the normal school board. All report instruction in drawing and vocal music, labo¬ ratories for chemical experiments, apparatus for illustrating physics, and model schools for practice teaching. — (Reports and returns.) TEACHEES’ INSTITUTES. A State teachers’ institute was held at the Winona Normal School during the month of May, 1881. It was an earnest working institute, with 134 teachers in attendance, 77 of them students that had been connected with the school during the year. Most of the work was done in sections, under the instruction of the regular faculty of the school, with special teachers of penmanship and voice culture. By a recent act of the legislature institute work has been reorganized in the State, and 1 teacher from each normal school has been appointed institute instructor, to be assisted by the county superintendent of each county where an institute is held. The institute instructor of the Winona school reports 3 institutes of 2 weeks each held by him during the year. From those of the other schools no report appears up to the date of going to press. — (Minnesota Journal of Education and normal school reports.) OTHEE NOEMAL TEAINING. Courses of instruction in botany, chemistry, and geology were given at the University of Minnesota during July, 1881, principally to offer to the teachers of the State an op¬ portunity to still better prepare themselves for teaching the sciences. Normal courses were offered in the Minneapolis Academy, Minneapolis; High Forest Methodist Episcopal Seminary, High Forest; and at Gustavus Adolphus College, St. Peter. Classes for instruc¬ tion in methods of teaching are reported to be formed at the beginning of each term at Rochester English and Classical School, Rochester. — (Catalogues, 1881.) EDUCATIONAL JOUENALS. The Minnesota Journal of Education, published monthly, issued its first number in December, 1881. It promises to be a useful journal, devoted to the cause of education, and will be the official organ of the State superintendent of public instruction. MINNESOTA. 135 SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. By act of the legislature approved March, 1881, the governor, superintendent of public instruction, and the president of the University of Minnesota were constituted a board of commissioners for the encouragement of higher education and called the 1 ‘ high school board. ’ ’ The act provides $400 annually to be paid to any public graded school in any city or village which shall give free preparatory instruction according to the provisions of this act; that is, have a regular course of study embracing all branches requisite for ad¬ mission to the collegiate department of the University of Minnesota. A supplementary act of November, 1881, grants the high school board full discretionary power to consider and act upon all applications of schools for State aid, and further provides that not more than 3 schools shall be aided in each county in anyone year. A school once accepted and continuing to comply with the law shall receive aid not less than 3 years. By an organ¬ ized system of written examinations on the studies of the “college preparatory course” every pupil who passes successfully is to be entitled to a certificate of admission to the State University without further examination in the study or studies named. In Decem¬ ber, 1881, the board reported 36 high schools that had complied with the requirements and were receiving aid. — (Calendar of University of Minnesota, 1881.) SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Minnesota, Minneapolis (non-sectarian), offers free instruction to all persons over 14 years of age who may pass the required examinations. The board of regents, which has control of the university, is authorized by law to establish any de¬ sired number of departments or colleges, 6 having been specified; a department of ele¬ mentary instruction, otherwise called “the collegiate department;” a department of science, literature, and the arts; a college of agriculture; a college of mechanic arts; a department of medicine, and a department of law. The first 4 have been established. A 3 years’ course in the elementary department is introductory to the final 2 years’ courses of the 3 other departments named. The legislature of 1881 appropriated $30,000 a year for six years for the erection and outfit of additional buildings, viz: a farm house, a building for the college of mechanic arts, a military building, an astronomical observatory, a museum, and a library; but the great expense incurred by the State in rebuilding the State capitol, destroyed by fire in March, 1881, has led the board of regents to delay, for a time, the erection of any of these buildings. — (Calendar for 1881.) The other colleges reported for 1881 are Hamline University, Hamline (Methodist Epis¬ copal), Augsburg Seminary, Minneapolis (Evangelical Lutheran), each having a prepar¬ atory department and a 4 years’ course, either classical or scientific; Macalester College, Minneapolis (Presbyterian), with only a preparatory school at present; and Carleton College, Northfield (Congregational), still maintaining its former high standard, with a preparatory department and 4 courses of study of 4 years each. St. John’s College, Col- legeville (Roman Catholic), is believed to maintain still its classical, scientific, commer¬ cial, and ecclesiastical courses, although not heard from. — (Catalogues and returns, 1881.) For statistics, see Table IX of the appendix, and summary of the same in the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. The University of Minnesota, Carleton College, and Hamline University, above referred, to, admit young women to all their privileges. Two other schools, offering collegiate training to women only, report for some part of 1881, viz: St. Mary’s Hall, Faribault (Protestant Episcopal), and Bennet Seminary, Minneapolis (non-sectarian). Both pre¬ sent ample teaching force, with preparatory English and respectable collegiate courses, the latter of 4 years. For separate statistics, see Table VIII of appendix; for a summary of thefh, the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The University of Minnesota, Carleton College, Hamline University, St. John’s Col¬ lege, and Augsburg Seminary offer special scientific courses. The State University , in its college of agriculture, has an elementary course agreeing with the regular scientific, and an advanced course giving special training in the sciences relating to agriculture and leading to an appropriate degree. Its college of mechanic 136 REPORT OF THE COMMISSIONER OF EDUCATION. arts has 3 courses of 2 years each, to which graduates in the scientific course or others passing the required examinations are admitted. The graduates are entitled to appro¬ priate degrees in civil or mechanical engineering and in architecture. Special courses in shop work, drawing, &c. , and an evening course in mechanical drawing for mechanics and apprentices have been established. Instruction in military science is given to the pre¬ paratory class and the first 2 collegiate classes. Carl et on College has been made a United States signal station and has an observatory supplied with all the necessary apparatus for meteorological observations and the study of astronomy. It also has a ‘ ‘ science building, ’ ’ with all modem appliances for the pur¬ suit of scientific studies and a course of higher mathematics. — (Catalogues, 1881.) PROFESSIONAL. Theology , in courses of 3 years, is taught at Seabury Divinity School, Faribault (Prot¬ estant Episcopal), and Augsburg Seminary, Minneapolis (Evangelical Lutheran), and in a 4 years’ course at St. John’s College, Collegeville (Roman Catholic). All have arrange¬ ments for preparatory training in the case of those who are not college graduates and can¬ not take a collegiate course; but at the Seabury School, at least, such a course is expected and is earnestly recommended to all that have not taken it. — (Catalogues and circulars.) Law is eventually to be taught at the State University, but this department had not in 1881 been established, and there were no other law schools reported for that year. Medicine is also to have its department at the University; but, this not being set on foot, the Minnesota College Hospital, Minneapolis, has been adopted as the title of a medi¬ cal school of the ‘ £ regular ’ ’ type, organized October 17, 1881, in that city, which absorbed the St. Paul Medical College, organized the preceding year, and was opened for instruc¬ tion in the hospital building, Minneapolis, November 1, 1881. All applicants for in¬ struction are required to subject themselves to the usual 3 years of tutelage and to pass a preliminary examination, unless graduates of a high school. The course appears to be a 3 years’ graded one, the annual lecture course covering, however, only the minimum 20 weeks of the American Medical College Association, instead of the 8 months annually, which is reported to have been the yearly term of the St. Paul Medical College, out of which this grew. More than 30 students are said to have entered for the first year. — (Letter from the dean and advertisement in the Minnesota Journal of Education.) SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The Minnesota Institution for the Education of the Deaf and Dumb and the Blind, Faribault, sent in a biennial report for 1870-’80, and no later information has been re¬ ceived in regard to the deaf and dumb. At that time there were 7 instructors and 134 pupils. A return for 1881 from the department for the blind gives the number of instruc¬ tors and employes as 11, pupils 28, making 57 since the opening in 1866. All receive in¬ struction in the common English branches, with such higher English instruction as may be called for and such industries as are suited to their conditions. Lessons in drawing and in articulation to such as are capable of receiving them are given to the deaf and dumb. Music (vocal and instrumental), point writing, and the use of the type writer are taught the blind. — (Report, 1880; return, 1881.) EDUCATION OF THE FEEBLE-MINDED. The Minnesota Experimental School for Imbeciles, Faribault, established in 1879, issued its first biennial report in 1881, showing that 25 pupils had been received during the 2 years and that 21 were still in attendance. The progress in school work and the general improvement in the children are encouraging alike to teachers and parents, and prove the present and prospective value of this school to the State. — (Report, 1881.) REFORMATORY AND INDUSTRIAL TRAINING. The Minnesota State Reform School, St. Paul, in its biennial report for 1879-’80, gives 119 inmates in November, 1880, who were taught the common English branches # hours a day 5 days in the week, the hours out of school being spent in learning some useful trade by which they might earn an honest living on leaving the institution. No later returns have been received. — (Report, 1879-’80.) EDUCATIONAL CONVENTIONS. MINNESOTA STATE EDUCATIONAL ASSOCIATION. Notice was given that the meeting of this association was to be held at Lake City, August 15, 1881, but no account of its proceedings has reached this Bureau, and it is supposed that the death of Superintendent Burt may have prevented the holding of the session. MINNESOTA. 137 CONVENTION- OF COUNTY SUPERINTENDENTS. The first number of the new Minnesota Journal of Education, December, 1881, gave notice that the county superintendents of schools were to meet at St. Paul, December 27-29, and to discuss the examination and grading of teachers, making visitations profit¬ able, improvement of teachers, economizing time of country schools, the practicability and advantage of grading country schools. Subsequent numbers of the journal give no account of what was done. OBITUARY RECORD. HON. DAVID BURT. The late Hon. David Burt, superintendent of public instruction, was horn in Monson, Mass. , August 2, 1822, and graduated from Oberlin College in 1847 ; he afterward en¬ tered Andover Theological Seminary (Congregational), and graduated therefrom in 1851. His entire life was occupied in ministerial or educational work. On account of bronchial troubles, which were the final cause of his death, he removed to Winona, Minn. , and accepted a pastorate in 1858. He served on the hoard of the State normal schools; was a member of the State Teachers’ Association; was superintendent of schools for the county of Winona, and in 1875 was appointed State superintendent of public instruction. He Jied at his home in Northfield, Minn., September 13, 1881, having then served three full terms as State superintendent and about four months of a fourth term, and having done much toward the fuller organization of the school system of the State and the de¬ velopment of the high sehool as a link between the lower schools and the university. CHIEF STATE SCHOOL OFFICER. Hon. D. L/. Kiehle, State superintendent of public instruction, St. Paul. [It is supposed that Mr. Kiehle’s term covers the unexpired part of Dr. Burt’s fourth term, which will terminate with the fi*«t Tuesday in April, 1883.] 138 REPORT OF THE COMMISSIONER OF EDUCATION. MISSISSIPPI. STATISTICAL SUMMARY. 1879-m 1880-’ 81. Increase. Decrease. POPULATION- AND ATTENDANCE. Youth of school age (5-21), white. _ 175, 251 180, 530 5, 279 Youth of school age (5-21), colored. 251, 438 239, 433 12, 005 Whole number of school age. 426, 689 419, 963 6, 726 Whites enrolled in public schools. _ 112, 944 111, 655 1,289 Colored enrolled in public schools .. 123, 710 125, 633 1, 923 Whole enrolment for the year. 236, 654 237, 288 634 Average monthly enrolment, white. 86, 038 91, 454 5, 416 Average monthly enrolment, col- 98, 850 103, 114 4, 264 ored. Whole average monthly enrolment. 184, 888 194, 568 9, 680 Average daily attendance, white. _ 72, 881 74, 647 1,766 Average daily attendance, colored. 83, 880 85, 417 1,537 Whole average daily attendance _ 156, 761 160, 064 3, 303 SCHOOL DISTRICTS AND SCHOOLS. Average time of schools in days, 177 138 j - 39 cities. Average time of schools in days, 74.5 78 3.5 country. TEACHERS AND THEIR PAY. White teachers employed 3, 255 3, 414 159 Colored teachers employed- 2, 314 2, 644 330 Number of men teaching 3, 411 3, 572 161 Number of women teaching. 2, 158 2, 486 328 Whole number in public schools _ 5, 569 6, 058 489 Average monthly pay of teachers. . $30 05 « $30 07 $0 02 INCOME AND EXPENDITURES. Whole receipts for public schools _. $739, 026 $716, 343 _ _ $22, 683 Whole expenditure for same _ 830, 705 757, 758 72,947 STATE SCHOOL FUND. 1 Amount of available fund. _ $815, 229 $800, 000 $15,’ 229 ! r (From biennial report for 1880 and 1881 and return for 1881 of Hon. J. A. Smith, State -superintendent of public instruction. ) STATE SCHOOL SYSTEM. OFFICERS. A State superintendent of public education is elected quadriennially by popular vote, who also acts as president of the State board of education, the other members being the secretary of state and attorney general. County superintendents are appointed by the State board, with the advice of the senate, after examination by a county board ap¬ pointed for that purpose every four years.1 At an annual meeting of the patrons of each 1 This board is composed of three persons, one chosen by the judge of the circuit court, one by the ■chancellor of the chancery district in which the county lies, and the tiiird by the board of super¬ visors of the county. At least two of those selected must be professional educators. MISSISSIPPI. 139 school three persons from among their number are elected trustees for the school, except in towns of 1,000 or more inhabitants, constituting a separate district, in which the mayor, aldermen, and county superintendent have control. OTHER FEATURES OF THE SYSTEM. The public schools are free to all persons of school age (5-21) in the State and are to be taught at least four months of 20 days each. Separate schools, with equal advan¬ tages, are required for the two races, with not more than two schools for each color in any township, unless by the concurrence of the board of supervisors and county super¬ intendent. To sustain the schools, the proceeds of the public school fund, of the sale of lands forfeited to the State, of liquor licenses and fines, with those from poll taxes not to exceed $2 a head, are distributed among the several counties, according to the num¬ ber of educable children. To the share of this which falls to a township are to be added the proceeds of sixteenth section lands. Each district1 may levy a tax of not more than three mills on, the dollar to assist in maintaining its public schools, and in towns consti¬ tuting a separate district an additional levy may be made for fuel and other necessaries. Teachers must hold certificates from the county superintendent and must be paid accord¬ ing to the grade of their certificate and number of children attending at a rate fixed by law. Cities and towns may give additional compensation. Text books agreed upon by the teachers and supervisors of each county cannot be changed within 5 years. GENERAL CONDITION. The statistics for 1880-’ 81 show, on the whole, very fair advance in the work of edu¬ cating the children of the State. Receipts and expenditures for public schools fell off, perhaps because of the extensive inundations which paralyzed the industries of several counties. The number of white pupils enrolled in the public schools and the average term of schools in cities also decreased, presumably from the same cause. But with these exceptions and a slight decline in the valuation of the State school fund, all seems to have been improvement. More teachers by 489 were employed, at about the same rate of pay, and although the number of colored youth of school age ran 12,005 below the enumeration of the previous year, 1,923 more colored pupils were in the State schools, so that, notwithstanding a decline of 1,289 in enrolment of whites, the average monthly at¬ tendance in State schools went 9,680 beyond that of 1879-’80, and the average daily at¬ tendance 3,303 beyond; the average time of county schools was prolonged 3} days. This is a creditable record for a year of great calamity, and indicates increasing interest in the public schools on the part of a large class of the population, and especially on the part of those who most need the advantages those schools afford. PEABODY FUND AID. The agent of the Peabody fund trustees allotted to Mississippi $3,950 in aid of the State system for 1881. Of this amount $2,750 went for the training of specially selected teachers for the State in the normal college at Nashville, Tenn. , $200 for training other teachers in the school of the State at Holly Springs, and $1,000 for training of all the employed teachers in institutes. CITY SCHOOL SYSTEM. OFFICERS. Any incorporated town of 1,000 or more inhabitants may constitute a separate school district if the mayor and aldermen so elect. They are to appoint three persons as school trustees, who shall hold office one year and look after the interests of the schools. The ■county superintendent is to have the same jurisdiction over city as over county schools. Vicksburg (the only city that in 1880-’81 had 7,500 or more inhabitants), under a spe¬ cial act of 1878, has a school board of 2 trustees for each ward, chosen by the people for terms of two years. — (School laws of 1878 and 1880.) STATISTICS OF VICKSBURG. The United States census of 1880 reported a population of 11,814. Local reports for 1880-’ 81 give a total of 3,671 youth of school age, of whom 1,180 were enrolled in public schools and 600 in private or church schools. The public schools were taught in 2 school buildings, with 23 rooms, valued, with sites, furniture, and apparatus, at $12,650, and affording accommodations for 1,200 pupils, thus more than meeting the needs of the en¬ rolment. They were taught 190 days by 21 teachers, and had in average daily attend¬ ance 812 pupils out of the 1,180 on the rolls. The whole annual expenditure for the schools was $21,446, about $15.77 per capita of average attendance. — (Return.) 1 Counties are here the ordinary school districts. Incorporated towns with 1,000 or more inhabi¬ tants may be separate districts. 140 REPORT OF THE COMMISSIONER OF EDUCATION. TRAINING OF TEACHERS. STATE NORMAL SCHOOL. The Mississippi State Normal School , Holly Springs, established in 1870, and meant to train teachers tor the public schools, reports for 1881 a 4 years’ course of study, 3 in¬ structors, and 137 students. The standard of the school is said to be annually raised, and a decrease of 87 in attendance is ascribed to the fact that a class of 52 members was cut out of the course, thus leaving 4 classes and but one course of study, with all the studies compulsory. Students who are unable to make the necessary advancement are hereafter to be dismissed. Tuition is free to pupils of the State who will agree to teach for a period of 3 years; students from other States are charged $2 a month. Text books are free to all. — (Catalogue, 1881.) Tougaloo University and State Normal School, Tougaloo, reports a 5 years’ English course and 3 years’ higher normal; 8 resident instructors; 247 students, 54 of them being in the normal classes. A cottage for the president and 2 large buildings for the*use of students were completed during the year 1881, one of them to replace a boys’ dormitory burned; the other, a girls’ hall; and various minor improvements were made. — (Catalogue, 1881.) OTHER NORMAL TRAINING. The normal department of Shaw University , Holly Springs, which reports no State appro¬ priation for 1880-’81, makes return forthat year of 74normal students, under 5 instructors, in a course that covers 3 years. — (Return.) Natchez Seminary, Natchez, for normal and theological training of colored students under Baptist influences, reports, for the same year, 94 normal students under 4 instruc¬ tors in a 5 years’ course. — (Return and printed report.) Union Female College , Oxford, has a normal department in which instruction is said to be given in methods of teaching, of school organization and school management, the classes of the preparatory department of the college serving as a model and practice school. In 1879-’80 there were 7 young ladies engaged in these exercises, under how many instructors is not distinctly stated. — (Catalogue.) teachers’ institutes. The school law of Mississippi makes no provision for the holding of teachers’ institutes; but through aid from the .Peabody fund the State superintendent, ably assisted by three professors, held a series of institutes in various portions of the State during the year with excellent results. The attendance of teachers and citizens generally was good, and re¬ newed interest in the cause of education followed in the localities where they were held. — (State report, 1880-’81.) educational journal. No educational serial has been reported as published in this State since 1876, but a Mississippi department in the American Journal of Education, published in St. Louis, appeared March, 1881, and is still continued under the charge of J. M. Barrow. It is devoted to the improvement of the public schools and aims especially to benefit the nor¬ mal schools and teachers’ institutes. — (American Journal of Education, March, 1881.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Since 1878 the law has recognized private academies and colleges having suitable school buildings, libraries of not less than 200 volumes of good literature, and a faculty of good standing as substantially public high schools qualified to prepare students for the university, and for such students makes an allowance equal to the estimated cost of their instruction in the public schools. Academies and colleges are to make a full monthly report to the county superintendent of students of this class, and upon this re¬ port they receive for the month reported $2 for each student. Such schools and colleges must have a course of text books preparatory to those used in the University of Missis¬ sippi, so that students may pass from these schools to the university without loss of time or text books. It was further enacted in 1878 that a graded honor roll be opened in the university for students entering from these schools, and that at their request a report be furnished the principals of schools showing the character of preparation of the students. The catalogues of the university make no mention of classes thus received, and no special high school reports have been received at this Bureau. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, preparatory schools, and preparatory departments of colleges, see Tables IV, VI, VII, and IX of the appendix; for summaries of their statistics, see corresponding tables in the report of the Commis¬ sioner preceding. MISSISSIPPI. 141 SUPERIOR INSTRUCTION, COLLEGES FOE YOUNG MEN OE FOE BOTH SEXES. . The University of Mississippi , Oxford (non-sectarian), comprehends 3 general depart¬ ments, namely, one of preparatory education, or the university high school, covering 3 years; one of science, literature, and the arts, covering 4 years; and one of professional ed¬ ucation, covering hut a single year. No change in courses of study or general management was reported for 1881 ; it was announced that women were to he admitted to the univer¬ sity, with all its privileges, in September, 1882. The college of liberal arts had for 1880-’ 81 11 professors, 192 students (including 3 resident graduates); the preparatory department, 3 instructors and 137 students. Mississippi College , Clinton (Baptist), organized in 1851, for men only, had a preparatory department and 8 schools: in the sciences, mental, moral, and natural; in Greek, Latin, and modern languages; in English; and a commercial school, with the addition of military drill and training for such as desired it. Except in the preparatory department there are no regular courses of study ; degrees are conferred when the prescribed studies have been mastered, not when a fixed course of study has been passed through. For 1881 it reported 235 students in all its schools, 105 of them in collegiate studies. — (Catalogue and return.) Shaw University , Holly Springs (Methodist Episcopal), admitting both sexes and hav¬ ing preparatory courses of 1 and 2 years, with classical and scientific of 4 years and normal of 3 years, had 290 students in its preparatory classes and 23 in collegiate, under 6 in¬ structors. — (Catalogue and return.) Alcorn University, Rodney (non-sectarian), largely if not wholly for colored pupils, with a preparatory course of 2 years and an agricultural and literary, each of 4 years, had 170 students in the preparatory and 15 in the collegiate literary course for the session of 1880-’81. — (Catalogue and return.) INSTITUTIONS FOE THE SUPEEIOE INSTEUCTION OF YOUNG WOMEN. Nine schools of this class, out of 11 believed to exist, report in some form for 1880-’81, all showing arrangements for preparatory training, and several beginning this with ele¬ mentary English studies. All had, too, advanced English courses, and most of them classical, usually of 4 years, though some indicate an arrangement by which each special branch of study is taught in a separate school and graduation made to depend on profi¬ ciency in a majority of these studies without reference to a fixed period. In at least 6, vocal and instrumental music was taught; in 7, drawing and painting, usually with one or two modern languages, with some liberty of choice between these and the ancient. — (Catalogues and returns.) SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Scientific courses of 4 years, but apparently of very different grades of thoroughness, are to be found in the several collegiate institutions of the State. The Agricultural and Mechanical College of Mississippi, Starkville, organized October 6, 1880, reported for 1881 a 4 years’ course of study in scientific agriculture, horticulture, engineering, &c. , with 5 instructors and 267 students in the preparatory and 6 professors and 87 students in the scientific department. — (Catalogue and return, 1881.) Alcorn Agricultural and Mechanicdl College, the State institution for scientific instruc¬ tion of young colored men, makes no special report of progress in scientific work for 1881. Literary and scientific courses of 4 years, with 2 years’ preparatory for each, are given. At Tougaloo University, Tougaloo, also for colored pupils, agricultural and horticultural instruction continued to be given as far as the limited means of the institution would allow. — (Catalogue and return.) PEOFESSIONAL. Theology was taught to some extent in 1880-’81, as previously, at the Bishop Green Associate Mission and Training School, Dry Grove; at Shaw University, Holly Springs, and at the Natchez Seminary, Natchez. At the first the training was mainly preparatory to a regular theological course; at the second, the theological instruction seems to have been given as a side study in connection with a full or partial collegiate course; at the third, essentially the same system as at Shaw seems to have prevailed, but in connection with, a lower line of studies. At Shaw, 25 students were reported as theological in 1879-’80; at Natchez, 20 in 1880-’ 81. Teachers specially theological were not indicated in either case. — (Catalogues and returns.) Law was studied by 18 students in 1880-’81 in the one year’s course of the University of Mississippi under 1 professor and 5 lecturers. — (Catalogue of university.) 142 REPORT OF THE COMMISSIONER OF EDUCATION. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Institution for the Education of the Deaf and Dumb, Jackson, was reported to be in a prosperous condition in 1881 . Since 1879 there had been 92 pupils under instruc¬ tion, of whom 78 were on the roll during the year and 67 were in attendance at its close; the principal, having retired, had been succeeded by another. The manual system had been in use, but, about 25 per cent, of the pupils being semimutes, the need of an articu¬ lation teacher was felt. The grounds being small and no facilities available for learning trades, the boys cannot find steady employment; the girls receive special instruction in dressmaking and the use of the sewing machine and are able to do all the sewing for the institution. — (American Annals, 1881.) EDUCATION OF THE BLIND. The biennial report of the Asylum for the Blind for 1880-’81 has not been received. The return for 1880 reported 32 pupils. The usual English branches were taught; also, broom and mattress making, chair seating, and upholstery. EDUCATIONAL CONVENTION. MISSISSIPPI STATE TEACHEBS’ ASSOCIATION. An act approved March, 1878, requires the holding of an annual convention of the prin¬ cipals and presidents of high schools and colleges acting as high schools, to be styled “ The Teachers’ Association of the State of Mississippi.” This association met at Jack- son, December 27, 1881. Every educational interest of the State was represented, from the common school to the State university. The principal subjects discussed were teach¬ ers’ institutes, normal schools, and more efficient local supervision by superintendents. The improvement of the common schools seemed to be the aim and desire of all members of the association. — (American Journal of Education, 1882.) CHIEF STATE SCHOOL OFFICER. Hon. J. Argyle Smith, State superintendent of public instruction , Jackson. [First term, January 7, 1878, to January 3, 1882.]- [It is understood that Mr. Smith has been chosen for another term, j MISSOURI, 143 MISSOURI. STATISTICAL SUMMARY. 1879-’80. 1880-’81. Increase. Decrease. POPULATION AND ATTEND¬ ANCE. White youth of school age (6-20). Colored youth of school age (6-20). Whole number of school age- White youth in public schools. Colored youth in same - Total attending schools - Average daily attendance — SCHOOLS AND SCHOOL PROP¬ ERTY. 681, 995 41, 489 a723, 484 741, 632 15, 826 454' 218 22, 158 476' 376 488, 091 11, 715 219', 132 Schools for white youth _ Schools for colored youth. __ Whole number of schools _ 8, 149 8,321 172 492 501 9 8, 641 8, 822 8, 537 181 Buildings used for school purposes. Sittings for pupils in these buildings. Estimated value of school 8, 547 10 499, 135 516, 942 $7, 521, 695 17, 807 $7, 353, 401 $168, 294 property. Teachers. Men teaching in public schools. Women teaching in public schools. Whole number of teachers. _ 6, 068 4, 379 511, 659 10, 607 1, 052 INCOME AND EXPENDITURE. Whole receipts for public schools. Whole expenditure for pub¬ lic schools. $4, 020, 860 3, 152, 178 $3, 468, 739 $316, 561 SCHOOL FUNDS. Estimated amount of per¬ manent school funds. 48, 950, 806 $9, 471, 697 $520, 891 a The enumeration for New Madrid County, 2,322, is not included. 6 Includes 1,212 whose sex is not reported. cNot including fund of New Madrid County. (Report of Hon. R. D. Shannon, State superintendent, for 1880, and return from the same.) 144 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. For the State, a superintendent of public schools, elected for 4 years, who is ex officio a member and president of the State board of education and a member of the board of regents of each State normal school; for each county, a school commissioner, elected at the annual meeting for 2 years; for school districts, boards of directors of 3 members, who appoint a district clerk. — (Laws.) OTHER FEATURES OF THE SYSTEM. The law provides for the establishment of public schools free to all persons 6 to 20 years of age, to be supported by taxation; not less than 25 per cent, of the annual State revenue must be used for the public schools. The State money is apportioned to each county ac¬ cording to the enumeration of persons of 5-21 years. No district, city, or town that fails to maintain a free school for 3 months during the year, or to make and return the re¬ quired enumeration, may receive any portion of the school fund. Local taxes are not to exceed 40 cents on $100 for school purposes, except that by a majority vote of taxpayers 05 cents may be allowed in country districts and $1 in cities or towns. By a two-thirds vote these rates may be further increased for the purchase of a site or erection of a school- house. In districts containing 16 or more colored youth, separate schools must be estab¬ lished for them, to be taught by colored teachers, if competent. To such schools persons over 21 may be admitted. Contiguous districts may unite in the provision of these school advantages where the number in each falls below the minimum. All teachers in public schools must hold certificates from the State superintendent or from the school commissioner of the county in which they are to be employed; and to receive their pay, they must make monthly reports of all required statistics and a summary report for the whole term at its close. — (School law of 1879.) GENERAL CONDITION. It has been found impossible to secure any official statement of the educational condi¬ tion of Missouri for 1881. KINDERGARTEN. The report of the St. Louis city schools shows that in 1880-’ 81 there were in those schools 4,718 under exclusively Kindergarten instruction and 3,917 under primary and Kindergarten combined. The former were nearly all under the school age, and therefore would have failed to get instruction from the city but for these child-gardens. Of the whole 8,635 enrolled, 4,505 remained at the close of the year and 3,926 were in average daily attendance. For any other Kindergarten reported, see Table Y of the appendix. CITY SCHOOL SYSTEMS. OFFICERS. Any city, town, or village may be organized into an independent school district with a board of six directors elected for 3 years, who choose a president, secretary, and treas¬ urer of their own number and are designated as a board of education. Cities elect a city school superintendent, and under special charter may increase the number of directors. STATISTICS. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teach¬ ers. Expendi¬ ture. Hannibal . Kansas City . St. Joseph . St. Louis . Sedalia . 11,074 55, 785 32, 431 350,518 9,561 3,796 16, 981 9,852 106, 372 3, 105 2,095 8,026 4,072 53,965 2,016 1,337 4,509 2,853 35,942 1, 336 29 87 67 1,009 26 $17,323 al36, 494 664, 446 762,174 c26, 880 alncluding $25,000 in payment of bonds and $18,043 in payment of interest on account of indebted¬ ness incurred in previous years. b Including $1,108 in payment of bonds and interest for previous years. Including a payment of $3,000 on account of bonded indebtedness. MISSOURI. 145 ADDITIONAL PARTICULARS. Hannibal reported 28 graded schools, located in 8 buildings, with 1,590 sittings, valued, with sites, furniture, &c., at $38,700. The schools were taught 190 days. An enrolment of 300 in private schools is reported. — (Return, 1881.) Kansas City classed its public schools as primary, grammar, and high, the first two occu¬ pying seven years each. The high school, which admits both white and colored youth, had two courses, one general and the other classical; in the first, Latin and modem lan¬ guages were taught; in the last, Latin and Greek. The erection of one new building and the enlargement of others raised the number of school rooms from 76 to 87, thus afford¬ ing accommodations for an increase of 1,433 pupils in the enrolment. Progress and im¬ provement are reported in all departments, discipline especially having become better, although 93 cases of corporal punishment were reported. The 5 evening schools had an enrolment of 182.- — (Report and return, 1881.) St. Joseph , having a school population increased by 944, purchased a site, erected one new building, and enlarged and repaired others at a cost of $15,100. In July, 1881, it reported 20 buildings in all, containing 62 rooms for study and recitation and 1 for reci¬ tation only, with 3,455 sittings. The schools were taught 198 days. The per cent, of at¬ tendance on average enrolment in the high school was 97 ; in all the schools, 92. Special teachers of penmanship, drawing, French, and German were employed, penmanship being taught as a regular study even as far up as the first year’s class in the high school, and drawing in all the classes. Estimated enrolment in private schools, 625. — (Report and return for 1880-’81.) St. Louis grades its schools from Kindergarten through 8 grades to the high school, and supports a normal school, which is for girls only. An enrolment of 2, 996 in Kin¬ dergarten, 2,384 in evening schools, and 21,000 in private and parochial schools is given. A decrease is reported in the number of schools, in the number of teachers, in enrolment, and in average attendance; this loss fell mainly on the evening schools, of which there were 29 in 1880, with 91 teachers and 4,539 pupils, while in 1881 there were only 11, with 40 teachers and 2,384 pupils. The reasons for this reduction appear to have been partly want of means for supporting more schools and partly indifference of pupils. For the accommodation of the 106, 372 youth of school age, the report shows that there were 103 buildings, affording seats for only 42,610, one building less than in 1879 and but 350 more sittings than in that year. Great overcrowding of course resulted. In consequence of the inability of the board to provide additional accommodations there was little change in teachers, except in evening schools and Kindergarten, those in the former decreasing by 51, those in the latter increasing by 32. It is intended to prepare, as far as possible, all young children in the Kindergarten for subsequent school work. In continuation of a plan inaugurated 2 years ago German-English teachers were largely substituted for special teachers of German. This has rendered possible a reduction of about $17,000 in the expenses for instruction during the two years, with a prospect of still further decrease in 1881-’82. The courses and grades of schools continue substantially as previously reported. Sedalia , classifying its schools in 7 grades below the high school (in which there were 4 grades), had 5 buildings, containing 26 rooms with 1,619 sittings, valued, with sites, &c., at $74,200. Schools were in session 179 days. The average per cent, of attendance in white schools was 91.8, in colored 87; per cent, of punctuality, white pupils 99.01, col¬ ored 97. 87, teachers 98. 53. Music was taught by a special teacher. During the year every school room was furnished with a complete set of writing charts and all necessary outline maps, the course of study was revised, and marked improvement is said to have been made in the study and use of language. Private schools enrolled 250 pupils. — (Report and return for 1880-’81.) TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. The State maintains 6 normal schools, one connected with the State University at Co¬ lumbia, another with the State College at Rolla, and 3 others for white students in the northern, the western, and the southeastern portions of the State, called first, second, and third district normal schools, located at Kirksville, Warrensburg, and Cape Girardeau. The sixth school, Lincoln Institute, Jefferson City, is for the education of colored teachers. The district normals are under the control of boards of regents of 7 members, 6 ap¬ pointed by the governor for 6 years, with biennial change of 2, and the State superin¬ tendent as an ex officio member of each board. The 4 years’ course of study is substan¬ tially the same in the 3 district schools. Elementary classes are formed twice a year; advanced classes, once. Teachers’ certificates, good for 2 years throughout the State, are given at the completion of the first 2 years; certificates for 3 years, at the completion of 10 E 146 REPORT OF THE COMMISSIONER OF EDUCATION. an additional year’s study; and both a State certificate and diploma, with appropriate de¬ gree, to all students taking the full 4 years’ course. A post graduate diploma is given at Kirksville to such alumni as teach with decided success for 2 years. Kirksville re¬ ported 11 instructors and 492 students for 1881, with 11 graduates, 8 of whom engaged in teaching. Warrensburg had 9 instructors and lecturers and 390 students, with 40 graduates in the elementary and 18 in the advanced course. Cape Girardeau had a faculty of 9 members, 229 students, and a graduating class of 19, of whom 15 became teachers. The dean of the normal department of the State University, at Columbia, is a lady, who also acts as professor of pedagogics; she has the assistance of 14 other instruc¬ tors. A preparatory examination in English studies, with a grade of at least 80 on 100, is required, and then the completion of the 2 years’ “public school” normal course of study, to obtain the elementary degree of principal in pedagogics. A higher degree, bachelor of pedagogics, is conferred on regular graduates of the university who supple¬ ment their collegiate work by taking the last year’s studies of the normal course. A still higher degree, master of pedagogics ( 1 1 the highest and most scholarly degree of the university’ ’ ) , is awarded only to those who sustain examinations in the 5 university schools of science and in any 4 of its 5 schools of languages. The normal school at Rolla has a “teacher’s course” covering two years, each year being under the charge of a special teacher, whether with other aid or not does not appear. The graduates from these 2 schools receive from the State superintendent certificates good throughout the State, those for the graduates at Rolla good for 2 years; those for graduates from the lower course of the university school, for 3 years; from the higher courses, for life. At the university for 1880-’81 there were 82 students in the normal school, in a six years’ course, of whom 14 were graduated, 6 of these holding academic or other degrees; 13 of its 14 graduates in 1881 engaged in teaching. Of the attendance at Rolla no report has been received. — (Reports and returns.) Lincoln Institute has a 5 years’ preparatory and 4 years’ normal course. Students completing the full course are entitled to a diploma, and, if their general average schol¬ arship in the normal department be 85 per cent. , to a State certificate given by the State superintendent. There were reported 5 graduates in the full course and 5 in the prepar¬ atory for 1881. — (Catalogues and returns.) OTHER NORMAL TRAINING. The St. Louis City Normal School, intended for the training of young women to teach in the city public schools, had a one year’s course of study, since extended so as to cover two years, but requires four years of high school work, or its equivalent, as a preparation for admission. One of the best arranged district schools in the city has been placed un¬ der the supervision of the normal principal, and is used as a school of observation and visited weekly by the normal pupils, while higher class pupils fill vacancies in district schools, and thus get valuable experience. For 1881 an attendance of 134 students, with 67 graduates, is reported. — (State report, 1880; city report and return, 1881.) The Northwest Missouri Normal School, Oregon, reported a four years’ course, with 2 in¬ structors, 78 students, and 2 graduates. The principal states that it is in fact only a high school department of the public school, but is not a free school. — (Return, 1881.) Normal courses were also reported in 1881 at Avalon College, Avalon; Southwest Bap¬ tist College, Bolivar ; Christian University, Canton ; Grand River College, Edinburg; Mt. Pleasant College, Huntsville; Kirkwood Seminary, Kirkwood; La Grange College, La Grange; Collegiate Institute, Sedalia; Drury College, Springfield; Stewartsville Col¬ lege, Stewartsville; and Central Wesleyan College, Warrenton. — (Catalogues.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The law requires the school board of a village, town, or city to establish, as soon as its means will permit, an adequate number of primary schools and the necessary schools of a higher grade, in which studies may be pursued not provided for in the primary grades. There is no special information as to the number of such schools established, a few cities only making a report. Kansas City, St. Joseph, St. Louis, and Sedalia report for 1880-’81 high schools with 4 years’ courses, most of them, if not all, giving a choice between English and classical studies, and enrolling for the year a total of 1,487 pupils. Kansas City extended its high school provisions by providing the beginnings of high school instruction for colored pupils, enrolling 35 in the first year of a 4 years’ course for these. St. Louis continued its arrangement for 1879-’80 of a central high school with 3 branch schools, which together enrolled 977 pupils. MISSOURI. 147 OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic school^, preparatory schools, and preparatory departments of colleges, see Tables IV, VI, VII, and IX of the appendix following; for summaries of their statistics, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. UNIVERSITIES AND COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Missouri , Columbia, founded in 1820 and organized in 1840, is open to students of either sex. The government of the institution is vested in aboard of cura¬ tors appointed by the governor. The departments of instruction are 10 academic schools (5 in science and 5 in languages) and 9 professional schools, that of mining and metal¬ lurgy being situated at Rolla. An attendance of 465 men and 93 women at Columbia and of 71 men and 25 women at Rolla was reported for 1881, making a total of 654, the largest number ever enrolled in one year. — (Catalogue.) Next in importance to the State University stands Washington University , St. Louis, with full courses and high standards, having the means of thorough preparation for males in its Smith Academy and for females in its Mary Institute, beyond which are excellent collegiate courses in arts, in philosophy, and in science. There is a useful three years’ course in mechanical industries, combining English studies with industrial drawing and shop work. Opportunity is also given for training in art in the St. Louis School of Fine Arts. The whole attendance in all these schools and departments was 1,367, the larger part, 766, being in Smith Academy and the Mary Institute. — (Catalogue.) Of the 15 other colleges nominally of this class, 2 (St. J oseph College, St. Joseph, and the College of the Christian Brothers, St. Louis) are believed, from the character of the official reports respecting them, to have been rather academic than collegiate in standard during the year under review. St. Vincent’s College, Cape Girardeau, indicates no stu¬ dents in collegiate classes; Lewis College, Glasgow, and Lincoln College, Greenwood, none but those in the freshman and sophomore years, the studies in which years at Lin¬ coln are hardly to be called collegiate, as given in the latest catalogue in hand. Of the remaining 10, some of which seem to have only a feeble life, returns and catalogues show preparatory departments with courses of 1 to 3 years, and collegiate with the usual 4 years, except that Grand River College, Edinburg, had only 3 years, while 3 others (Christian University, Canton; Central College, Fayette; and William Jewell College, Liberty) had their studies arranged in schools instead of in classes. Christian Univer¬ sity and La Grange, Stewartsville, and Central Wesleyan Colleges had arrangements for normal training in addition to collegiate; and the same university, St. Louis University, and Stewartsville College offered commercial training, the course in this at St. Louis University covering 4 years. Music, drawing, and painting were taught in several col¬ leges, with what degree of thoroughness does not appear. Other departments or arrange¬ ments will appear under Scientific and Professional Instruction. Four of the colleges report for 1880-’81 gifts aggregating §116,000, Central College, Fayette, getting $25,000 from R. A. Barnes, of St. Louis, for endowment of a profess¬ orship, and $5,000 from other friends ; Pritchett Institute, Glasgow, $1,000 for scholar¬ ships; Lincoln College, Greenwood, $2,500 for liquidation of debt and other purposes^ and Drury College, Springfield, more than $83,000 for a chapel and for endowment of a Valeria G. Stone professorship, that lady giving $70,750 for these purposes. — (Cata¬ logues and returns. ) INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. The State University, Washington University, and Christian University admit women as well as men, either as day pupils or with arrangements for separate residence, and so do Grand River, Lewis, Lincoln, La Grange, Drury, Stewartsville, and Central Wesleyan Colleges, with Pritchett School Institute, which is reckoned of collegiate rank. Besides these, 18 schools claiming to be for the higher education of young wromen are on the lists of this Bureau, at least 12 of them holding collegiate charters. Thirteen make report in some way of their courses or statistics for 1880-181, showing generally arrangements for preparatory training even from primary instruction up, with collegiate or semi- collegiate courses of 3 to 5 years. Nearly all offer instruction in music, both vocal and instrumental, as well as in drawing and painting and the French and German languages, 5 adding Latin and 2 Greek; 1, Anglo-Saxon, Italian, and Spanish. One of the 18 (St. Joseph Female College, St. Joseph) is reported by its president to have closed its work June 2, 1881, with little prospect of a reopening. — (Circulars, catalogues, and returns.) For the titles, location, and statistics of these latter colleges (for women only), see Table VIII of the appendix; for those of colleges for young men or for both sexes, Table IX of the same; for summaries of the statistics of both classes of institutions, see corresponding tables in the report of the Commissioner preceding. 148 REPORT OF THE COMMISSIONER OF EDUCATION. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. | SCIENTIFIC. The Missouri Agricultural and Mechanical College , at Columbia, offers a strictly profes¬ sional course of 2 years. The first year is devoted to horticulture and the pupil who completes it will be entitled to the certificate in horticulture ; the second year is agri¬ cultural. Students entering must pass an examination in mathematics through arith¬ metic, part of geometry and trigonometry, English grammar and geography, and before graduation must spend 2 months in college work. Thos& who complete the junior year of study receive a certificate in horticulture ; those who complete the senior year, the ■degree of bachelor of agriculture. There were 5 students in the senior and 16 in the junior class in the autumn of 1881, under 11 instructors. — (Report of university.) The Missouri School of Mines and Metallurgy , at Rolla, has a preparatory department and 3 courses of 3 years each, leading to the respective degrees of PH. b., c. e., and M. $s. A 2 years’ teachers’ course, a 4 years’ course In arts for girls, and an optional course, including book-keeping, Latin, Greek, English, and German, withdrawing, ornamental and mechanical, are also offered. There were 96 students in 1880-’81, under 4 instruc¬ tors. — (Report of university, 1881-’82.) The O'1 Fallon Polytechnic School of Washington University reports 5 courses of 4 years each, in civil engineering, mechanical engineering, chemistry, mining and metallurgy, building and architecture. The studies are the same for all during the first 2 years, but diverge more or less in the junior and senior years, each course leading to its appropriate degree. There were 37 classified students, 8 in partial course, and 7 graduate students Dm attendance in 1881. This school gives free instruction in an evening school under the supervision and control of the school board of St. Louis, for the benefit of those engaged in or preparing for mechanical or industrial pursuits. The Manual Training School of Washington University , previously mentioned, is another means by which a practical foundation may be laid for the pursuit of mechanical in¬ dustries in a more scientific way than under the old system of apprenticeship. This school becomes each year a more interesting feature of the university. Its specified course in 1880-’81 was in mathematics, drawing, and the English branches of a high school course, with instruction and practice in the use of tools. The tool instruction in¬ cluded carpentry, wood turning, pattern making, iron chipping and filing, forge work, brazing and soldering, the use of machine shop tools, &c. The course covers 3 years. (Catalogue of university and circulars of schools.) PROFESSIONAL. Tnstruction in theology is given in some slight degree in Christian University (Chris¬ tian), and more fully at St. Vincent’s College (Roman Catholic), Central College ( Methodist Episcopal South), Lewis College (Methodist Episcopal), La Grange College (Baptist), Central Wesleyan College (Methodist Episcopal), and in a course of biblical studies at Pritchett School Institute. Concordia College (Evangelical Lutheran), St. Louis, has a regular 3 years’ course in theology. The Jeremiah Vardeman School of Theology (Baptist), in William Jewell College, Liberty, reports a full 2 years’ course in the same for students who have taken one degree in college, or theological studies may be pursued in connection with the college literary course. There were 49 undergradu¬ ate and 3 graduate students in 1881. — (Catalogues and returns.) Instruction in law is offered at the State University, Columbia, and at the St. Louis Law School, a department of Washington University, St. Louis. Both present excel¬ lent courses of 2 years, the year in the former covering 7j months, in the latter 8. Both combine lecture and text book training, and the examinations at the close to de¬ termine the fitness of the candidates for graduation appear to be exceptionally close and thorough. Instructors at Columbia 8, at St. Louis also 8. For 1880-’81 the former had 49 pupils in attendance and conferred the ll.b. degree on 28; the latter, an attend¬ ance of 70, on only 25 of whom the degree was conferred. — (Catalogues and returns.) Instruction in medicine was given in 1880-’81 in the following 5 “regular” schools: medical department of the University of Missouri, Columbia; Kansas City College of Physicians and Surgeons (since then the Kansas City Medical College); St. Joseph Hospital Medical College, St. Joseph; Missouri Medical College, St. Louis, and the St Louis Medical College. The first required a preliminary examination in English with an attendance subsequently on a 2 years’ graded course of 9 months each year; the last, a 3 years’ graded course of 5 months each year. The other 3 required the usual 3 / ears of study under a preceptor and attendance on 2 lecture courses of 5 months, the St. Joseph College and the Missouri Medical offering also a 3 years’ graded course. The State school at Columbia had 40 students and 5 graduates in 1880-’81; the Kansas City College, 42 students and 12 graduates; that at St. Joseph, 30 students and 7 'graduates; Missouri Medical College, St. Louis, 268 students and 119 graduates; St. MISSOURI. 149 Louis Medical College, 151 students and 43 graduates. The small proportion of gradu¬ ates at the State school was doubtless a result of the high standard maintained and of the peculiarly thorough examination for degrees, which is by a select medical board. A sixth school, entitled the medical department of the University of Kansas City, is reported to have been organized for the year 1881-’ 82, but nothing further has beers heard from it as this goes to press. The only recognized eclectic school was the American Medical College of St. Louis,, which in 1881 required 3 years under a preceptor and attendance upon 2 lecture courses of 5 months each, or 2 years of reading and 3 courses of lectures, or 4 courses of lectures with intermediate reading. It reported 54 students and 22 graduated in 1880-’81. The recognized homoeopathic school in the same year was the St. Louis College of Homoeopathic Physicians and Surgeons, open to both sexes and offering a 3 years? graded course, but requiring only 3 years of study and attendance on 2 yearly lecture courses of 5 months each. No statistics are given except that there were i3 instructors; that 25 students of the class of 1879-’80 from the Homoeopathic Medical College of Mis¬ souri, out of which this grew, had been graduated; and that its own first class of 1(5 graduated at the close of 1880-’81. Instruction in dentistry was continued at the Missouri Dental College,1 St. Louis, which seems to have still retained its former 2 years’ graded course of about 5 months yearly, after a preliminary examination in English, though it had announced that it would, from 1879-’80, require a three years’ graded course; and also at the Western College of Dental Surgeons, St. Louis, with the same course. Like instruction was begun in the autumn of 1881 by a new school, the Kansas City Dental College, which required a certain amount of preparation, but exacted no examination for admission; the course here covered 3 years of 40 weeks each. Instruction in pharmacy went on, as before, at the St. Louis School of Pharmacy, with the requirement of the customary 4 years of experience in apothecary work and attendance on 2 annual lecture courses in pharmacy of 5 months each. Its graduating class of 1880-’81 numbered 27 out of a class of 36 that had been trained under 13 in¬ structors. Its junior class numbered 51. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Missouri Institution for the Education of the Deaf and Dumb , Fulton (founded in 1851), reported 12 instructors and 147 male and 96 female students for 1881. Articula¬ tion, the common English branches, printing, shoemaking, dress making, and cabinet making are taught. Gardening is also practised. Pupils are admitted between the ages of 9 and 21 ; while 8 years of instruction are allowed, the average time spent in the institution is only 4J years. — (Return, 1881.) The St. Louis Day School for Deaf-Mutes , founded in 1878, under the control of the board of directors of the public schools, had 48 pupils under instruction in 1880-’81, with an average attendance of 31 out of 35 in average belonging. These were divided among 5 classes, all in English studies. — (Return and city report.) EDUCATION OF THE BLIND. The Missouri School for the Blind, St. Louis, founded in 1850, had 90 pupils m 1881, who were receiving instruction in a musical and literary course. To the boys,, broom and brush making, cane seating, and mattress making; to the girls, sewing, knit¬ ting, and bead and fancy work were taught. — (Return, 1881.) TRAINING OF NURSES. The Missouri School of Midwifery, St. Louis, organized and incorporated in 1875, in 1880 had received 180 pupils and graduated 143. No report has been received for 1881. INDUSTRIAL TRAINING. The Manual Training School of Washington University , St. Louis, began in September; 1880, with a 3 years’ course of instruction, the time of the pupils being about equally divided between mental and manual exercises. A single class of 58 members was ad¬ mitted the first year, and a second was received in September, 1881, making an attend¬ ance of 101, as reported December, 1881. The mental instruction included a thorough course in English and mathematics through plane trigonometry; the manual training, a course in free hand, mechanical, and technical drawing, with the theory and use of hand and machine tools, study and management of the steam engine, &c. Before receiving a 1 This school reports for 1880-’81 a faculty of 10, with 13 students and 1 graduate ; the next men¬ tioned, the Western College of Dental Surgeons, 7 instructors, 6 students, and no graduates. 150 REPORT OF THE COMMISSIONER OF EDUCATION. diploma, each student must complete the actual construction of a machine, which, with the drawings and patterns used, remains in the school. — (Catalogue.) The Girls' Industrial Home and School, St. Louis, had an average of 60 under training for 1881. The common English branches, dress making, and plain sewing were taught. (Return, 1881.) The Blind Girls' Industrial Home has not reported for 1881. HOMES FOE OEPHAN OE DEPENDENT CHILDEEN. Reports have been received from 5 institutions of this class for 1881. Of 3 Roman Catholic homes reporting from St. Louis, St. Joseph’s Asylum for Boys had 250 inmates; St. Mary’s Asylum for Girls, 101; and St. Bridget’s Half-Orphan Asylum for Girls, 107. St. Joseph’s Asylum for Girls, Kansas City, had 38. The Protestant Orphan Asylum, Webster Groves, founded in 1835, had 64 boys and 25 girls. In all, such education as is practicable is given in elementary English studies and in industries. — (Report and returns, 1881.) EDUCATIONAL CONVENTIONS. STATE ASSOCIATIONS. The Missouri State Teachers' Association held its meeting for 1881 at Sweet Springs the last week in June. It is said to have been one of the most successful meetings ever v held in the State, Prof. F. Louis Soldan, the president, having awakened an interest in it in all parts of the State. The exercises were short, interesting, and profitable. No other information respecting its proceedings has been received. — (American Journal of Education, April, 1881, and Journal of Education, September 1, 1881.) The Southwest Missouri Teachers' Association met at Lebanon December 28-30, 1881. The programme is reported to have been excellent, but particulars are wanting. — (New York School Journal.) The Missouri Valley State Teachers' Association met at Warrensburg December 28-29, 1881. “ Duties of the teacher, ’ ’ “Libraries for the public schools,” “ Primary teach¬ ing,” were among the topics discussed. — (Journal of Education. ) The Southeast Missouri Teachers' Association met at Salem, Dent County, apparently in August, with Prof. R. C. Norton, of Cape Girardeau, as president. The attendance was good and the teachers apparently were deeply interested, discussing earnestly and intel¬ ligently the various subjects brought before them-; but, as in the case of the other associ¬ ations, details are not given. — (Journal of Education. ) • CHIEF STATE SCHOOL OFFICER. Hon. Richard D. Shannon, State superintendent of public schools, Jefferson City. [Second term, January 13, 1879, to January 8, 1883. J Then to be succeeded by W. E. Coleman, elected in 1882. NEBRASKA. 151 NEBRASKA. STATISTICAL SUMMARY. 1879-’80. 1880-’81. Increase. Decrease. POPULATION AND ATTEND¬ ANCE. Youth of school age (5-21) _ 142, 348 152, 824 10, 476 Enrolled in public schools __ 92, 549 100, 776 8, 227 Per cent, of enrolment to 65 66 1 whole number. Average daily attendance _ 60, 156 65, 504 5, 348 SCHOOL DISTEICTS AND SCHOOLS. Public school districts _ 3,132 3, 401 1, 911 269 Districts having six months 1,394 517 or more school. Districts having no 'schools _ 210 160 50 Graded schools . 70 74 4 Districts with free text books _ 246 259 13 Public school-houses 2, 701 3, 038 196 337 Houses built during the y ear. 195 1 Houses having no black¬ 301 232 69 board. Estimated value of school $2, 064, 768 $2, 054, 049 $10, 719 property. Average duration of schools 109 110 1 in days. TEACHERS AND THEIR PAY. Men teaching in public 1, 670 1,813 143 schools. Women teaching in same _ 2, 430 2, 746 316 Whole number of teachers __ 4, 100 $36 12 4, 559 $36 50 459 Average monthly pay of men _ $0 38 Average pay of women- . 31 92 32 50 58 INCOME AND EXPENDI¬ TURE. Whole income for schools _ $1, 121, 794 $1, 320, 449 $198, 655 Whole expenditure _ _ 1, 137, 995 1, 165, 103 27, 108 STATE SCHOOL FUND. Permanent available fund.. $3, 323, 217 $5, 126, 565 $1, 803, 348 Estimated eventual amount. 20, 754, 810 23, 216, 679 2, 461, 869 (Statistics furnished by State Superintendent W. W. W. Jones for the two years in¬ dicated. ) STATE SCHOOL SYSTEM. OFFICERS. The charge of educational interests for the State in general is committed to a State su¬ perintendent of public instruction, elected by the people biennially; a board of 6 regents 152 REPORT OF THE COMMISSIONER OF EDUCATION. of the State University, elected for 6 years, with annnal change of 2; a normal school board of 7, 5 appointed by the governor for 5 years, with 2 ex officio members; and a board of school lands, composed of the chief officers of the State. The local officers are county superintendents of public schools, elected for 2 years; a board of 3 trustees for ordinary districts, and one of 6 for districts containing 150 or more children of legal school age, the members of both boards elected for 3 years, with annual change of one-third. OTHER FEATURES OF THE SYSTEM. The system of education provided by the State comprises district, graded, and high schools, a normal school, normal institutes, a State university, a reform school, an insti¬ tution for the blind, and one for the deaf and dumb. The public schools are free to all persons of legal school age resident in the district, and are sustained from the interest of a permanent school fund; from lease and sale of school lands, and interest on unpaid principal of school lands sold; from a State tax not to exceed 1J mills on the grand as¬ sessment of the State — all these to be applied exclusively to the payment of teachers’ wages; from a local tax, which in cities may not exceed 10 mills on the dollar and in other districts 25 mills; also, from certain fines, forfeitures, and licenses. The State tax and income from school fund and lands are divided equally among the counties in proportion to the number of children of school age. Each county superintendent adds to the amount thus apportioned to him the proceeds of fines imposed and licenses granted in the county, and divides one-fourth equally among the districts and three-fourths pro rata according to the children of school age. Every voter and every woman owning personal or real property assessed in the district or having children of school age (provided she is over 21 years old and has resided in the district 40 days) is entitled to vote at district meetings. Qualified teachers must hold certificates from the examining officers or from an approved normal school. They must make monthly reports to the proper officers, and no teacher is to receive payment in full for a term until the term summary is properly filled out and approved by the director. Provision is made for graded or high schools. GENERAL CONDITION. Of 10,476 additional youth for instruction, 8,227, a very large proportion, were enrolled in public schools, and probably a fair proportion of the remainder in private or church schools. Of the 8,227 more enrolled in the State schools, the superintendent reports 5,348 as in average daily attendance, which again is a good proportion in a region where at¬ tendance in winter is often difficult on account of the snow. To meet this large addi- •tional enrolment and attendance we find 337 more school-houses and 459 more teachers, the average pay of teachers being slightly increased. Public school income advanced $198,655, though only $27, 108 of this were actually expended. The growth of the State school fund by $1,803,348 within the year is another indication of good condition, this being believed to be the highest increase in a year under ordinary circumstances in any State. KINDERGARTEN. For information concerning any Kindergarten in the State, see Table V of the appendix; for a summary of their statistics, a corresponding table in the report of the Commissioner preceding. CITY SCHOOL SYSTEMS. OFFICERS. The law provides that incorporated cities having 2,000 or more inhabitants shall con¬ stitute a school district and shall have a board of education of not less than 6 members elected for 2 years; this board shall elect a city superintendent of public education, who shall act as principal. Omaha had a city board of 12 members, one-half changed an¬ nually, in 1880. — (School law, 1881.) STATISTICS. Cities. Population, census of 1880. Youth of school age. Enrolment in public schools. Average daily at¬ tendance. I Number of Expendi- teachers. ture. 1 Lincoln . 13,003 30, 518 2, 965 6,500 1,772 3, 717 30 $36,919 59 | 88, 206 | Omaha . 3,300 « NEBRASKA. 153 ADDITIONAL PARTICULARS. Lincoln classes her schools as primary, grammar, and high, and for 1881 reported 12 school buildings, containing 31 rooms, with 1,750 sittings, valued, with sites and furni¬ ture, at $69,000. The schools were taught 176 days by 3 men and 27 women. An estimated enrolment of 100 in private schools is given. — (Return, 1881.) Omaha in 1881 had 11 school buildings, an increase of one during the year, with 65 school and recitation rooms ; the estimated value, with sites and furniture, was $366,000. The schools were taught 196 days, and 56 women and 3 men were employed as teachers. For private and parochial schools there were reported 12 school rooms and an estimated enrolment of 500. — (Return, 1881.) TRAINING OF TEACHERS. NORMAL INSTRUCTION PROVIDED BY THE STATE. The Nebraska Slate Normal School, Peru, reported for 1881 an elementary course of 2 years and a higher course of 3 years. The catalogue shows an attendance of 157 young women and 117 young men, with 6 graduates from the higher and 34 from the elementary course, all of whom have engaged in teaching. — (Catalogue and return, 1881.) The State University , Lincoln, made arrangements in 1881 for instruction in didactics, at first as a special department, subsequently as an optional 3 hours’ study in the junior and senior years. Hon. S. R. Thompson, formerly State superintendent, is in charge of the instruction.— (Catalogue.) OTHER NORMAL TRAINING. Santee Normal Training School, Santee Agency, established by the American Board of Commissioners for Foreign Missions for the purpose of providing preachers, teachers, interpreters, business men, and model women for the Dakota Nation, reported 34 stu¬ dents as receiving normal instruction and 109 in attendance during the year 1881. The Indian vernacular was used in teaching, and the plan of sending the advanced pupils to eastern schools to acquaint them with English and to teach them more of American civilization has been adopted. — (Return and catalogue, 1881.) St. PauVs Boarding School, Yankton Reserve, organized in 1873 (under the care of the Protestant Episcopal Church, Rt. Rev. William H. Hare, Bishop of Niobrara, president) and meant to prepare for both ministerial and teaching work, reported a successful year, with 6 teachers and an average of 39 pupils in attendance. The instruction includes industrial as well as literary training, farming and gardening entering into it, and the use of tools. The industrial teaching was to be extended in the session of 1881-’82. — (Spirit of Missions, November and December, 1881.) The Central Normal School, Genoa, and Lancaster County Normal Institute, Lincoln, have sent no report for 1881. A normal course of 4 years is given in Doane College, Crete, with 21 students in 1880-’ 81 ; 2 years’ normal courses in Nebraska Conference Seminary, York, and in Nebraska Wes¬ leyan University, Fullerton, the former with 11 normal students in the fall of 1881, the latter with 23 in 1880-’81. Normal lectures and instruction are offered at Gates College, Neligh, and at Pawnee City Academy, but without specific courses or note of students under normal training. — (Catalogues, 1881.) teachers’ institutes. The school law provides that two kinds of teachers’ institutes shall be held in the State, viz: normal institutes, to be organized by the State superintendent, and county institutes, to be organized by county superintendents. Institutes, nearly all organized by county superintendents, were held in 41 counties in 1881; they enrolled 1,856 teachers and 1,809 teachers were in average attendance. EDUCATIONAL JOURNAL. Literary and Educational Notes, published semimonthly at Fairmont, is devoted to education in Nebraska, and is the official medium for all publications from the State department of public instruction. It was in its eighth volume in 1881. Its present place of publication is Crete. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The law provides that any district containing more than 150 children may elect a board of 6 trustees, who shall have power to classify and grade scholars and to establish a high school in such district. For 1881 the State superintendent reported 27 high schools, with 1,458 pupils. 154 REPORT OF THE COMMISSIONER OF EDUCATION. OTHEE SECOND AEY SCHOOLS. For statistics of business colleges, private academic schools, preparatory schools, and preparatory departments of colleges, see Tables IY, VI, VII, and IX of the appendix; for summaries of their statistics, see corresponding tables in the report of the Commis¬ sioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOE YOUNG MEN OE FOE BOTH SEXES. The board of regents of the University of Nebraska, Lincoln (non-sectarian), is author¬ ized by law to establish 5 colleges or departments ; but only the college of literature, science, and the arts, with an industrial college, had been organized up to 1880-’ 81. Tuition in these is free to all students, without regard to sex, race, or place of residence. The college of liberal arts offers classical, scientific, and literary courses of 4 years, with 2 years preparatory for each. A department of didactics was established January, 1881, and a professor for it assigned, but subsequently the studies of that department were made electives in the regular junior and senior years. A conservatory of music has been established in connection with the university, its studies optional, with moderate charges for instruction. Students in literary and scientific department, including preparatory, 258 in the fall of 1881. — (Catalogue.) The other colleges reporting are Doane College, Crete (Congregational), with an attend¬ ance in all departments of 121; Nebraska Wesleyan University, Fullerton (Methodist Episcopal), with 72; Nebraska College, Nebraska City (Protestant Episcopal), with 67; and Creighton College, Omaha (Roman Catholic), with 200. All have preparatory de¬ partments, with different lengths of course, and classical collegiate and scientific courses, except Creighton, which has a 6 years’ classical course, the really collegiate studies in which begin in the fourth year. Doane offers in addition a 5 years’ literary and 4 years’ normal; Nebraska Wesleyan, a 3 years’ English scientific, 3 years’ academic, 2 years’ normal, 2 years’ musical, 1 year’s commercial, and a non-resident course; Creighton, a commercial of 4 years. — (Catalogues and returns, 1881.) For full statistics of these colleges, see Table IX of the appendix, and a sumjnary of the same in the report of the Commissioner preceding. INSTITUTIONS FOE THE SUPEEIOE INSTEUCTION OF YOUNG WOMEN. Doane College, the State University, and the Nebraska Wesleyan offer the same ad¬ vantages to women as to men. Brownell Hall, Omaha, is the only institution exclusively for women that may fairly be said to offer superior instruction. An attendance of 76 was reported for 1881. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The University of Nebraska, in its industrial college, reported courses of 4 years in civil engineering, agriculture, and horticulture, with two years preparatory lor each. The young men are trained in military science and tactics. Doane College reported a scientific course of 4 years. For statistics, see Tables IX and X of the appendix. PEOFESSIONAL. For theological instruction the German Congregational Theological Seminary, Crete, had a 2 years’ preparatory and 4 years’ academic department with a 3 years’ theological course in 1881. The Nebraska Divinity School, Nebraska City (Protestant Episcopal), established in 1866 and still open for instruction, had at last report a 4 years’ academic and 3 years’ theological course, with apparently 9 students within the year 1880-’81. No school of law was reported. The Nebraska School of Medicine , offering simply preparatory instruction, began its first session of 20 weeks at Omaha in October, 1880, with a class of 14 students, men and women. The success of this school led its founders to incorporate it as a regular medical college. A building being erected, arrangements were made for clinical instruction at the St. Joseph’s Hospital, and the Omaha Medical College , with a required course of 3 years of study and attendance on 2 full courses of lectures of about 4 j months each and an optional graded course of 3 years, announced its opening for October, 1881. — (An¬ nouncements. ) SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Nebraska Institute for the Deaf and Dumb, Omaha, founded in 1869, reported 7 instructors and 97 pupils for 1881. All common school branches are taught, also paint- NEBRASKA. 155 iug and drawing. Boys are instructed in printing and carpentry; girls, in needle and fancy work and general housework. Articulation is taught by means of Bell’s visible speech symbols. — (Return, 1881.) INSTRUCTION OF THE BLIND. The Nebraska Institute for the Blind, Nebraska City, opened in 1875, reported in 1880 a principal, 3 teachers, 28 pupils enrolled, and 22 in average attendance; instruction was given in the branches usually taught in the best graded schools, in vocal and instrumental music, and in some of the industrial arts. The number of officers remained the same in 1881 and the average attendance increased. STATE REFORM SCHOOL. A bill passed the legislature in 1880 to establish a State Reform School at Kearney, appropriating $10, 000 for buildings and to support the school for 2 years. The citizens of Kearney donated a farm of 320 acres upon which the building was erected. No re¬ port as to the opening and progress of the school has been received. CHIEF STATE SCHOOL OFFICER. Hon. W. W. W. Jones, State superintendent of public instruction , Lincoln. [First term, January 4, 1881, to January 4, 1883.] I 156 REPORT OF THE COMMISSIONER OF EDUCATION, NEVADA. STATISTICAL SUMMARY. 1879-J80. 1880-’ 81. Increase. Decrease. POPULATION AND ATTEND- * ANCE. Youth of school age (6-18) __ 10, 592 10, 533 59 Enrolled in public schools. _ 9, 045 8, 329 716 Average number belonging _ 6, 140 6, 048 92 Average daily attendance _ 5, 401 5, 406 5 Attending private schools _ _ 970 868 102 SCHOOL DISTRICTS AND SCHOOLS. Number of districts _ _ 109 95 14 Number of districts report- 111 89 22 ing. Number that voted district 12 11 1 tax. Number of public schools _ 195 166 29 Number sustained without 107 127 20 rate bills. Ungraded schools. _ 81 58 23 ffrnrlp.rl sp.bnnls 111 104 7 High schools _ _ _ _ 3 4 1 Average length of term in 142.8 140.4 2.4 days. Volumes in school libraries. 518 524 6 Value of school property _ $275, 274 $260, 193 .$15, 081 TEACHERS AND THEIR PAY. Men teaching _ 92 44 48 Women teaching 105 132 27 Whole number of teachers _. 197 176 21 A vprao-p, pay of mon $101 47 $99 50 $1 97 Average pay of women _ 77 00 74 76 2 24 INCOME AND EXPENDITURE. Whole receipts for public a$134, 561 $138, 640 schools. Whole expenditure for pub¬ al44, 244 140, 418 lic schools. SCHOOL FUND. Amount of State school fund . $415, 000 $564, 000 $149, 000 a Storey County not reporting. (From biennial reports of Hon. D. R. Sessions, State superintendent of public schools, for 1879 and 1880 and 1881 and 1882. ) NEVADA. 157 STATE SCHOOL SYSTEM. OFFICERS. For the State, a superintendent of public instruction chosen by the people quadrien- nially, a State board of education, and a board of regents of the State university; for each county, a superintendent of public schools and a county board of examiners; for each district, a board of trustees of three or five members, according to population. — (Laws, 1881.) OTHER FEATURES OF THE SYSTEM. The State schools are free to all youth of school age (6-18) ; the law provides for grad¬ ing them into Kindergarten, primary, grammar, and high in all districts where such division into departments seems advisable. It also requires attendance for four months each year of all sound children between the ages of 8 and 14 not taught elsewhere. The sources of support for the schools are the income from the State school fund and a State tax of half a mill on the dollar, used only for the payment of teachers; an annual county tax of 15 to 50 cents on the $100, which may be used at the discretion of local officers for purchasing sites and buildings, for hiring school-houses, for establishing school libraries, or for necessary contingent expenses; and a district tax where necessary to con¬ tinue the school term to six months in districts in which the State and county funds are insufficient for that purpose. Special taxes also for erecting buildings, extending the school term, &c. , may be levied on an affirmative vote of the people of the district. Eate bills for tuition may be levied by the trustees for the purpose of prolonging schools that have been maintained six months in the year by public funds and have been free to all. The State and county school funds are apportioned as follows: Twenty-five per cent, among the districts proportionately to the number of teachers assigned to each, on the basis of one hundred census children or fraction thereof to a teacher, and the remainder equally in proportion to the number of children of school age. In order to obtain State aid, the schools must be non-sectarian, must be taught at least three months by teachers duly examined and certified, and must use the text books ordered by the State board of education. To receive their pay, teachers must have been legally employed by the board of trustees, must have had a certificate from the county board of examination, and must have made full reports as required by law. GENERAL CONDITION. The reports of the school system are issued only once in two years. That for 1881 not having appeared until this report was going to press, any extended consideration of the general educational condition of the State must be postponed. KINDERGARTEN. The law provides for Kindergarten in connection with the public schools. The Kinder¬ garten department at Carson City, established April, 1880, reported 2 teachers and 50 scholars for 1881, and is the only one reporting up to date. — (Return, 1881.) CITY SCHOOL SYSTEM OF VIRGINIA CITY. OFFICERS. Each village, town, or incorporated city forms one school district, the schools of which are under the control of a board of trustees. In cities with 1,500 or more registered voters there must be 5 trustees; in smaller towns, 3. STATISTICS. Virginia City, with a population of 10,917 in 1880, had 2,559 children of legal school age, an enrolment of 2,260 of school age in public schools, and (together with 195 below school age) an average attendance of 1,276. The schools were taught 202 days by 32 teachers in 5 buildings containing 31 school rooms and 1,545 sittings for study. School property was valued at $71,500. An estimated enrolment of 447 was given in private schools. TRAINING OF TEACHERS. TEACHERS’ INSTITUTES. In the absence of normal schools, either private or public teachers’ institutes seem to be the only means provided for the training of teachers, and the holding of these is dis¬ cretionary with the State and county superintendents. The law authorizes the State superintendent to convene annually, with the consent of the board of education, a State institute for a session of 5 to 10 days and to engage such instructors as he may consider 158 REPORT OF THE COMMISSIONER OF EDUCATION. advisable, the cost of the institute not to exceed $100. County superintendents, with the consent of the board of commissioners, may call one or more institutes annually, the cost of the same not to exceed $100. Information respecting institutes held in 1881 is wanting. SUPERIOR INSTRUCTION. STATE UNIVEESITY. The State University, Elko, organized in 1874, at the last advices, had established only a preparatory department. It reported buildings and grounds in 1880 valued at $25,000, an appropriation from the State of $6,000 for the year, and 48 students enrolled, of which number 26 were girls. INSTITUTION FOE THE SUPEEIOE INSTEUCTION OF YOUNG WOMEN. Bishop Whitaker’s School for Girls, established at Reno in 1876, reported for 1881, through the Protestant Episcopal Almanac, 6 teachers and 56 students. There is a pre¬ paratory department and a well arranged 4 years’ English course, with Latin and modern languages optional. Music, drawing, and painting are also taught. — (Catalogue, 1879; Almanac, 1882.) SCIENTIFIC AND PROFESSIONAL INSTRUCTION. STATE UNIYEESITY, ELKO. As far as can be ascertained without the authoritative information of a State report, no institutions for instruction in theoretical or practical science, in theology, daw, or medicine, have yet been opened in the State, except as the first mentioned may be in¬ cluded in the courses of the university at Elko. SPECIAL INSTRUCTION. SCHOOLS FOE THE DEAF, THE BLIND, THE FEEBLE-MINDED. Provision is made by the State for the instruction of its deaf-mute and blind youth at the school in Berkeley, Cal. Whether there is any like provision for the feeble¬ minded, or for youth that need reformatory training, does not appear. TEAINING OF OEPHANS. The State Orphans’ Home, in a biennial report for 1879. and 1880, received too late for use in the report of the Commissioner for the latter year, reports an enrolment of 30 girls and 46 boys, an average of 54 belonging and of 46 in daily attendance in the school con¬ nected with it. Instruction is given in the common English branches and vocal music. There have been 174 children in the institution since 1870, while *57, with ages ranging rom 2 to 14, remained in the home January 1, 1881. — (Report, 1879 and 1880.) CHIEF STATE SCHOOL OFFICER. Hon. D. R. Sessions, State superintendent of pvJblic instruction , Carson City. [Term, January 6, 1879, to January 1, 1883, then to be succeeded by Hon. Charles S. Young.] NEW HAMPSHIRE. 159 MEW HAMPSHIRE. SUMMARY OF SCHOOL STATISTICS. POPULATION AND ATTEND¬ ANCE. Number of children 5 to 15 i in 1880. Enrolled in public schools __ Average daily attendance — Attending private schools — Youth 5 to 15 out of school __ SCHOOL DISTBICTS AND SCHOOLS. Organized school districts __ Number of public schools — Graded schools - High schools _ Average length of term in days. Number of school-houses _ School-houses unfit for use__ Built during the year _ Having maps and globes _ Estimated value of school property. TEACHERS AND THEIR PAY. Men teaching _ Women teaching _ Whole number of teach*ers__ Teaching successive terms __ Teachers from normal school - Average monthly pay of men. Average monthly pay of women. RECEIPTS AND EXPENDI¬ TURES. Total income for public schools. Total expenditure for public schools. 1879-’8Q. 1880-’ 81. Increase. Decrease. 60, 899 63, 235 64, 341 1,106 48, 966 43, 943 5, 023 3, 076 3, 562 486 3, 715 4, 445 730 2, 010 2, 027 17 2, 528 2, 657 129 489 502 13 47 60 13 105.3 97. 15 8. 15 2, 248 2, 214 34 292 233 59 25 20 5 1,175 1,746 571 $2, 329, 913 $2,113, 851 $216, 062 580 559 21 2, 880 3, 026 146 3, 460 3, 585 125 1,378 1,483 105 377 345 32 $34 12 $32 63 $1 49 22 23 21 77 46 $562, 116 $577, 489 $15, 373 565, 340 577, 022 11, 682 (From report of Hon. James W. Patterson, State superintendent of public instruction, for the two years above indicated.) STATE SCHOOL SYSTEM. OFFICERS. These are, for the State, a superintendent of public instruction, appointed by the gov¬ ernor for 2 years,1 and a board of trustees for the State Normal School, consisting of the 1The superintendent, in addition to the regular duties of his office, is required by an act of 1881 to deliver lectures in not less than 75 towns annually, beginning with the smallest and visiting all the counties in the State. 160 REPORT OF THE COMMISSIONER OF EDUCATION. governor, the State superintendent, and 5 persons appointed by the governor with con¬ sent of the council for 2 years. For towns, school committees are elected by ballot or appointed by the selectmen, of such number, for such term, and with such powers as the electors may determine. One of their number may be chosen by the board to superintend and visit schools, or any town or city may elect or appoint a superintendent of schools. For districts, there are a moderator, a clerk, and a prudential committee of from 1 to 3 persons. School districts comprising the whole town must, and certain others may, elect a board of education of 3, 6, or 9 members, who have the powers of school and prudential committees. Women may vote in school meetings and are eligible to all school offices. — (Laws, 1878, 1879, 1881.) OTHER FEATURES OF THE SYSTEM. The public schools are free to all resident children of school age. The law is compul¬ sory in regard to the attendance of all 6 to 16 not attending other schools or otherwise employed. The employment of children under ten years of age and of any child under 16 unable to read and write is forbidden, except in vacation. No child under 16 may be employed unless he has attended school 12 weeks during the preceding year; none under 14, unless he has attended 6 months or the full term of school taught in his district; and none under 12 who has not attended during the entire term. Employers must have a certificate from the school committee as to such attendance before giving employment. Persons having control of children between 8 and 14 are required to have them instructed for at least twelve weeks annually in a public or private school or at home. For viola¬ tion of this law parents or guardians maybe fined $10 for the first and $20 for each sub¬ sequent offence; employers, not to exceed $20 for each offence. School committees and boards of education are authorized to elect truant officers, whose duty it shall be to enforce the laws and ordinances in regard to truants and children not attending school between the ages of 6 and 16, and in regard to children employed in manufacturing establishments without attending school as required. Persons proposing to teach, who give satisfactory evidence of good moral character and of suitable temper and disposition for teaching, must be examined by the school committee of the town in such branches as are taught in the schools, and, if found competent, receive certificates, which must be delivered to the prudential committee before they can be employed. No teacher may receive payment for services who has not delivered to the prudential committee a certifi¬ cate that a register or record has been properly kept and returned at the end of the term. The public schools are sustained from the proceeds of a State literary fund and of a fund created by the sale of State lands; there is also a town tax on polls and ratable estate of $350 for school purposes for every dollar in the $1,000 of State tax which such t-owns are required to raise for general purposes, but towns may raise a larger amount. The apportionment of the State fund is made according to the number of scholars 5 years old and upwards who have attended the public schools not less than 2 weeks; the town tax is distributed with reference to the valuation of the district for the year or in any manner desired by the voters of the town. — (Laws, 1878, 1879, 1881.) GENERAL CONDITION. The statistics for 1881 show a decrease in enrolment, in average attendance, in length of term, in number of school-houses, in estimated value of school property, in pay of teachers, and in number of teachers from normal schools, and an increase in youth of school age out of school. There was increase in the number of school districts, of public schools, of graded and high schools, of schools having maps and globes, in number of teachers, and of those teaching the same school for successive terms. The State super¬ intendent reported 785 schools with 12 scholars or less and 297 with only 6, most of them in the rural districts. He urges the uniting of districts as provided for by law. CITY SCHOOL SYSTEMS. OFFICERS. The public schools of towns and cities are under the control of school committees or boards of education. A superintendent may be elected or appointed, as the people de¬ cide. In Concord there is a board of education of 9 members, one of their number being chosen as superintendent of schools. Manchester has a committee comprising the mayor, the president of the common council, and one member from each ward. Dover, Nashua, and Portsmouth have each committees of 12 members. All except Portsmouth have superintendents. NEW HAMPSHIRE. 161 STATISTICS. Cities. Population, census of 1880. Children of school age. Enrolm e n t in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Concord . 13, 838 11, 687 2,269 1,672 73 $40,945 24, 616 54, 125 33, 992 23, 884 Dover . 2,329 2,029 1,437 2,818 45 Manchester.. .. 32, 630 13,397 9,690 4,350 2, 606 89 Nashua . 1,951 52 Portsmouth . 2,272 1,922 1,771 34 ADDITIONAL PARTICULARS. Concord embraces 16 legally organized and 4 fractional districts, besides 4 under special acts. The 24 reported 54 different public schools, with an enrolment of 2,269 and an average attendance of 1,672. Of the 73 teachers employed, 48 had taught the same school for more than one term and 8 were graduates of normal schools; of the 54 schools, 52 were supplied with maps and globes. The 30 school-houses were valued, with sites, furniture, and apparatus, at $165,452. The shortest term of any school in any district was 19 weeks and the longest 30 weeks. Union district reported primary, in¬ termediate, grammar, and high schools, the last offering an English course of 3 years and academic and classical courses of 4 years each. A mixed school was opened and well attended for the winter term. Special instruction in music and drawing was given in all the schools. — (State and city reports.) Dover reported 18 school buildings, containing 44 rooms, with 2,042 sittings for study, valued, with sites, furniture, &c., at $149,300. In public day schools an enrolment of 1,874 and a daily attendance of 1,363 are given; in a night school 155 were enrolled and 74 were in average attendance, their ages ranging from 15 to 40 years. The day schools were taught 167 days by 41 teachers; the night school was open 15 weeks during the winter and employed 4 teachers. An enrolment of 90 in private schools is reported. — (Return and city report. ) Manchester comprises but one school district, containing 80 different public schools, among which are one high and 68 graded schools. There were 24 school-houses reported, 1 having been built during the year at a cost of $6,000; all were valued, with apparatus, at $286,200. Of the 89 teachers employed, 75 have taught the same school more than one term and 3 were from normal schools. The length of term was 190 days. An en¬ rolment of 2,000 was given for private schools. — (State report.) The public schools of Nashua are graded as primary, grammar, and high, and in 1881 occupied 17 buildings, with 52 rooms, valued, with sites, &c., at $236,891. An enrol¬ ment of 2,606 was given for both day and evening schools, with an average attendance of 1,951 in day schools only. There were 3 men and 49 women engaged in teaching. Special instruction was given in music. . There were 20 enrolled in private schools. — (Re¬ turn. ) Portsmouth had 1 high, 9 grammar, and 3 primary ^chool buildings, containing 35 rooms and valued, with sites, &c., at $82,600. The schools were open for instruction 200 days, with 34 teachers and an average attendance of 1,771. The high school offered in 1880-’81 a 3 years’ English and a 4 years’ Latin course. Of the successful candidates for admission in 1881, 26 elected to take the 4 years’ and 20 the 3 years’ course. An estimated enrolment of 150 was reported in private schools. — (Return and city report.) TRAINING OF TEACHERS. , * STATE NORMAL SCHOOL, PLYMOUTH. The State Normal School was organized in 1871 as a strictly professional school for the training of teachers. The State appropriated for its support in 1881 $8,500 and the city of Plymouth $1,350. The full course comprises 2 years, but students preparing to teach in the primary schools, upon passing the requisite examination, may take a single year’s course, one term devoted to the study of methods, the second to practice in the training school. There are 100 children in attendance on the training school, graded to correspond with the 5 lower grades of the city schools; each pupil teacher has a class of ten for ten weeks and then a similar class of another grade for the same length of time. Critic teachers give daily direction to the work which is subject to inspection. There were 35 students enrolled in 1881, only 2 of them young men. — (Return and catalogue.) TEACHERS’ INSTITUTES. The law makes no provision for institutes; but teachers, realizing the advantages to be derived from the exercises and association of institutes, have held them at their own ex¬ pense in various parts of the State. — (Statement of State superintendent.) 11 E 162 REPORT OF THE COMMISSIONER OF EDUCATION. EDUCATIONAL JOURNAL. No journal of education is published in this State; hut information as to New Hamp¬ shire public schools is given in the National Journal of Education. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Any town or district may, by so voting, become a high school district and establish a high school. There were 60 such schools reported for 1881, an increase of 13 for the year. In the 31 which furnished statistics there were 31 men and 56 women teaching; 1,155 boys and 1,441 girls in attendance; 920 studying ancient and 384 modern lan¬ guages. PRIVATE SECONDAEY SCHOOLS. The statistics from 40 of the 50 private schools of higher grade reporting to the State superintendent for 1881 show 78 men and 61 women teaching; 1,729 boys and 1,147 girls in attendance ; 866 studying ancient and 469 modern languages. Twenty of these schools report libraries with more than 300 volumes, the largest containing 4,000. For statistics of such schools reporting to this Bureau, see Tables IY, YI, and YII of the appendix, and for summaries of them, the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGE FOE, YOUNG MEN. Dartmouth College, Hanover, continued to be in 1881 the sole institution for superior instruction in this State, and had not yet opened its doors to women in any of the col¬ legiate departments, which are academic, medical, agricultural, and scientific. For the last three see Scientific and Professional Instruction, further on. The collegiate standard is high, the preparatory examination covering as much as the full course of some schools claiming to be colleges. Graduates from approved preparatory schools having courses of at least 3 years are admitted without examination on the certificates of their principals that they have mastered the entire requisites for admission or their equivalents. The academic department has a four years’ classical course, with modem languages, mathe¬ matics, history, &c. Part of the studies in this for the junior and senior years are to be elective after 1881-’82. The same department has also a Latin-scientific course, which omits Greek and substitutes for it an equivalent amount of mathematical, scientific, and modem language studies. The preparatory examination for this is the same as for the classical, except as respects Greek history and language. After 1882 this preparatory examination will include French. — (Catalogue.) For statistics of this department, see Table IX of the appendix. INSTITUTIONS FOE THE SUPEEIOE INSTEUCTION OF YOUNG WOMEN. For statistics of the 4 institutions that usually report themselves under this head, see Table YIII of the appendix ; for summaries of their statistics, a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The New Hampshire College of Agriculture and the Mechanic Arts , Hanover, was estab¬ lished on the basis of the congressional land grant and in connection with Dartmouth College in 1866. It offers students the English portion of a collegiate course, with such other studies as may prepare them to become intelligent and scientific farmers. An at¬ tendance of 41 was reported for 1881 and 14 received the degree of b. s. The Chandler Scientific Department of Dartmouth College had 48 students pursuing its 4 years’ course, and conferred the degree of b. s. on 12 in 1881. The course includes in¬ struction in the practically useful arts of life. No other preparatory studies are re¬ quired than those taught in the common schools of New England. The Thayer School of Civil Engineering , also a department of Dartmouth, provides an exclusively professional training in its 2 years’ course, which is really a graduate course. A rigid examination in common and higher branches is required for admission. There were 7 students in 1881 and one degree of civil engineer was conferred. For further information as to these departments, see Table X of appendix. NEW HAMPSHIRE. 163 PROFESSIONAL. There were no schools of theology or law reporting from this State in 1881. Medical instruction was given in the medical department of Dartmouth College under 8 professors and 5 lecturers. Applicants for admission, unless matriculates of some regu¬ lar medical college or graduates of some reputable college, academy, or high school, must pass an examination upon entering. For graduation, 2 full courses of lectures of 16 weeks each and 3 years of professional study are required.1 There were 96 students in 1881; the degree of M. D. was conferred upon 29, some of whom had graduated in No¬ vember, 1880. For any further particulars, see Table XIII of appendix. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. New Hampshire has no institution for the education of the deaf and dumb and the blind, but makes provision for their instruction in the Perkins Institution and Massachu¬ setts School for the Blind, Boston; in the Institution for Deaf-Mutes, Hartford, Conn.; and in the Clarke Institution for Deaf-Mutes, Northampton, Mass. Statistics of those thus trained are wanting. REFORMATORY AND INDUSTRIAL TRAINING. The State Industrial School, Manchester, established in 1858, has had during the 23 years of its existence 1, 087 inmates, and reported 100 boys and 15 girls in the institution in 1881. They are all taught the common English branches; out of school the boys are engaged in farming, gardening, chair seating, and shoemaking; the girls, in sewing and general housework. About three-fourths of those discharged are known to have become useful and orderly members of society. — (Return, 1881.) TRAINING OF ORPHAN AND DEPENDENT CHILDREN. The Orphans’ Home , Concord, under Protestant Episcopal influence, admits children between the ages of 1 and 10, and requires boys to leave at 12 and girls at 18. There were 9 boys and 17 girls reported for 1881. — (Return, 1881.) The New Hampshire Orphans ’ Home , Franklin, a private and non-sectarian institution supported by voluntary contribution, receives cldldren from 3 to 14 and reported 31 in¬ mates in 1881. All are taught common school branches; the boys are employed in farm¬ ing and printing; the girls, in sewing and housework. — (Return, 1881.) The Children’s Home, Portsmouth, receives orphan, motherless, or otherwise homeless children under 12 years of age, and trains them, without distinction of creed or color, in practical home duties and in habits of honesty, truthfulness, purity, and industry, with literary instruction in the public schools. Number admitted to February, 1881, 21; re¬ turned to parents, 3; died, 1 ; remaining, 17. OBITUARY RECORD. PROF. DAVID CROSBY. Born in 1807 at Hebron, N. H., he died at his home in Nashua February 25, 1881. Having chosen teaching for his profession and by perseverance and industry having gained the means to complete his studies, he entered Dartmouth College and graduated in 1833. He settled in Nashua in 1836 and opened a high school; a few years later he founded and had incorporated the Nashua Literary Institution, of which he was the principal until failing health led him to give up his school 2 years before his death; he continued, how¬ ever, to teach a private class at his home to within five or six weeks of his death. In the fifty-six years he was a teacher, he instructed many men who have become famous in the State and nation. EDUCATIONAL CONVENTIONS. NEW HAMPSHIRE STATE TEACHERS’ ASSOCIATION. The twenty-eighth annual meeting of the State Teachers’ Association was held at Portsmouth, December 21-23, 1881. Among those present were Hon. J. W. Patterson, State superintendent; Prof. Warren and Miss Reed, of the State Normal School; Professors Quimby and Ruggles, of Dartmouth; Prof. Elliott Whipple, of the McGaw Normal In¬ stitute; Principals Bacheler and Clifford, of Manchester; Principals Jones and Webster, of Boston. The leading subject for papers and discussion was mathematics, although ’Besides the required lectures there is offered instruction by daily recitations from the middle of December to the third week in June. 164 REPORT OP THE COMMISSIONER OF. EDUCATION. 4 ‘ Methods of instruction in the Chandler Scientific Department of Dartmouth College ’ ’ was presented by Prof. E. R. Ruggles, of Hanover, and “ Methods of teaching physics and chemistry,” by Prof. I. J. Osbun, of Salem, Mass. “History” was discussed in an in¬ teresting and practical way by Prof. H. P. Warren, of Plymouth, and T. W. Bicknell, of The Journal of Education, Boston. A resolution was adopted that the association approve and indorse Senator Blair’s educational bill. The attendance of both teachers and people was not so good as heretofore. — (State report.) CHIEF STATE SCHOOL OFFICER. Hon. James W. Patterson, State superintendent of public instruction , Concord. [Term, July 8, 1880, to July 7, 1882.] NEW JERSEY. 165 NEW JERSEY. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. Youth of school age (5-18) - Enrolled in public schools - Average monthly enrolment - Average daily attendance - Enrolled in private or church schools - Whole enrolment in all schools - Children not in school - SCHOOL DISTRICTS AND SCHOOLS. Townships and cities - School districts _ Public school buildings - Departments in these - Unsectarian private schools - Church schools - Districts with poor school-houses - Districts with passable school-houses - Districts with good school-houses . _ Districts with very good school-house Number of new school houses - Buildings refurnished or remodelled _ Average value of school houses - Valuation of all public school property Districts with less than 6 months’ school. Districts with 6 to 9 months’ school __ Districts with 9 months’ school or more. Average time of school in days - TEACHERS AND THEIR PAY. Men teaching in public schools - Women teaching in public schools Whole number of teachers _ Average monthly pay of men - Average monthly pay of women _ Teachers in private or church schools _ INCOME FOR SCHOOLS. Whole receipts for public schools _ 1879-’80. 1880-’81. Increase. , 330, 685 204, 961 125, 059 115, 194 335, 631 203, 542 4, 946 119, 437 110, 052 43, 656 43,530 126 248,491 247, 198 81, 117 87, 112 5, 995 271 274 3 1,371 1,370 1,585 1,580 5 3, 486 3, 556 70 129 197 68 107 100 177 192 15 291 300 9 545 509 567 584 17 26 16 65 67 2 $4, 108 $4, 779 $671 6, 244, 139 6, 275, 067 30, 928 10 16 6 73 80 7 1,288 1,274 192 190 991 926 2, 486 2, 560 74 3, 477 $55 82 3, 486 $51 07 32 68 9 32 90 572 577 $1, 914, 447 5 1,419 5, 622 5, 142 1,293 36 10 14 2, 65 $4 22 (From the report of Hon. Ellis A. Apgar, State superintendent of public instruction, for 1880-’81, containing also statistics for 1879-’80, and from returns from the same for both years. ) STATE SCHOOL SYSTEM. OFFICERS. There is a State board of education, which consists of the trustees of the school fund and the trustees and treasurer of the State Normal School. A superintendent of public 166 REPORT OF THE COMMISSIONER OF EDUCATION. instruction, holding his office at the pleasure of the hoard and generally chosen for 3 years, is ex officio secretary of the same, president of the State Association of School Superintendents, and an associate member with the principal of the State Normal School in forming a State hoard of examiners; he is also an ex officio member of all county and city hoards of examiners. For each county, a superintendent is appointed by the State hoard of education, sub¬ ject to the approval of the county board of freeholders, holding office at the pleasure of the board. A county board of examiners is composed of the county superintendent and not more than 3 teachers appointed by him for one year. For each school district there is a board of 3 trustees, all elected by the legal voters of the district* at their first annual meeting, and afterwards 1 each year, for 3 years’ service. The district trustees of each township together constitute a township board, who meet the county superintendent semiannually at such times as he may designate, to receive communications and suggestions and to submit questions for his advice and opinion in regard to the management of the schools. Women are eligible to the office of school trustee. — (School laws.) OTHER FEATURES OF THE SYSTEM. The public schools are free to all residents 5 to 18, without regard to religion, nation¬ ality, or color, and are supported from the proceeds of a State fund and from a State tax equal to $4 for each child of school age, which tax is apportioned for assessment among the several counties in proportion to the amount of taxable property in said counties. Of the moneys annually raised from State tax, 10 per cent. , known as the reserve fund, is apportioned by the board of education at its discretion, and 90 per cent, of the amount raised in any county is paid back to said county. If the sums received from the State are not sufficient to maintain schools 9 months in each year, townships may raise an additional amount, and must add, from the interest of the surplus revenue received by them and from other funds not raised by tax, such sums as the town meeting may direct. County superintendents must apportion the State moneys and all other sums received for school purposes according to the number of school children; provided that no district shall receive from all State and county funds less than $200 and districts with 45 or more children not less than $350. To get this aid, districts must provide suitable school buildings and must have maintained a free school for 9 months during the pre¬ ceding year. Not more than $20 of the school moneys so received may be used for any other purpose than teachers’ salaries and fuel. Cities and districts may raise such other sums as they need for buildings, repairs, and general school purposes. To receive their pay, teachers must hold certificates of qualification and present a duly kept register for the time for which pay is asked; they are required to attend the annual institute held in the county in which they teach, unless excused by the superintendent, their pay continuing during such attendance; they may suspend disorderly scholars, reporting their action to the school trustees for approval, but are not allowed to inflict corporal punishment. An annual appropriation of $100 for each teachers’ institute held in any county or in two or more adjoining counties is made by the State. The State encourages the establishment of schools for training in mechanical and in¬ dustrial pursuits by offering to any city, town, or township that will raise $3,000 a like sum for the establishment of such school and an annual contribution, not to exceed $5,000, for its support, if the city or township will do the same; it also encourages the formation of district libraries by giving $20, if the same amount is raised by the district, and a further sum of $10 yearly, if the district shall have given the same. CHANGES IN THE SCHOOL LAWS. Two important additions to the school laws and two important changes were made in 1881 and are incorporated in the above review of the features of the State school system. One of the additions was the rule as to the admission of pupils to the State schools without regard to religion, nationality, or color. The occasion for its introduction was an effort on the part of a school board in a certain district to exclude one of these classes, whereupon the legislature promptly enacted a law against any such class dis¬ tinctions in the schools. The other addition was the provision as to the encouragement of industrial training already mentioned. The changes were (1) as to the basis for the annual State tax for schools, which had been 2 mills on $1 of all property and was made to be $4 for eveiy child of school age; (2) as to the apportionment of the school moneys to the counties, which had been accord¬ ing to the number of school children, and was made 90 per cent, to each county of the amount that it had raised, the remaining 10 per cent, at the discretion of the State board of education to such points as might seem most to need or to deserve it. The apportionment within each county will still be according to the number of children of school age. NEW JERSEY. 167 GENERAL CONDITION. For the first time in many years there appear evidences of some decline in the school life of the State. With 4,946 more children to he educated, there were 1,419 fewer brought into the public schools than in 1879-’80, while 5,622 fewer were in average monthly enrolment and 5,142 fewer in average daily attendance. There was a reduction of $4.75 in the average monthly pay of men, with a falling off of 65 in their number, the places vacated, however, being filled by women. The report shows that there were many more high grade certificates issued, with fewer of the lower grade. There were 70 more departments of public schools established, which at the rate of 50 seats to a department would accommodate nearly two-thirds of the increased number of school age. Of the reduction of about 2 per cent, in average attendance based on enrolment the State super¬ intendent offers no explanation. EVENING SCHOOLS. There was an increase in the number of schools held in the evening for persons employed during the day as well as in the attendance on such schools. New Brunswick abolished its evening schools, and Elizabeth, Gloucester City, and Morristown established such schools; in Hoboken, Millville, Newark, Paterson, and Salem they were continued. There were thus 8 cities with these schools, instead of 6, having 91 more evenings of school, with an increase of 1,576 in enrolment of pupils, of 576 in average attendance, of 18 in teach¬ ers employed, and of $1,903 expended for instruction. The percentage of average attend¬ ance on enrolment ranged from 33 to 51, the highest being in Newark and the lowest at Salem and Paterson. KINDERGARTEN. Of 16 schools of this class on the lists of this Bureau 8 have made reports for 1880-’ 81 at the date at which this matter goes to press. All were in the upper tier of counties. For information respecting them individually, see Table Y of the appendix to this vol¬ ume; for a summary of their statistics, see a corresponding table in the report of the Commissioner preceding. CITY SCHOOL SYSTEMS. OFFICERS. Each incorporated city or town constitutes a single school district, with its school in¬ terests under control of a board of education elected by the people. A city superintend¬ ent of schools and such other persons as the board of education may appoint form a city board of examiners. statistics, a Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Bridgeton . 8,722 2, 292 1,542 923 28 $13, 123 Camden . 41,659 12’ 637 7,935 4,196 124 88, 490 Elizabeth . 28, 229 8,625 3,311 2,093 51 35,841 Hoboken . 30, 999 9,996 5,235 3,190 97 73,216 Jersey City . 120,722 41,110 21,373 12, 848' 327 184, 885 Millville . 7, 660 2,396 2,018 829 33 20,054 Newark . 136,508 41,861 18,511 12,145 279 214,455 New Brunswick . 17,166 6,305 2,458 1,782 48 32,749 Orange . 13,207 4,015 1,510 1,001 33 39, 805 Paterson . . . 51,031 14, 611 9,575 5,278 113 83,683 Plainfield . 8,125 2,024 1,263 838 24 22,775 Trenton . 29,910 7,776 3,520 2j 355 66 41,565 a For the sake of uniformity, all the statistics contained in this table are taken from the State report. ADDITIONAL PARTICULARS. Bridgeton reported primary and grammar schools, accommodated in 6 buildings con¬ taining 28 rooms, with 1,500 sittings for study, valued, with sites, &c., at $38,000. The schools were taught 192 days by 28 teachers. There were 170 enrolled in private schools and 586 in no school. Camden expended $13,249 for the erection, repair, and furnishing of school buildings, and values its entire school property at $466,100. The length of term was 210 days, and 124 teachers were employed. The pay of men averaged $107.50, that of women $34.16, a month. The enrolment in public schools was 7,935; the sittings for study, 6,491. There were 1,587 in private schools, and 3,115 not in school. 168 REPORT OP THE COMMISSIONER OF EDUCATION. Elizabeth expended $2,482 for repairs and furniture lor its 5 school buildings, which contain 47 rooms, with 2,565 .sittings, and are valued at $80,000. An enrolment of 3,311, with an average attendance of 2,093, in day schools and of 442, with an average attendance of 184, in 2 evening schools was given for 1881. The board of examiners issue trial certificates to all persons who pass the required examination ; after 3 months of success¬ ful teaching a full certificate is granted. Persons holding trial certificates, not teaching, are authorized to act as substitutes and to visit the schools and perform such duties as may be desired. Full third grade certificates are good for only 2 years without renewal; to obtain permanent positions teachers must pass examination for the first or second grade. The 51 teaching in 1880-’81 had all obtained the higher certificates. A permanent posi¬ tion at a good salary as teacher of the lowest primary grade has been given to an expe¬ rienced teacher in each primary department. New teachers entering the schools are to begin not lower than room 2. There were 2,439 in private schools and 2,875 in no school. Hoboken in 1881 reported to the State superintendent a Saturday normal, 1 high, 4 grammar, and 5 primary schools, and 1 evening school, conducted in 5 buildings, 4 of them belonging to the city, on which $6,432 had been expended during the year for improvements and furniture ; the entire school property was valued at $132, 500. Day schools were taught 202 days; the evening school (divided into 6 classes, 1 devoted exclusively to teaching English to German pupils), for 4 months. The teachers convene monthly to discuss subjects of interest to their profession. There was an estimated attendance of 1,496 in private schools and 3,265 children did not attend school. Jersey City reported primary, grammar, and high schools and a training school for teachers, conducted in 20 buildings, 17 belonging to the city. An expenditure of $10,344 was made during the year for improvements and the entire school property was valued at $657,150. There was an enrolment of 21,373, although the school -houses will seat but 14,370 comfortably. The schools were taught 200 days by the 327 teachers; the pay of men averaged $124.76 a month; that of women, $29.34. A teachers’ association, or¬ ganized in 1877, holds monthly meetings. Latin, Greek, and G erman are taught in the high school. There were 9,737 children in private schools and 10,000 not attending school. Millville expended $3, 983 in the erection and furnishing of one new building and in repairs on others, and reported its school buildings in good condition, valued, with sites, &c., at $40,000. The schools are graded and a graduating course was established in the high school* the first commencement having been held in 1881. The day schools were taught 200 days; the evening schools, with an enrolment of 482 and average attendance of 226, were taught 63 evenings, and had 15 teachers. There were 75 in private schools and 303 in no school. Newark , for 1881, reported 31 primary schools with 176 classes, and 78 classes in the grammar schools, 12 being of the first grade, from which 267 pupils passed into the high school. The high school, in its classical, scientific, and English courses of 4 years each, had 54 graduates, and in its commercial department 16. The normal training school, requiring graduation from the high school or its equivalent for admission, had 27 such graduates in a strictly professional course of one year. The evening schools were graded as far as possible, and reported an enrolment of 1,712, with an average attendance of 858, for a term of 3 months. Music and drawing are taught in all the schools by special teachers, and German in the high school. The schools occupied 32 buildings, 26 of them belonging to the city, all containing 15,600 sittings for study and valued, with sites, &c., at $910,000. Schools were taught 205 days. There were 6,000 in private schools and 17,350 in no school. New Brunswick maintained its former high standard for regularity and promptness of attendance, reporting 315 pupils in June, 1881, who had not lost a day during the year, some of this number not a day in 5, 8, and 10 years. The schools were accommodated in 6 buildings containing 46 rooms, with 2, 175 sittings, valued with sites, &c. , at $125, 200, and were taught 201 days by the 48 teachers. There were 1,200 in private schools and 2,487 in no school. Or any e expended $17,393 for buildings, furniture, and repairs, and in September, 1881, had 4 school-houses, with sittings for 1,371 pupils, valued, with sites, &c., at $100,000. The schools were taught 197 days by the 33 teachers. The high school offers a course of 4 years and one of 3, and had 11 graduates, 10 of them girls. There were 1,000 in pri¬ vate schools and 1,505 in no school. Paterson reported 29 schools and departments, comprising 1 normal and 1 normal train¬ ing school, 1 high, 8 grammar, 3 primary, and 7 evening schools, and 8 primary depart¬ ments of other schools. A systematic course of study has been established, giving 5 years to the primary, 4 to the grammar, and 4 to the high school. As only 12 per cent, of those enrolled pass through the grammar schools and but 2 per cent, through the high school, regularity and thoroughness in the primary grades are important. The elementary evening schools, in which the length of term varied, had 1,896 enrolled and NEW JERSEY. 169 36 teachers; the evening high school, with an average attendance of 26, Was taught 72 evenings by 2 teachers, and reported special progress in drawing. The city expended $13,369 for buildings, furniture, and repairs during the year, and valued its school prop¬ erty at $257,100. There were 1,500 in pri vate schools and 3,536 in no school. Plainfield expended $4,975 for the erection and improvement of school-houses and valued its school property at $60,000. The length of term was 200 days. There were 305 in private schools and 456 in no school. Trenton expended $1,470 in improvements for its school-houses, which will seat 2,718 comfortably and are valued, with sites, &c., at $130,000. The schools were taught 200 days by 3 men and 63 women. There were 2,600 in private schools and 1,634 in no school. TRAINING OF TEACHERS. NEW JERSEY STATE NORMAL SCHOOL, TRENTON. This school, established in 1855, is the chief agency for the supply of well trained teachers for the public schools and in 1881 received $20,000 from the State for its support. It has an elementary course of 2 years and an advanced course of 3 years; graduates from the former receive State certificates of the third grade, valid for 7 years; those from the latter, second grade certificates, valid for 10 years. An enrolment of 236 was reported for 1880-’81, with 24 graduates from the advanced and 27 from the elementary course; of this number 49 had engaged in teaching. A model school con¬ nected with the institution furnishes the pupils of the normal school opportunity for both observation and practice in teaching. Its course of study ranges from elementary English through high school and college preparatory courses. There was an enrolment of 361, with an average attendance of 284 in 1881; of the 7 graduates, 4 had taken the college course. FARNUM PREPARATORY SCHOOL, BEVERLY. Founded about the same time as the State Normal School and preparing students for it, this school receives an annual appropriation from the State. It has primary, inter¬ mediate, preparatory, and senior departments, the first 2 with 3 classes each, the last 2 with 2 classes each, thus serving as a first class graded school, with the lowest rates of tuition for Beverly. Its graduates, of whom there were 3 in 1881, may enter the ad¬ vanced class of the normal school and graduate in 1 year. OTHER NORMAL TRAINING. Normal schools or classes are reported in Hoboken, Jersey City, Newark, and Paterson, and teachers’ associations for mutual improvement in school studies and work in Hobo¬ ken and Jersey City. One meeting monthly or oftener has been maintained for many years in Burlington County under the leadership of an efficient superintendent, pursuing steadily a regular course of study, and there are others in other counties. Newton Col¬ legiate Institute, Newton, reported normal training, and the Collegiate Institute and Business College, Salem, a 3 years’ normal course and an annual teachers’ normal insti¬ tute lasting 6 weeks, consisting of 4 classes, to accommodate those seeking first, second, and third grade and State certificates. TEACHERS’ INSTITUTES. Institutes were held during the year in the counties of Atlantic, Burlington, Cam¬ den, Cape May, Cumberland, Hunterdon, and Salem. The attendance at all these was good, few teachers being absent except for sickness. Able instructors were employed, and modern methods of teaching were presented and discussed. — (State report.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The information in regard to high schools is meagre and correct statistics cannot be given. Such schools appear in 1881 at Elizabeth, Hoboken, Jersey City, Millville, New¬ ark, New Brunswick, Orange, Paterson, Phillipsburg, Plainfield, Rahway, and Trenton. At Beverly and Trenton some high school studies, preparatory in character, are also pur¬ sued in the higher classes under preparation for the State Normal School. An evening high school was maintained for some months at Paterson in addition to the day school. Advanced classes are reported by the superintendent of Camden County, from which graduates may enter the State Normal School or the Agricultural College at New Bruns¬ wick. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and schools specially pre¬ paratory to college, see Tables IV, YI, and VII of the appendix to this volume, and for 170 REPORT OF THE COMMISSIONER OF EDUCATION. summaries of the same, see corresponding tables in the report of the Commissioner pre¬ ceding. SUPERIOR INSTRUCTION. COLLEGES FOR MEN. The College of New Jersey , Princeton (non-sectarian), maintained in 1881 (which was the one hundred and thirty-fourth year of its existence) its classical, scientific, elective, and graduate courses at the high standard of former years. An attendance of 488 in both academic and scientific departments was reported; among these were 7 fellows, 41 grad¬ uate and 12 special students. The list of students contained names of representatives from 30 States and Territories, as well as from Bulgaria, India, Scotland, and Thrace. Every graduate obtaining a six hundred dollar fellowship must devote one year to study under the direction of the professors in the department for which the fellowship was pro¬ vided, and must reside in Princeton, unless, by vote of the faculty, he be allowed to study at an approved foreign university, in which case he must from time to time fur¬ nish written reports of his work to the professors in his department. The museums and apparatus have been increased during the year; a portion of Nassau Hall was arranged for the use of the museum, and an observatory was erected and equipped, said to be equal to that of any similar institution in the United States. — (Catalogue, 1880-’81.) Rutgers College , New Brunswick (non-sectarian), founded in 1770, reported for 1881 no changes in its courses of study, which comprise classical, scientific, special, and gradu¬ ate courses. Its students numbered 6 resident graduates, 87 in the classical and 40 in the scientific department, and 11 special students. — (Catalogue.) St. Benedict’s College , Newark, founded in 1868, and Seton Hall College , South Orange, founded in 1856 (both Roman Catholic), have preparatory departments and classical and commercial courses of study; the former reported 50 students for 1881; the latter, 110, with 13 graduates, and 33 in the Diocesan Seminary. — (Catalogues.) INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF WOMEN. For statistics of schools of this class reporting for 1881, see Table VIII of the appendix, and a summary of it in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The institutions of this character in the State are Rutgers Scientific School, New Bruns¬ wick ; the John C. Green School of Science , Princeton, and the Stevens Institute of Technol¬ ogy, Hoboken. Rutgers Scientific School, constituted by act of the legislature the State College for Agriculture and the Mechanic Arts, offers full 4 years’ courses of study in civil engineer¬ ing and mechanics and in chemistry and agriculture; also, special 2 years’ courses in chemistry and in agriculture. Provision is made for graduate studies. The John C. Green School of Science, a department of Princeton College, has 2 courses in general science: one of 4 years, to be pursued by candidates for the degree of b. s. ; the other of 2 years, for students who have received a first degree and who are candidates for that of M. s. Graduate, advanced, or special students enjoy every facility for study and research. Stevens Institute of Technology, essentially a school of mechanical engineering, has a course of 4 years, each year divided into a preliminary term (during which the sopho¬ more, junior, and senior classes devote 8 hours a day to experimental mechanics and shop work) and 3 regular terms. Beginning with 1882, fuller requirements for admis¬ sion will be made in mathematics and in English, an examination in rhetoric having been added. A new workshop, fitted up and furnished with machine and other tools at his own expense, was presented to the institute by President Henry Morton in May, 1881. For statistics of these scientific schools, see Table X of the appendix, and a summary of the same in the report of the Commissioner preceding. PROFESSIONAL. The only professional schools reporting in 1881 were theological, viz: the German Theo¬ logical School of Newark, N. J., at Bloomfield (Presbyterian); Drew Theological Semi¬ nary, Madison (Methodist Episcopal) ; the Theological Seminary of the Reformed Church in America, New Brunswick; the Theological Seminary of the Presbyterian Church, Princeton; and the Diocesan Seminary of Seton Hall College, South Orange (Roman Cath¬ olic). The 4 first named have full 3 years’ courses and require candidates for admission who are not college graduates to pass an entrance examination. The Seminary at Prince¬ ton has also a graduate course of 1 year. The theological course at Seton Hall College NEW JERSEY. 171 comprises 1 year of philosophy and 4 years of theology. The Seminary of the Reformed Church received gifts for the improvement of its library, the maintenance of Hertzog Hall, and the endowment of 2 scholarships, amounting in all to $90,000. — (Catalogues and returns. ) For statistics of theological schools, see Table XI of the appendix, and a summary of it in the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF DEAF-MUTES AND THE BLIND. From a written report of the State superintendent for 1881, it appears that 153 deaf- mutes from New Jersey1 were being educated at different institutions in Connecticut, Massachusetts, New York, and Pennsylvania, at a cost of $44,824, and 34 blind at insti¬ tutions in New York and Pennsylvania, at a cost of $9,934. EDUCATION OF THE FEEBLE-MINDED. In the Pennsylvania Training School for Feeble-Minded Children, Elwyn, there were 50 pupils from New Jersey in 1881, for whose training and improvement the State paid $12,454. — (Letter from State superintendent.) REFORMATORY AND INDUSTRIAL TRAINING. The New Jersey State Reform School for boys, Jamesburg, reported for 1880 an average of 258 inmates, who were being trained in the school room, on the farm, and in the shop. No report has been received for 1881. The State Industrial School for Girls, Trenton, established in 1870, receives children be¬ tween the ages of 7 and 16, and reported 25 inmates at the close of 1881, who were receiving instruction in the common English branches as well as in household work. There were 10 discharged and 15 indentured during the year. — (Return.) The Neivark City Home , a reformatory and industrial school supported by the city, re¬ ceives both boys and girls. Its eighth annual report states that 83 inmates were received and 64 paroled in 1881. Evidences of progress made in learning and good conduct are noted. The boys are taught farming and brush making; the girls, tailoring, dress¬ making, plain sewing, and mending. Regular school instruction in the English branches and vocal music is given every day. A system of credits and demerits for disciplinary purposes has superseded the severer forms of punishment. — (Annual report.) EDUCATION OF ORPHAN AND DEPENDENT CHILDREN. Of some 15 institutions for sheltering such children and training them in studies and industries till they can be placed at service or in trades, only 4 have made reports for 1880-’ 81 at the time at which this goes to press. These are the West Jersey Orphanage, Camden; Children’s Home, Burlington County, Mt. Holly; Newark Orphan Asylum, Newark; and Paterson Orphan Asylum, Paterson. They report, in all, 18 teachers in studies or industries, 1,225 cared for since the foundation of the associations or institu¬ tions, and 171 remaining at the date of their reports. EDUCATIONAL CONVENTIONS. STATE ASSOCIATIONS. Of meetings of the State Teachers’ Association and the State Association of School Superintendents no account is contained in the State report for 1881. The only account that has reached the Bureau is an announcement and programme in the New-England Journal of Education of the State Teachers’ Association to beheld at Long Branch, July 6-7 of that year. CHIEF STATE SCHOOL OFFICER. Hon. Ellis A. Apgar, State superintendent of public instruction , Trenton. Mr. Apgar has served by successive reelections since 1867. 1 A bill is said to have passed the legislature in 1882 providing for the establishment of a State institution for the deaf and dumb, to be located at Trenton. 172 REPORT of THE COMMISSIONER OF EDUCATION. J*EW YORK. STATISTICAL summary. 1879-’80. 1880-’81. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (5—21) _ 1, 641, 173 1 , 662, 122 20, 949 In common schools _ _ _ _ _ 1, 031, 593 1, 021, 282 559, 399 108, 309 10, 311 In average daily attendance Attending private or church schools. 573, 089 108, 567 13, 690 258 Attending academies _ 30, 909 31, 114 205 Attending normal schools 5, 753 5, 944 191 Attending colleges 3, 641 6, 251 2, 610 In medical schools _ _ _ _ 2, 579 3, 069 490 In law schools. 653 603 50 Whole number under instruction _ 1, 183, 695 1, 176, 572 7, 123 SCHOOLS AND DISTRICTS. School districts _ _ _ _ _ _ 12, 017 12, 001 16 Public school-houses _ _ 11, 899 11,894 5 Log school-houses __ 83 78 5 Frame school-houses 10, 077 10, 073 4 Brick or stone school-houses _ _ 1,739 1,743 4 Average school term in days _ 179 178 1 Volumes in district school libraries __ 735, 653 707, 155 28, 498 Valuation of public school property. _ $30, 747, 509 $31, 091, 630 $344, 121 TEACHERS AND THEIR PAY. Men teaching in public schools __ Women in the same _ _ 7, 992 22, 738 7, 669 23, 157 419 323 Whole number _ _ 30, 730 30, 826 96 Teachers licensed through normal 1,068 1,095 27 schools. • By State superintendent 1, 083 964 119 By local officers _ _ 28, 579 28, 767 188 Teachers employed 28 weeks or over. Teachers’ institutes held _ 20, 597 20, 731 134 79 77 2 Teachers attending institutes _ _ Average attendance on each 15, 404 195 13, 209 171 2,195 24 Average annual pay of teachers $369 56 $375 06 $5 50 Average monthly pay _ 41 40 42 24 84 INCOME AND EXPENDITURE. Whole receipts for public schools _ $10, 412, 363 $10, 895, 765 $483, 402 Whole expenditure _ 10, 412, 378 10, 923, 404 511, 026 STATE SCHOOL FUND. Common school fund a$3, 251, 286 a$3, 276, 602 $25, 316 a Not including the UnifSd States deposit fund, which in 1878 amounted to $4, 014, 521. (From reports of Hon. Neil Gilmour, State superintendent of public instruction, for the two years indicated.) NEW YORK. 173 STATE SCHOOL SYSTEM. OFFICEES. General educational interests continued to be under the supervision of a State super¬ intendent of public instruction, elected by the legislature for a term ot three years, and of a board of regents of the university,1 having oversight of academic, collegiate, and pro¬ fessional training. For the local management of the common school interests there still were district school commissioners (nearly answering to county superintendents elsewhere), elected by the people for 3 years; boards of district trustees of 1 or 3 members, the term of a sole trustee being 1 year, but if 3 trustees were elected, there being an annual change of 1; in union districts, boards of from 3 to 9 members take the place of the district boards. OTHEE FEATUEES OF THE SYSTEM. The common schools of the State continued to be free to all persons 5-21 years of age residing in the district, and also to non-residents at the discretion of the trustees. To supply this free schooling, the State levies an annual tax; this in 1881 was 1.14 mill on $1, which, with the income from the United States deposit fund and common school fund, amounted to about $3,400,000; while the people by voluntary local taxa¬ tion raised about $7, 400, 000 more. According to laAv the greater part of these large sums is paid for teachers’ wages; for buildings, sites, furniture, and repairs; for appa¬ ratus, libraries, colored schools, and various incidental expenses; for training teachers in academies, institutes, and normal schools under State direction. The remainder, about $130,000, is divided between academies, Cornell University, Elmira Female Col¬ lege, the school commissioners, department of public instruction, regents of the univer¬ sity, and a few remaining Indian schools. The annual apportionment of the school money is made by the State superintendent under specific direction of the school law. To entitle a district to its quota, the trustees of the preceding year must have reported that a common school was taught by a qualified teacher or teachers during the legal school year of 28 weeks of 5 days each. The basis of apportionment, heretofore partly on the number of children of school age and partly on average attendance, has been changed. The portion of the fund formerly distributed on the basis of average attendance is now given practically on the basis of aggregate attendance, the aggregate attendance in each school district being now divided by 140, the number of days in the legal school year. The State superintendent believes that this amendment will tend to lengthen terms in the respective districts. To be a legally qualified teacher and entitled to pay from the public money, one must have a diploma from a State normal school or a certificate of qualification from some one of the school officers authorized by law to give such certificates. It is the duty of every school commissioner to organize in his district, once in each year, a teachers’ institute, and to induce, if possible, all the teachers in his district to at¬ tend (which they do without loss of pay for time thus spent), the commissioner being always subject to the advice and direction of the State superintendent. The State annually appropriates $50,000 for district libraries; but, notwithstanding the existence of various legal provisions intended to preserve the libraries and extend the field of their usefulness, the number of volumes reported in them falls off year by year, and the State superintendent has repeatedly recommended that the money appropriated for books be used in the purchase of apparatus or devoted to the establishment of village and township libraries. The law passed in 1880 conferring upon women the right to vote in district school meetings and to hold school offices being found inadequate, it was amended in 1881. Under its liberal construction by the department of public instruction, women now en¬ joy the same privileges as men in these respects, and the State superintendent confidently predicts a continuance of the improvement in school interests which has already resulted from the change. In the absence of any statutory provision respecting a legal school month, a calendar month is held to be such by the State department of education. GENEEAL CONDITION. The statistics of 1880-’81, compared with those of 1879-’80, show that while there were 20,949 more youth to be taught, the enrolment in the public schools fell off 10,311 and the average attendance 13, 690. The State superintendent does not ascribe this to any decline of interest in the public schools, but to the business activity of the year, Avhich led many of the youth over 14 into manufacturing and business life. On the contrary, 1 This board is composed of the governor, lieutenant governor, secretary of state, and superin¬ tendent of public instruction, with 19 other persons elected for life service, and styled “Regents of the University of the State of New York.” 174 REPORT OF THE COMMISSIONER OF EDUCATION. he thinks that the system has increased in efficiency in greater proportion than the at¬ tendance has fallen off, and that the results attained justify the large expenditures neces¬ sarily incurred. While there was a decline of 258 at private or church schools and of 50 at law schools, the colleges showed an advance in attendance of 2,610, the medical schools of 490, the normal schools of 191, and academies of 205. With these gains there was still a decrease of 7,123 in the whole number under instruction. School districts fell off 16 and school-houses 5. Log houses are gradually disappearing and giving place to brick or stone buildings. School property advanced $344,121 in value. The school district library system showed its usual decline in the number of volumes, which this year reached 28,494. As to teachers, the review of the school year is a little more encourag¬ ing. While there were 323 fewer men teaching in the public schools, there were 419 more women, being a total gain of 96. Of the 30,826 employed, 20,731 taught for the full term, a gain of 134 over the previous year; 27 more held normal school diplomas; 188 more, licenses from local officers, though there were 119 fewer licenses from the State superintendent. Teachers’ institutes were held in 58 counties, in 18 of which 2 sessions were held, besides 1 for the benefit of the teachers on the Indian reservations, making 77 in all. The falling off of 2,195 in attendance of teachers while only 2 fewer institutes were held is a fact indicating decline of interest on the part of teachers and weakness in the system of optional attendance. In teachers’ wages there was no appreciable ad¬ vance, though the school income was increased by $483,402; expenditures were $511,026 greater. There was a gain of $25,316 in the value of the school fund, exclusive of any gain that may have taken place in the United States deposit fund, the amount of which has not been reported since 1878. — (State report.) INDIAN SCHOOLS. The remnants of 7 tribes of Indians still retain reservations in the northern section of the State and are included in the public school system of the State. They reported for 1880-’81 a school population of 1,607, an enrolment of 1,175, and an average daily attendance of 570; there was an increase of 17 in children of school age and of 11 in enrolment, but a decrease of 55 in average attendance. For the support of these schools the State annually appropriates about $9,000. KINDERGARTEN. The report of 1879-’80 presents a list of 52 of these schools. Thus far in 1880~’81 but 28 have presented statistics. Among these are 4 important normal training schools, 1 for deaf-mutes, and several free Kindergarten for the children of the poor, while 3 have been discontinued. For further information, see Table V of the appendix. CITY SCHOOL SYSTEMS. OFFICERS. Cities are generally organized under special charters which provide that the public schools shall be under the supervision of boards elected by the people, these boards vary¬ ing in number and title. Usually also a superintendent is chosen by the board. In New York City the mayor appoints a board of education composed, since 1873, of 24 commissioners. He also appoints 3 inspectors of common schools for each of the eight school districts into which the city is divided. One-third of both the board and inspectors are liable to change each year. A superintendent of schools and 7 assistant superintend¬ ents are elected by the board of education for terms of 2 years, and also 5 trustees for each ward, 1 of the 5 being changed each year. STATISTICS. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Albany . 90,758 35,411 13,975 8,986 252 $195, 112 Auburn . 21,924 6,855 3,184 2,307 68 42,019 Binghamton . 17, 317 4,778 3,000 2,037 64 47,482 Brooklyn . 566,663 199,100 96,077 53, 194 1,338 1,083,560 Buffalo . 155, 134 60,000 25, 212 14,225 439 349,385 Cohoes . 19, 416 8,518 3,240 1,485 53 37,383 Elmira* . 20,541 6,032 4, 198 2,971 80 a70, 939 Hudson . 8,670 3,220 1,245 806 21 12,329 Ithaca . 9,105 2,703 1,918 1,365 32 27,787 Kingston . 8,780 2,704 1,660 1,098 32 23, 814 Lockpoit . 13,522 4,000 2,745 1,596 44 30,132 a Including $8,978 payment of indebtedness incurred in previous years. NEW YORK. 175 Statistics — Continued. Cities. Long Island City . Newburgh . New York City.... Ogdensbui’g . Oswego . . Plattsburgh . Poughkeepsie . Rochester . Rome . Saratoga Springs. Schenectady . Syracuse . Troy . Utica . Watertown . Yonkers . Population, census of 1880. 1 Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. 17,129 5,717 3,837 2,179 50 $39,697 18,049 5,912 3,325 2,129 «127, 003 64 44,757 1,206,299 393,000 a257, 944 o3, 172 3,690,283 10,341 3,886 2, 222 1,151 30 22,252 21,116 8,283 20,207 7,988 2,160 6,002 3,780 1,371 2,760 2,618 66 26 45,462 13,344 40,653 1,915 8,788 62 89, 366 37,000 13,381 255 214, 179 12,194 3,129 1,700 1,427 31 15,243 8,421 2,639 1,634 1,097 32 22 222 13,655 4,844 2,340 1,527 41 25, 464 51,792 18,598 9,379 7,174 185 128, 839 56,747 18,700 8,332 4,833 143 101, 366 33, 914 12,048 65, 318 63,399 107 79,259 10, 697 3,245 2,092 1,300 48 29,594 18, 892 6,467 3, 231 1,719 52 53,543 a In addition there was an enrolment in evening schools of 16,0%, average attendance of 6,158, and 271 teachers. 6 Including evening schools. ADDITIONAL PARTICULARS. Albany made important additions to its school buildings, having completed one with 616 sittings, valued with lot and furniture at $19,942; and in place of an old one erected another, said to he a model of completeness; still a third was being remodelled and ma¬ terially improved. This gave to the city 26 public school buildings, affording 11,857 sittings; school property was valued at $765,397. A decrease of 73 in enrolment from the preceding year and of 285 in average membership was attributed to enlarged oppor¬ tunities for industrial employment. An official examination as to how many had left school during the year to engage in some permanent employment, a useful line of gen¬ eral investigation, showed the number to be 870. Tardiness was reduced 50 per cent., but the half day absences increased 2.6 per cent. There were 649 cases of truancy (with not more than 500 truants, the superintendent thinks). The superintendent suggests the appointment of truant officers to enforce the provisions of the compulsory education act, and advocates the establishment of an ungraded school for the instruction and reforma¬ tion of truants. Of the 252 teachers reported, 227 were females. The schools were taught 197 days and the average number of days lost by these teachers was only 2.8. Discipline had been all that could be desired. On an average attendance of nearly 9,000 there were only about 6 cases of corporal punishment daily. The courses of study re¬ mained substantially the same as 2 years ago. The system of written examinations in all the schools except the high continued to work well, the classes marked excellent exceeding those of last year by 386. A quotation exercise which had worked well in the high school was recommended for the lower grades. The progress in reading was satis¬ factory, sight reading being general. The study of language was increased, doing away with the old method of parsing, the result being seen in the fact that 290 passed the regents’ examination, being 66 more than the year before. Great improvement in pen¬ manship was secured by using pen and ink in the second and third year grades. Free hand drawing received increased attention, and was to be extended to the senior class of the high school, thus making a continuous course from the lowest to the highest grade. This, with music, French, German, and chemistry, was taught by special teachers. — (City report and return. ) Auburn classed its public schools as high, grammar, and primary. The 11 school buildings were found to be insufficient for the increased school population, but a propo¬ sition to increase the accommodations was negatived by a vote of the people. Three of these 11 buildings with 39 rooms were occupied by the primary schools, 7 with 16 rooms by the grammar, and 1 with three rooms by the high school, together affording sittings for 3,334 and valued, with other school property, at $154,200. Only about 40 per cent, of the youth of school age were found in the schools, while enrolment increased 135 and average attendance 75. Of teachers (all women but 2) there were 2 more than the year before. Two special teachers in music and drawing were employed. Discipline was reported as generally good, the only exceptions occurring under unskilful and inexperi¬ enced teachers. There were 110 fewer cases of corporal punishment, and the superin¬ tendent reported the year as one of exceptional quiet and substantial progress. Private or parochial schools occupied 3 buildings, with an enrolment of 1,200 and 17 teachers. — (City report and return.) 176 REPORT OF THE COMMISSIONER OF EDUCATION. Binghamton enrolled 63 per cent, of its school population of 4,778 and retained 43 per cent, of the enrolment in average daily attendance. Of these 8 per cent, were too young to attend profitably. In the period from 8 to 13, inclusive, which years come under the provisions of the compulsory school law, the absenteeism reached 9 per cent. ; in that from 14 to 16, inclusive, when youth begin business life, 26 per cent. ; in that from 17 to 1.8, inclusive, which closes the system of public school instruction, 25 per cent. ; in that from 19 to 20, which lies entirely beyond the grades of city schools, 26 per cent. The school system embraces 7 ward schools, a grammar and a high school ; these are all arranged in 12 grades, each, except the first, covering 1 year of three terms, the seventh and eighth constituting the grammar, the other 4 the high school grade. There was a loss of 147 in enrolment and of 128 in average daily attendance, while in teachers there was a gain of 6, there being 58 women and 6 men teachers. No special teaching in mu¬ sic, drawing, or penmanship appears. In the 8 school buildings reported, the primary schools occupied 2, 038 sittings; the grammar, 574; the high school, 185. School property was valued at $197,349; enrolment in private or parochial schools was estimated at 528. (City report and return. ) The Brooklyn board of education, consisting of 45 members, divides the general super¬ vision of the public schools among 21 standing committees; more special supervision is intrusted to local committees. There were 57 school buildings, all in good condition. The entire school property was valued at $4,943,553. While the buildings afforded sit¬ tings for 66,300 pupils and average attendance was 53,194, the enrolment for the year was 96,077. From 3,000 to 5,000 in the primary classes were crowded into basement rooms and old dwelling houses. It was estimated that from 5,000 to 10,000 more would attend the public schools if better accommodations were provided; not less than $400,000 were deemed necessary to make suitable provision. The expenditure of $1,037,901 during the year was inadequate for the needs of the schools, but the city refused to furnish the additional accommodations desired and thousands of children were obliged to wait, while thousands more were taught in half day sessions. The schools continued to be classed as primary, intermediate, and grammar, but in some grades more was required than could be accomplished in the time allowed; and over 100 inexperienced young girls are annu¬ ally placed over classes- of infant pupils. An intelligent review of the courses was called for. The city school system includes the educational departments of 9 orphan asylums and industrial schools partially supported by religious societies or individuals. These schools are under the same jurisdiction as the public schools, and during the hours allotted to secular studies, from 9 to 3, no religious instruction is given. During the year 2,294 children were taught by well qualified teachers and enjoyed better accommodations than the public school pupils; they were sustained at a cost to the public of $42,971. There were taught during the winter 13 evening schools, including 2 high schools; in the first division of the school term there was an enrolment of 7,610 pupils under 201 teachers; in the second division, 5,328 pupils under 192 teachers. Music and drawing were taught by special teachers. The work in penmanship showed special improvement as the result of using pen and ink in the primary classes, instead of slate and pencil. To abate the evil of inexperienced teachers in the primary schools, it was decided to form classes on the Kindergarten plan, and ask for $5,000 to pay teachers to be employed in this work. The establishment of industrial schools for the thousands of poor children not in the public schools was urged upon the attention of the board as a measure both of economy and safety to society. — (City report and return ) Buffalo , with a school population of 60,000, an increase of 4,000, had 42 school build¬ ings, valued, with other school property, at $780,000, and 20,433 volumes in the school library, valued at $19,694. The enrolment advanced 897 and average daily attendance 230. One additional teacher was employed and the expenditures were $3,829 higher. Only 42 per cent, of the school population were enrolled in the public schools, and but 24 per cent, of it were in average daily attendance. — (State report.) Cohoes reported 7 school buildings, and a school library of 1,638 volumes, which, with buildings and sites, were valued at $86,800. The school population increased 527 and en¬ rolment 566, but in average daily attendance there was a loss of 65; 10 more teachers were employed and $4,000 more expended. There were registered in public schools only 38 per cent, of the school population, while only 17 per cent, of it appeared in average daily attendance. This showing from the State report of 62 per cent, of school popula¬ tion as not registered and 83 per cent, of it not in daily attendance in the public schools cannot be explained in the absence of any official report from the city superintendent. — (State report. ) Elmira had 8 school buildings, a gain of 2 over the previous year, affording 3,825 sit¬ tings. The older buildings were remodelled and thoroughly repaired ; school property was valued at $316,000. As reported last year, the schools were classed as primary, in¬ termediate, advanced, and academic, each having 3 divisions of 1 year. As compared with 1879-’80 the statistics of attendance, teachers, and expenditures show only slight NEW YORK. 177 * changes; 69 per cent, of the school population was enrolled and 71 per cent, of the enrol¬ ment was in average daily attendance. The promotion of teachers according to meritorious service, instead of on yearly examinations, was continued. The evening schools hereto¬ fore reported were discontinued. — (Return and proceedings of hoard of education.) Hudson reported 3 brick school buildings, and a school library of 1,000 volumes, valued with other school property at $31,000. With an increase of 87 in enrolment and the same number of teachers as last year, the city expended for its public schools $3,318 less than in the previous year. The school population increased 245, but only 38.6 percent, of it was enrolled in the city schools and only 25 per cent, of it was in average daily attendance. — (State report. ) Ithaca erected 1 school building during the year, making 6 in all. The 6 afforded 1,730 sittings for study and were valued with other school property at $60,200. There was a slight decrease in attendance, but this was caused by the prevalence of scarlet fever during the spring term. The average daily attendance was 50.5 per cent, of school population, exceeding that of most of the cities in the State. The board had absorbed, during the year, all the elementary schools in the city except a Kindergarten and a pre¬ paratory school for Cornell University. The number of teachers remained the same. The schools, taught 191 days of the year, were classed as primary, intermediate, gram¬ mar, and high, with grades covering 12 years, 4 of which are spent in the high school. Vocal music was taught in all the courses. Estimated enrolment in private or paro¬ chial schools, 75. — (City report and return.) Kingston had 8 school buildings, affording sittings for 1,671 pupils. The schools are classed as preparatory, high, and academic. The preparatory includes primary, junior, and senior courses, each having 3 grades, making 9 years of work below the high school and academy. The studies of the high school are not distinctly given. Those of the academy are arranged under 3 courses, one in literature and science and a collegiate preparatory, each of 3 years, with a higher English course, embracing all the advanced English branches included in the other courses. There were 75 pupils, 67 of whom pur¬ sued the advanced English course, and 10 graduated with honor. A large class from the high school was sent up, 49 of its 81 pupils having passed the regents’ examination, not including those who had passed after entering the academy. With no change reported in the school population, there was a considerable falling off in enrolment, a slight loss in average daily attendance, and a loss of 5 teachers. The fact that many of the older students, in consequence of business activity, had begun active life accounts in part for the decrease. The number of days of study lost by pupils was 782 more than last year. The standard for promotion in all the departments was raised, yet nearly all examined passed. Music and drawing entered into the instruction of all the courses. — (City re¬ port.) Lockport reported 6 school buildings and a school library of 3,881 volumes; value of school property, $110,600. In enrolment there was a gain of 154 and in average daily attendance of 40, although expenditures fell off $1,440. The schools registered 68 per cent, of the school population, and retained 40 per cent, of it in average daily attend¬ ance. There were 6 private and parochial schools, with 400 pupils enrolled. In the absence of a city return and report for 1880-’81 no further information can be given. — (State report. ) Long Island City had for its 5,717 school population 7 school buildings, 4 of them leased. One of those built by the city at a cost of $20,000 is said to be the only excellent school building in the place. All, with sites, were valued at $65,000. The schools, classed as primary and grammar, were taught by 50 teachers and enrolled 67 per cent, of the school population; 57 per cent, of the enrolment were in average daily attendance. Private and parochial schools enrolled 203 pupils. Few public school pupils remain to complete the grammar course. New methods of teaching grammar, arithmetic, geography, and history were adopted with gratifying results. — (City report.) Newbwrgh reported slight changes in its public schools. In school population there was a gain of 15; in teachers, including 2 in evening schools, of 6; with an increase of $622 in expenditures; while in enrolment there was a loss of 23, and in average daily attend¬ ance of 90. The free schools enrolled 56.25 per cent, of the school population, and 64 per cent, of the enrolment were in average daily attendance. The board had 6 school buildings, with 2,500 sittings, of which 1 . 500 were used by the primary, 600 by the gram¬ mar, and 150 by evening schools, and 250 by the high school. School property was val¬ ued at $192,000. Schools were in session 200 days. Enrolled in private and parochial schools, 701. — (Return.) New York City reported, for its 393,000 school population, 130 school buildings, with 150, 484 sittings, all valued, with sites and other school property, at $11, 775, 000. During the year 3 new buildings, with sittings for 4,900 pupils, were completed and occupied, which, with other improvements, gave a net gain of 5,450 sittings. To provide this ad¬ ditional school room and sustain the schools during the year cost, as shown in the table, 12 E 178 REPORT OF THE COMMISSIONER OF EDUCATION. $3,690,283. Yet with this immense outlay 9,189 children were refused admission to the schools for want of room. It was a serious question whether the board would be able to gain upon the steady advance of the school population, of whom there were 8,000 more than in 1880. Under the care of the board of education, and sharing in the school fond, were 299 schools, consisting of a normal college for girls (with a training department), 46 grammar schools for boys, 46 for girls, and 12 for both sexes, 69 primary departments of grammar schools, 44 separate primary schools, 4 colored schools, 48 industrial and re¬ formatory schools, orphan asylums, &c. , 27 evening schools, and 1 nautical school; giving a total in the 299 schools of 274,040 pupils, 133,161 of them in average attendance. To these should be added 40,000 in private and parochial schools. Of those in the public system, 2,043 were in the normal college and 1,611 in the training school connected with it. There were 1,317 colored children enrolled, 107 in the city nautical school, 24,130 in corporate schools, and 16,096 in evening schools. The statistics of attendance compared with 1879-’80 show a gain of 8,458 in the number taught and of 1,691 in aver¬ age attendance. There were 3,443 teachers employed (excluding 77 special teachers, but including the 271 engaged in evening schools), of whom 418 were men and 3,025 women, the total of whose salaries was $2,541,508. Of these, 37 were in the normal college and 27 in its training department and 199 in the corporate schools. During the year licenses were given to 389 applicants for teachers’ certificates. The first licenses are provisional, to be made permanent when the teacher has given proof of ability to do satisfactory work. As to the quality of instruction given and discipline maintained, the figures show, as the result of examinations, that of 2, 690 classes instructed in the primary departments, the grammar, primary, and colored schools, 1,827 were marked excellent, 819 good, 42 fair, and 2 indifferent; while indiscipline of the same schools, out of 2,749 classes, 2,498 were reported excellent, 232 good, 15 fair, 3 indifferent, and 1 bad. Only 97 pupils were suspended (this being 100 less than 2 years before and 53 less than the previous year), and 20 of these were restored. This degree of discip]inewas obtained without resorting to corporal punishment. To facilitate promotions from the primary departments and primary schools, the course of study is arranged in 6 grades, each requiring no more than can be accomplished in 5 months by a child of ordinary capacity, so that one in the low¬ est primary grade can reach the lowest grammar grade in 3 years. Changes made in the way of teaching reading, spelling, arithmetic, grammar, composition, and history gave satisfaction. Of the whole number of classes in reading, only 2 per cent, were deficient ; of 2,690 in spelling 2,277 were excellent; of 2,690 in arithmetic 1,765 were excellent, 790 good, and 118 fair, this being regarded as among the studies most successfully taught. Of 1,889 in penmanship 1,596 were excellent. Slate writing continued to be an important element in the work of the lower grades. In United States history there was an average gain of 4 per cent, in proficiency. Instruction in some department of elementary science was given orally to all the grammar grades, and to the primary in object lessons; of 2,690 classes examined, 2,078 were rated excellent. In drawing gen¬ eral progress was reported, showing an average proficiency of 93 per cent. In the graded course of music the reports show satisfactory results. German and French were studied in 83 of the 104 grammar departments. The nautical school for the training of boys de¬ siring to be seamen, which began eight years ago, continued to be a useful feature of the public system, having had during the year a monthly attendance of 107. On the annual summer cruise the ship sailed 9,000 miles, after which the school was examined by the Chamber of Commerce, and 46 graduated, nearly all of whom immediately found places. More than 60 graduates of the school are now serving as officers. The corporate schools were held under the auspices of 16 reformatory, benevolent, and industrial societies. Of the 24,130 children taught in these schools, 10,978 poor children who could not attend the public schools were registered in the schools of the Children’s Aid Society. In the 25 primary evening schools conducted during the year under the system adopted by the board in 1880 there was great improvement in punctuality, regularity, scholarship, and discipline. All under 13 were excluded, and there was an increase of 810 adults over last year. The board endeavored through these schools to meet the needs of foreign im¬ migrants desiring to learn English; a graded course of instruction for them was adopted during the year, and out of the 15,150 pupils enrolled in evening schools below the even¬ ing high school 1,712 were foreigners studying English, and there were 3,840 other foreign pupils engaged in the same study. On admission 1,452 of the whole number of pupils could not read and 1,625 could not write; 2,157 studied reading, 1,795 arithme¬ tic, 568 composition, 2,773 penmanship, and 988 book-keeping. The work done by the truancy department is worthy of especial notice. During the year 17,378 visits were made, of which 11,536 were to homes, 4,223 to schools, and 1,619 to stores and factories. The cases investigated numbered 8,990; out of these 2,132 truants were returned to school and 395 non-attendants placed in school, 2,331 were kept at home by parents, 1,675 by sickness, and 252 by poverty, while 359 had been withdrawn from school and gone to work or left the city. — (City report and return.) NEW YORK. 179 Ogdensburg provided 10 buildings for its school population of 3,886, and a school library of 3,675 volumes, the whole valued at $62,575. There was a loss of 158 in school population, a gain of 152 in enrolment and of 37 in average attendance, and an increase of $3,888 in expenditures. The number enrolled in public schools was 57 per cent, of the school population, and the average attendance was a fraction more than 29 per cent, of the same. Allowing for the 572 in private schools, there still remained 1,092 not in school. — (State report. ) Oswego reported 14 school buildings, with 3,760 sittings, which provided for only 47 per cent, of its school population. School property was valued at $168,380. The public schools were classed as primary, junior, and senior, with a 3 years’ course in each, and high, with a 4 years’ course, besides an unclassified school. School statistics gener¬ ally show a slight reduction, with the exception of expenditures, which rose $6,531. Only 47. 3 per cent, of the school population were enrolled. Private and parochial schools enrolled 1,268. — (Return.) Plattsburgh had 6 school buildings, 5 being used by the primary schools, with 1,010 sittings; the intermediate and grammar departments occupied rooms in the high school building and had 286 sittings, the high school using the 88 remaining seats. With lot and furniture, the high school building cost $45,000; total value of school property, $57,000. The schools, taught by 26 teachers and classed as primary, intermediate, grammar, and high, were graded to cover 12 years, of 3 terms each, giving to the primary and grammar 3 years each, to the intermediate 2, and to the high 4 years. Private and parochial schools enrolled 80. Teachers of primary schools may, at their discretion, dismiss those children who have completed their exercises for that session an hour before the regular time of closing. — (Manual and return.) Poughkeepsie reported 10 school buildings, with 2,770 sittings. It had a school library of 10,900 volumes. The school buildings, sites, and property were valued at $145,102. Its 10 schools continued to be classed as introductory, primary, grammar, and high, with grades covering 12 years, and including the second department of the high school in the grammar grade, each grade occupied 3 years. Compared with 1879-’80, there was a loss in schools of 2, in enrolment of 369, and in average attendance of 105; in teachers there was a gain of 2, and an increase of $2,819 in expenditures. Efforts were made to reduce irregularity and tardiness. Only 19 cases of suspension were reported and promotions increased over 3 per cent. An unusually high average was reached in the regents’ ex¬ aminations, especially in the grammar grades. In drawing there was a decided revival of interest, and the year’s work was satisfactory. Private and parochial schools enrolled 828. — (State and city reports and city return.) Rochester reported 27 school buildings, with 13,030 sittings, which was 351 less than the enrolment in the public schools and 23,970 less than the school population. Allow¬ ing for the 3,500 in private and parochial schools, there remain 20,470 not provided for in the city school system. The public schools, classed as primary, grammar, and high, were taught by 255 teachers, including a teacher of German. In enrolment there was a gain of 510. The statistics of 1880-’81, including the number reported in the private and parochial schools, gave a total of 16,881 under instruction during the year, yet this was under 46 per cent, of the school population. — (Return.) Rome , with a school population of 3,129, had 8 public school buildings, with 2,050 sit¬ tings, valued, with other school property, at $75,250. The public schools, reported as primary, grammar, and high, were taught by 3 male and 28 female teachers, including 1 special teacher in drawing, during 198 days. The enrolment of 1,700 during the year was 54.3 per cent, of the school population; the average attendance included 46.6 per cent, of the school population and nearly 84 per cent, of the enrolment. Private and parochial schools ^enrolled 465. — (Return.) Saratoga Springs had 12 school buildings, with 1,726 sittings; with other school prop¬ erty, these were valued at $69,300. School population, enrolment, average attendance, and teaching force fell off slightly. The public schools continued to be classed as pri¬ mary, junior, grammar, and academic, the last having a course of 3 years. Singing, calisthenics, and drawing were taught throughout the entire course, the music being under a special teacher. Schools were in session 200 days and were taught by 5 male and 27 female teachers. An evening school, taught by the principal of the grammar de¬ partment, enrolled 34 pupils, with an average attendance of 17. The attendance for the year shows good teaching, the enrolment being 61.9 per cent, of the school population, while nearly 70 per cent, of the enrolment was in average daily attendance. Including 319 in private and parochial schools and 34 in the evening school, nearly 75 per cent, of the school population was under instruction. — (City report and return.) Schenectady had for its 4,844 school population 9 school buildings and a library of 3,100 volumes, valued, with other school property, at $76,800. There was a slight gain in school population and enrolment, the latter being 48.3 per cent, of the former, while the 180 REPORT OF THE COMMISSIONER OF EDUCATION. average daily attendance reached 65 per cent, of the enrolment. In the 4 private and parochial schools there was an enrolment of 500. — (State report.) Syracuse had 19 school buildings with 8,333 sittings, being 1,046 less than the num¬ ber of pupils enrolled and 10,265 less than the school population. The buildings, with other school property and a district library of 14,163 volumes, were valued at $804,900. The public schools, classed as primary, junior, senior, and high, were taught 196 days by 11 male and 175 female teachers, including 2 special teachers in drawing and penman¬ ship. An evening school, enrolling about 50 pupils, was taught by 1 male teacher. The school population increased 316 and enrolment 103 ; in average attendance there was a loss of 252. The average daily attendance embraced nearly 75 per cent, of the enrol¬ ment. Adding the 1,862 enrolled in private and parochial schools to those in the pub¬ lic schools, there were 11,241 under instruction, being a fraction over 60 per cent, of the school population. — (State report and return.) Troy reported 14 public school buildings and a district library of 1,100 volumes, which with buildings and lots were valued at $235,850. The statistics show that with an increase of 236 in school population enrolment fell off 406, average daily attendance 780, and number of teachers 5; the schools cost $2,278 more. Only 44.5 per cent, of the children of school age were enrolled during the year, and only 58 per cent, of the enrol¬ ment was in average attendance. In the 20 private and parochial schools there was an enrolment of 1,200. — (State report.) Utica in 1880-’ 81 had 18 public school-houses with 4,690 sittings, a library of nearly 8,000 volumes, and other school property, all valued at $708,571. The total of sittings, including 1,400 in the private and parochial schools, furnished school room for only 50.5 per cent, of the children of school age. The enrolment in the public schools was as fol¬ lows: in the primary, 2,614; in the intermediate, 1,500; in the advanced, 671; in the academy, 172; in the ungraded, 85; in the 2 evening schools, 276. The statistics show that while there was a gain of 236 in school youth and of 5 in teachers, there was a loss of 173 in enrolment, of 328 in average daily attendance, and a decrease of $5,330 in ex¬ penditures. Besides the 97 regular teachers, there were 5 special ones in penmanship, music, drawing, French, and German, and 5 substitute teachers. The average daily attendance embraced nearly 64 per cent, of the enrolment. Discipline was well main¬ tained, there being only 2 cases of suspension for tardiness, 29 for misconduct, and no expul¬ sions. The schools below the academy are the primary, with a 2 years’ course, and the intermediate and advanced, with 3 years each. The evil of grading schools too rigidly was avoided by so arranging the classes in each grade that a pupil could be promoted when proficient without being delayed for those behind him. — (City report and return.) Watertown reported 9 school-houses, a district library of 4, 000 volumes, and other school property, valued at $99,000. The statistics of attendance for 1880-’81 show 64.4 per cent, of school population enrolled in the public schools, including 100 in private and parochial schools. The average daily attendance reached 62 per cent, of the enrolment. — (State report.) Yonkers for 1880-’81 reported 5 public school-houses, a district library with 2,961 volumes, and other school property, valued at $128,993. Private and parochial schools enrolled 1,492. Of the enrolment 53 per cent, was in average daily attendance. — (State report. ) TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. A Eight schools of this class, to train teachers for serviceable work in the State school system, have been established by law at Albany, Brockport, Buffalo, Cortland, Fredo- nia, Geneseo, Oswego, and Potsdam, the oldest being that at Albany (1844), the two youngest those at Buffalo and Geneseo (1871). All are under the general supervision of the State superintendent of public instruction, the regents of the University being associated with him in the case of the school at Albany. All have connected with them model, or practice departments, and all but those at Albany and Oswego had also, at the date of the last reports, academic departments, relics of former academies, not reck¬ oned as integral parts of the normal schools. Except at Albany, where the same rule formerly obtained, each county is restricted in the number of normal pupils it may enter at these schools to twice the total pf its representatives in the State assembly; and all such pupils must be at least 16 years of age.1 They must pass a satisfactory examina¬ tion, to be admitted to the first year of any class, with corresponding advance in age and in qualification for admission to advanced classes. The course at Albany is of 2 years ; at the other schools it is of 2, 3, or 4, according to the grade of position sought, the divisions being into elementary English, advanced English, and classical. The in¬ structors in the 8 schools in 1881 numbered 120'; the graduates for the year, 273. The statistics of attendance it is more difficult to give with certainty, but according to a table *in the State report for 1881 the whole number of normal students was 2,930. :At Albany males must be 18, NEW YORK. 181 OTHER NORMAL SCHOOLS. The Normal College of New York City (the annual reports of which cover a calendar year, not the State school year), December 31, 1881, had 1,214 normal students on its register, with an average attendance of 1,127; it admitted from the common schools, on competitive examination, 702 and graduated from the required 3 years’ course 309 and from the voluntary 4 years’ course 20. In the training department 1,612 children had been taught by 726 pupil teachers. During the 11 years of its existence up to 1881, the college had graduated 2,500 teachers, over 1,000 of whom were then doing good work in the common schools of the city. It was found, however, that the supply of teachers was exceeding the demand, and measures were taken to reduce the number of graduates as nearly as possible to the number required to fill the vacancies in the city schools. With this view it was determined to add a fourth year of required study to the course, and graduation of students was to be omitted in 1882. It was believed that the more extended course, the increased age of the teachers when beginning their work, and the greater maturity of mind consequent upon the higher studies of the fourth year course would greatly improve the system of public education. The two examinations each year heretofore required for admission were reduced to one. — (City report.) A training school at Syracuse, organized 1880, with a course of 20 weeks, giving time for 2 classes in a year and consisting of female graduates of the high school who wished to become teachers, graduated 15. It was proposed to extend the 20 weeks’ course to the entire high school year. — (City report). Alfred University showed in its latest cir¬ cular a normal course of 4 years in its college department; St. Lawrence University, a teachers’ class in which regular and systematic instruction was given by the president. The city of Utica reported a normal course of 2 years, English and scientific, with certifi¬ cate of studies pursued. Binghamton was considering the expediency of adding a train¬ ing department to its school system. The school authorities of Brooklyn proposed to organize 2 training schools, one in the eastern and the other in the western part of the city, and an appropriation of $100,000 was called for to erect suitable buildings. There were in New York City 4 schools to train teachers for Kindergarten work. For their statistics, reference is made to Table Y of the appendix. teachers’ classes in academies and colleges. The law of 1877 which provides that the regents of the University may designate academies and union schools in the several counties of the State in which normal in¬ struction shall be given also provides that every school so designated shall instruct a class of not less than 10 nor more than 25 of such students, that each scholar admitted to these classes shall continue under instruction not less than 10 successive weeks, and that payments shall be made at the rate of $1 for each week’s instruction of each scholar. Owing to the insufficiency of the income from the United States deposit fund, the only classes appointed for 1880-’81 were in the spring term of the 100 institutions of this character designated. — (State report.) teachers’ institutes. During 1880-’ 81 there were held 77 institutes in 58 counties, with an attendance of 13,209 teachers, averaging 227 to each county and 171 to each institute held. The re¬ port gives 74.8 per cent, of attendance on the number of teachers in the counties where the institutes were held. T^e cost to the State was $16,937, an average of $292 to each county and of $1.28 to each teacher. An important advance was made by the superin¬ tendent in the employment of a corps of professional institute conductors; and, although there was a decrease of 2,195 in attendance from the previous year, there was none, it is claimed, in the interest manifested and the good done. In 18 of the counties 2 insti¬ tutes were held and also 1 at Salamanca for the benefit of the teachers on the Allegany and Cattaraugus Indian reservations. — (State report.) educational journals. The following school journals continued their issues in 1880-’81: the School Bulletin, monthly organ of the State Teachers’ Association, published at Syracuse, was in its seventh and eighth volumes; the School Journal, which had dropped the New York part of its title, and was published weekly at New York City, continued, but without clear indication of its volumes ; the Teachers’ Institute, published monthly at the office of the School Journal, was in its third and fourth volumes; the Kindergarten Messen¬ ger, transferred from Milwaukee to Syracuse, and published monthly from the office of the Bulletin, was in its fifth volume; the American Kindergarten Magazine, monthly, New York City, was in its fourth volume; the Industrial News, published monthly by the Inventors’ Institute, Cooper Union, New York City, was in its second volume; while the Sanitary Engineer, in its fourth volume, and Scientific American, in its forty-fifth volume, both published in New York City, gave a large amount of information on the 182 REPORT OF THE COMMISSIONER OF EDUCATION. subjects indicated by their titles. Several of the missionary journals gave also sojne educational information. In place of the Industrial Monthly came America, also a monthly, New York City, devoted to the industry, trade, finance, and policy of the United States. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. According to the report of the regents of the University of the State of New York for 1879-’80 (the latest at hand) there were 254 academies and academic departments of union schools subject to the visitation of the regents, and according to the State report for 1880-’81 there were 31,114 pupils in these schools, for which the State appropriated $42,915. The scheme of the regents’ higher examinations for these secondary schools, as revised by the University Convocation of 1879, aims to adapt the examinations to the widely differing courses of study in these schools rather than compel the schools to conform their courses to an inflexible standard. An academic diploma is now granted to those students who have completed either an English or classical course; considerable freedom of choice as to the various studies is allowed, but common English branches are prescribed. To those who pass an examination in these prescribed branches, a certificate of progress is given, called the regents’ intermediate certificate. The other English branches of study are divided into 2 groups, and any one having the intermediate cer¬ tificate who passes a satisfactory examination in any 4 studies of both groups is en¬ titled to receive the regents’ academic diploma. The classical series of examinations as a uniform basis of admission to the colleges of the State are substantially the same as adopted by the University Convocation of 1865. OTHEE SECONDAEY SCHOOLS. For statistics of business colleges, private academic schools, preparatory schools, and preparatory departments of colleges, see Tables IY, VI, VII, and IX of the appendix, and for summaries of these, see the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOE YOUNG MEN, FOE YOUNG WOMEN, OE FOE BOTH SEXES. The literary colleges recognized by the regents of the University of the State of New York, maintaining a separate collegiate existence and forming, with scientific, legal, and medical schools, also thus recognized, the University of the State, continued to be in 1880-’81, as in the previous year, in the order of their charters: (1) Columbia Col¬ lege, New York (Protestant Episcopal), 1754; (2) Union College, Schenectady (Union Church), 1795; (3) Hamilton College, Clinton (Presbyterian), 1812; (4) Hobart Col¬ lege, Geneva (Protestant Episcopal), 1824; (5) University of the City of New York, N. Y. (non-sectarian), 1831; (6) Madison University, Hamilton (Baptist), 1846; (7) St. John’s College, Fordham (Roman Catholic), 1846; (8) University of Rochester, Roches¬ ter (Baptist), 1846; (9) Elmira Female College, Elmira (. Presbyterian), 1855; (10) St. Lawrence University, Canton (Universalist), 1856; (11) Alfred University, Alfred (Seventh Day Baptist), 1857; (12) Ingham University, Le Roy (Presbyterian), 1857; (13) St. Stephen’s College, Annandale (Protestant Episcopal), 1860; (14) College of St. Francis Xavier, New York (Roman Catholic), 1861; (15) Vassar College, Poughkeepsie (non-sectarian), 1861; (16) Manhattan College, New York (rfbman Catholic), 1863; (17) Cornell University, Ithaca (non-sectarian), 1865; (18) College of the City of New York, N. Y. (non-sectarian), 1866; (19) Rutgers Female College, New York (non-sec¬ tarian), 1867; (20) Syracuse University, Syracuse (Methodist Episcopal), 1870; (21) Wells College, Aurora (Presbyterian), 1870; (22) St. Bonaventure’s College, Allegany (Roman Catholic), 1875. Cooper Union for the Advancement of Science and Art, New York, mentioned with these in 1880, will be found among the scientific schools, further on. All the 22 report in some form for 1881, showing fair collegiate courses of 4 years, and all had, as preparatory schools, 254 recognized academies and academic depart¬ ments of union public schools; in 237 of these, at the date of the last report of the regents, were 31,099 students, of whom 8,578 claimed to be academic and 8,356 had their claims allowed by the regents. In the 22 colleges at the same date there were 3, 359 students, 1 under 346 instructors. In the whole course of their existence they had graduated from collegiate classes 13,106, including the graduates of 1880. Eleven of these colleges had philosophical or scientific courses; 5 had special courses, composed of studies in the regular course, but not leading to degrees; 5 had commercial courses of 1 to 3 years; 10 gave instruction in drawing, painting, and music, these arts receiving ap¬ parently special attention at Wells, Elmira, Ingham, and Vassar (all for women), and at Syracuse University, where there was a special college of fine arts, with eminent in- xThe number given appears to include preparatory as well as collegiate students. NEW YORE. 183 structors, a full 4 years’ course, and a graduate course beyond it. To the Latin and Greek taught regularly in the classical courses of the 22 colleges, all added at least 2 modern European languages, some having 3 or 4, and Cornell 5, while 6 included Anglo- Saxon and 6 Hebrew, Cornell and Columbia offering Sanscrit also. In addition to these colleges of the University come 7 under private or church control, not on the regents’ list, and with courses less definitely collegiate than the others. Of these 7 the Brooklyn Collegiate and Polytechnic Institute presents evidence of good work in its classical course, while in its scientific course it aims at especial thoroughness. The other 6 — St. Francis and St. John’s Colleges, Brooklyn; Canisius and St. Joseph’s Col¬ leges, Buffalo: St. Louis College, New York, and the College and Seminary of Our Lady of Angels, Suspension Bridge — appear to have all remained still below the regents’ standard, though St. John’s, Canisius, and that at Suspension Bridge show an improve¬ ment since the last report. Two of the regents’ colleges, Elmira and Hobart, improved their buildings in 1880-’81; Columbia College extended its instruction in modern languages, and received (subject to a life interest of relatives of the testator) a bequest of $650,000 from the estate of the late Stephen Whitney Phoenix, of New York, to promote scientific research; the Uni¬ versity of Rochester had its endowment fund increased by $256,800, Mr. JohnH. Deane, of New York, giving $100,000 of it and Mr. John B. Trevor, of New York, $50,000. St. Lawrence and Cornell Universities and Hamilton College also received gifts which brought the total of educational benefactions for the year in this State up to nearly $1,000,000. — (Ninety-fourth report of regents, catalogues, and returns.) INSTITUTIONS FOE THE SUPEKIOE INSTEUCTION OF YOUNG WOMEN. Five of the collegiate schools above mentioned as under the general direction of the regents and forming parts of the University of the State are for young women: Elmira, Rutgers, Yassar, and Wells Colleges, and Ingham University, while Alfred, Cornell, St. Lawrence, and Syracuse Universities give women equal opportunities with young men. Twenty other schools that claim to be for the superior instruction of young women are on the lists of this Bureau and may be found in Table VIII of the appendix. An exam¬ ination of their catalogues and circulars shows that comparatively few of them approach the standards of the 5 regents’ colleges for women. The Normal College of New York City, however, though its chief aim is to prepare young women from the city grammar schools to be teachers, carries its pupils through a 4 years’ course of training which for thoroughness and fulness may fairly be termed collegiate. In this college in 1881 were 1,214 students, with an average attendance of 1,127, under 37 instructors; in the 5 regents’ colleges for women there were, in the same year, 326 collegiate students, with 3 resident graduates, under 88 instructors; students in art and music, some probably counted twice, 188. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The United States Military Academy, West Point, continued in 1880-’81 its single 4 years’ course in literary, scientific, mathematical, legal, linguistic, and military studies, all directed to the preparation of skilled officers for the Army of the United States. Students for the year 230, under 50 instructors. The schools of science reported by the regents of the University in their ninety-fourth an¬ nual statement were the Rensselaer Polytechnic Institute, Troy ; Columbia College School of Mines, New York, and the Cooper Union for the Advancement of Science and Art, also in New York. The Rensselaer Institute in 1880-’81, as in several preceding years, con¬ centrated its entire work upon the preparation of civil engineers in a course covering 4 years, offering, however, in its summer vacation, a 6 weeks’ course in assaying to its graduates and students and others qualified to take it — students, 104; instructors, 16. The Columbia College scientific work will be noticed further on. That of the Cooper Union included, besides 3 free schools of industrial art, a free school of telegraphy for women and a free night school of science, in which last instruction was given in mathe¬ matics, physics, engineering, astronomy, &c. The former school had 45 pupils in 1880- ’81; the latter, 1,335, of whom 390 received certificates of proficiency; instructors in the 2 schools, 17. 1 Of the 22 literary colleges included in the ideal university of the State, 13 had in 1881 scientific courses of 3 to 5 years. Elmira, Hamilton, Hobart, Vassar, and Union Colleges went beyond this by giving instruction in practical astronomy, with the aid of well equipped observatories, Union having also a course of 4 years in civil engineering, as had Syracuse University, while the University of the City of New York had a 3 years’ 1 The whole number taught In the regular classes in the Union for 1880-’81 was 8,018, and the capacity of the institution was enlarged in that year by the addition of another story to its height at a cost of $70,000 to Mr. Cooper, who added also $30,000 to its endowment fund. 184 REPORT OF THE COMMISSIONER OF EDUCATION. course in the same. Columbia College, New York, and Cornell University, Ithaca, went still farther, Columbia having a school of political science, with a 3 years’ course following the collegiate, and in its school of mines 5 parallel courses of 4 years in min¬ ing engineering, civil engineering, metallurgy, geology and paleontology, and chemistry (analytical and applied), beyond all which came graduate courses; while Cornell, in ad¬ dition to its regular 4 years’ courses in science, science and letters, and in philosophy, had a 2 years’ course in history and political science, with 4 years’ courses in agricult¬ ure, in mechanic arts, in military science, in architecture, in civil engineering, in math¬ ematics and astronomy, in chemistry and mineralogy, and in natural history. Its de¬ gree of civil engineer, moreover, was held so high that 5 years of study were necessary to obtain it, the 4 years’ course securing only that of bachelor of civil engineering; this was also the rule at -Syracuse. At the University of the City of New York, the degree of civil engineer was given at the conclusion of its 3 years’ course; at Union College, the Rensselaer Institute, and the Columbia College School of Mines, at the con¬ clusion of their 4 years’ courses, Columbia, however, seeming to press its studies with a special thoroughness, which imposed ^he need of work in vacation as well as in the col¬ lege terms. A considerable amount of scientific study is presented in the £ ‘ special courses ’ ’ of the Chautauqua Literary and Scientific Circle, which has its point of summer study at Chautauqua, N. Y. , and its centre of correspondence at Plainfield, N. J. This circle is fast approaching the proportions of a university in the variety of the courses it offers and the vast number of students under its direction. PROFESSIONAL. Theological instruction was given in 14 schools and departments reporting for 1880-’81. The following had 3 years’ courses of study and for admission required a collegiate course or its equivalent: Auburn Theological Seminary (Presbyterian); Hamilton The¬ ological Seminary (Baptist), which had a course for non-graduates also; General Theo¬ logical Seminary, New York City (Protestant Episcopal) ; Union Theological Seminary, New York City (Presbyterian), which also requires that the student shall complete the full course there or elsewhere; Rochester Theological Seminary (Baptist), including a German department; St. Andrew’s Divinity School, Syracuse (Protestant Episcopal) ; Theological Course Of Alfred University (Seventh Day Baptist) ; Bonaventure College and Seminary, Allegany (Roman Catholic); the theological department of Hartwick Sem¬ inary (Lutheran) ; in the last 2 of these the 3 years’ course follows an academic course. Of the others Canton Theological School (Universalist) and the Seminary of Our Lady of Angels, Suspension Bridge (Roman Catholic), each had a 4 years’ course, including preparatory studies; while St. Joseph’s Provincial Seminary, Troy (Roman Catholic), had 4j to 5, also inclusive of preparatory studies. De Lancey Divinity School, Geneva (Protestant Episcopal), retains students until prepared for ordination, without regard to time; while the Christian Biblical Institute, Stanfordville (Christian), requires for ad¬ mission only a belief in the Bible as inspired and a common school education. New¬ burgh Theological Seminary (United Presbyterian) was suspended in 1878. — (Cata¬ logues and returns.) In connection with the various other schemes of study organized at Chautauqua, a school of theology was instituted in 1881, with a course meant to cover 4 years, to be pursued privately by those that undertake it, but wi.th regular presentation of papers and reports of progress to instructors; a B. D. diploma was promised on the completion of the course. For statistics of theological schools reporting, see Table XI of the appendix, and a summary of it in the report of the Commissioner preceding. Legal . — Four law schools reported for 1880-’81, as follows: The Albany Law School, a department of the Union University, Albany, continued its 1 year course of 36 weeks. It had a faculty of 9 professors and 54 students. The law department of Hamilton College, Clinton, advanced its course of study from 1 year for collegiate students and 1} for others, as heretofore reported, to a 2 years’ course of 36 weeks each year for all. It had a faculty of 2 professors and 21 students. The Law School of Columbia College, New York City, had a course of 2 years, of about 31 weeks each. Graduates of literary colleges are admitted without examina¬ tion; others must be 18 years of age, must have received an academical training, in¬ cluding such a- knowledge of Latin as is required for admission to the freshman class of the School of Arts. With a faculty of 6 professors there were 47l students, 254 of whom had received a degree in letters or science; 120 graduated. Graduating its first class of 27 in 1860 its alumni now number 2,470. The annual charge per scholar for tuition is $100. The Law School of the University of New York City reported a 2 years’ course of 32 weeks each year, having apparently dropped its preparatory course since 1879. Its NEW YORK. 185 faculty consisted of 6 professors, with an attendance of 70 students, of whom 37 gradu¬ ated. — (Catalogues and return.) For other statistics, see Table XII of the appendix, and a summary of it in the report of the Commissioner preceding. Medical. — Eight regular, 3 eclectic, and 2 homoeopathic schools of medicine report for 1880-’ 81. Of the regular schools, Long Island College Hospital, Brooklyn; the medical depart¬ ment of the University of Buffalo, at Buffalo, and the medical department of the Uni¬ versity of the City of New York required in 1881 only 3 years of study under a med¬ ical preceptor and attendance on ungraded lecture courses of 20 weeks a year. The Col¬ lege of Physicians and Surgeons connected with Columbia College, New York, uniting with these in the first requirements, called for 8 weeks more of lecture attendance each year, making 56 weeks of instruction in its 2 years’ course against 40 weeks in the others. It also, in common with the medical department of the City University, offered a 3 years’ graded course; both stimulated study with high prizes for successful work. Long Isl¬ and College Hospital offered, too, a 3 years’ graded course. The Woman’s Medical College of New York Infirmary, New York, and the College of Medicine of Syracuse Univer¬ sity, Syracuse, required instruction in regularly graded lecture courses of 3 years, which courses in the former were of 32 weeks each year and in the latter of 36 weeks; both also required of all candidates for admission without academic or collegiate diplomas a pre¬ liminary examination. Into the same class with these two, as respected preliminary examination and required graded courses of 3 years, but not as respected length of each year’s course, came in 1880-’81 Albany Medical College, Albany (a department of Union University, Schenectady), and Bellevue Hospital Medical College, New York City, each with lecture courses of but 20 weeks a year. Bellevue, however, to the disap¬ pointment of the friends of higher training, the next year only offered a graded 3 years’ course without requiring it. Three eclectic medical schools continued their instructions, the College of Physicians and Surgeons, Buffalo, the Eclectic Medical College of the City of New York, and the United States Medical College, in the same city. The first two had only the minimum requirements of such schools, 3 years of study under a medical tutor and attendance on 2 full lecture courses of 20 weeks each, with a thesis; the third added about 3 weeks to these requirements. The homoeopathic colleges were 2, as before: the New York Homoeopathic, apparently for men only, and the New York Medical College and Hospital for Women. The instruc¬ tion in both covered, as in previous years, a 3 years’ graded course of study, which in the former was required from 1880 and in the latter seems to have been so strongly urged as to be virtually the rule, though graduation after 2 full lecture courses was allowed on evidence of 3 years’ study. Dentistry. — The New York College of Dentistry, New York City, continued to receive and graduate students that had had 2 years of instruction from a preceptor or 2 in its own infirmary courses (from March 1 to October 1 each year) and that had attended 2 regular lecture sessions of 20 weeks each (October to March each year), had deposited in its museum satisfactory specimens of dental work, and had passed creditably the ex¬ aminations of the professors of operative and mechanical dentistry. Pharmacy. — The College of Pharmacy of the City of New York, organized in 1829 and chartered in 1831, received in 1881 a coadjutor, the Albany College of Pharmacy, char¬ tered in that year. Both presented the usual requirements of such schools, 4 years of pharmaceutical experience and 2 years of study in their courses. SPECIAL INSTRUCTION. EDUCATION FOR POLITICAL LIFE. Columbia College, New York City, and Cornell University, Ithaca, have responded to the pressing call lor schools of political science, and have provided regular courses of study. Since 1880 there has been in the former a 3 years’ course following graduation from the usual college course; while in the latter the course in history and political sci¬ ence, which has existed for several years, has been greatly expanded and will eventually embrace all the important topics connected with political and social science. — (Register. ) TRAINING IN ART AND TRADES. The following collegiate institutions had departments of painting and drawing: Al¬ fred University, Wells College for Women, St. Francis and St. Joseph’s Colleges, and Rutgers Female College; while Elmira College, Ingham University, and Vassar College (all 3 for women) and the University and College of the City of New York had each a college of arts with courses of 2 to 3 years, and Syracuse University had a college of fine arts, with a 4 years’ course and one for graduates beyond it. — (Catalogues.) 186 REPORT OF THE COMMISSIONER OF EDUCATION. Tlie art school of the National Academy of Design continued to include instruction in the high arts. — (Present Age.) The technical school of the Metropolitan Museum of Art, New York City, classes its in¬ struction as follows: Moulding and carving, with a special class for artists and amateurs in cartoons for work in fresco, 5 nights a week; drawing and designing in 2 classes, with courses of 2 and 3 nights a week ; carriage drawing and construction, 3 nights a week, and, for women, day instruction in decoration in 2 classes, with courses of three afternoons a week. Lectures on subjects connected with the work are given on Saturday nights. Schools of wood and metal work were to be added in 1881. Statistics of the year are wanting. — (Circular and Industrial News.) The Society of Decorative Art , New York City, organized in 1878, provides a place for the exhibition and sale of women’s art work, induces women with talent for art work to cultivate it, aids their efforts by instruction, and procures orders for decorative pot¬ tery, porcelain, cabinet work, draperies, and embroidery. As the society limited itself to the higher order of work, a demand was soon felt for a similar institution filling a broader field. In May, 1878, the New York Exchange for Woman’s Work was opened, with the motto, “Anything a woman can do can be done at this exchange;” in 1881 it paid its consignors $23,743, retaining a commission of 10 per cent. — (Philadelphia Daily Evening Telegraph.) The technical art school at Cooper Institute , New York City, had departments of en¬ graving, wood carving, photography, and drawing in which free instruction was given. The success of the school is shown in the fact that a number of graduates of the normal drawing class were employed by jewellers, house decorators, lace makers, carpet manu¬ facturers, bookbinders, &c. In 1879-’80 the photo-crayon class earned $5,755, with a much larger^ earning in 1880-’ 81. The engraving class was constantly employed by Scribner, Haider Bros., the Smithonian Institution, &c. During 1880-’81 more than $20,000 were earned by the pupils in and out of the school, all going directly to them and none applied to the support of the institution. — (The Present Age.) The New York Trade Schools were established for the purpose of training efficient practical mechanics, experience having shown that a more thorough education can be given in a trade school than in a workshop. The courses of instruction, as drawn up with the advice of the proprietors of many leading houses in the city, are plumbing and sanitary engineering, house, sign, and decorative paiifting, with special courses in mix¬ ing colors, fresco painting, polishing, and repairing hard woods. — (Report.) The Mosier Noonday Class , connected with the smith and machine department of Brewster & Co.’s carriage manufactory, New York City, began in September, 1881, and is conducted by J. L. H. Mosier, superintendent. The workmen devote a part of their nooning to reading technical books; writing, drawing, and book-keeping are studied at home. This school is for apprenticed only, and attendance on it is made a part of the contract in employing them. The experiment has proved a great success. The Ladies’ Art Association of New York and Brooklyn present courses in drawing and painting from life; drawing from cast; photograph coloring, water color and crayon; painting on china, enamel, and underglaze; principles of design; embroidery; botany; and geometry. Children’s classes were taught the rudiments of free hand and mechan¬ ical drawing, with use of brush, principles of form and color, and their application to man¬ ufactures. — (Circular. ) The Woman’s Institute of Technical Design , New York City, was opened by Mrs. L. E. Cory, November, 1881, with 5 students, and closed in the following June with 30. In¬ struction was given in wall papers, calico designs, and flower painting, and there was a carpet and oil cloth class. The results were encouraging, the designs for carpets made by the young women having been sold for reproduction in the factory. — (Woman’s Journal.) Art needlework was taught in all its varieties by the School for Art Needlework, in New York City. Fitch’s Institute, Buffalo, endowed by Mr. Benjamin Fitch and intended to resemble Cooper Union, will include a female training school in connection with the Charity Organization Society of Buffalo ; the institute received from Mr. Fitch property valued at $200,000. — (School Journal.) Household Art Booms, Utica, is the name of an organization whose object is the pro¬ motion of mural decoration. To further this, the society made arrangements in 1881 for a course of lectures in 1882 on the summer resorts of the ancient Romans, their daily life, their houses, and their mural decorations, in landscape, genre, and mythological paintings. — (Household Art Rooms.) INDUSTRIAL TRAINING. The ffitchen Garden Association, New York City, is a school for teaching little girls, especially of poor parents, the various branches of household industry suggested by the NEW YORK. 187 need of improving the ways of living among the poor and of discouraging the tendency among girls to look upon housework as debasing. Instruction is given in 6 lessons of 1 month each in the details of domestic work, beginning with kindling fires, waiting on doors, bed making, sweeping, &c. ; lauudry processes, scrubbing, and laying a dinner table in the order of its courses follow; then a lesson is given on the parts of beef, mutton, &c., and how to cook and carve each; lastly, children learn to knead bread, turn tiny rolls, cut out biscuit, and make pies. Appropriate songs attend all the lessons and make them attractive. Through an ingenious adaptation of the Kindergarten system, the chil¬ dren acquire the essential principles of good household service. — (Report.) The Workingmen's School of the Society for Ethical Culture , New York City, aims to combine industrial training with ordinary school work, and to use it not only for cre¬ ating mechanical skill, but also for educating the mind. Laying the foundation of its work in the Kindergarten, its effort is to carry it forward in graded courses of 2 years each, the work lessons being given in the last 2 hours of 2 days in each week. In the first 2 years, covering the period from 7 to 9 years of age, potter’s clay is used instead of wood, the school desks, with suitable tools, serving for work tables. At 9 years of age the plan is to begin work on wood with a small saw; at 11, to begin to handle the scroll saw, in wood first and afterwards in zinc; and at 13, to begin instruction in carpenter’s work with a complete outfit for a workshop. From the simplest household utensil the pupil is to go on to more difficult and extensive work, from which, after 2 years’ train¬ ing, he may advance to carving and turning. Up to the close of 1880-’81, this experi¬ ment appears to have been a success, bringing a refreshing change into the school life of the children by its connection of industrial and literary training. — (Report of prin¬ cipal for 1880-’81.) The New York Cooking School, under the general management of Miss Juliet Corson, its secretary and superintendent; aims to teach the best methods of cheap and good cookery. The full course of instruction is given in twelve lessons, and embraces marketing, cook¬ ing, serving, and carving, with the chemistry of food and the physiology of nutrition. Economy is inculcated, and both housekeepers and cooks are required to learn by practice and comparison proper methods of bringing the best and cheapest dishes to a well appointed table. This school is now widely known as the pioneer of a movement that has reached nearly every city in the United States, and is redeeming American cookery from its wasteful methods and unwholesomeness. While the advantages of the school are not ignored by the rich, its benefits are chiefly enjoyed by the middle classes and the poor. — (Circular.) Eleven mission institutions train large numbers of poor children at once in common school branches and in some useful industry, in 1881 giving training to 13,859, as follows : The Brooklyn Industrial School Association and Home for Destitute Children , established in 1854, attends to the ordinary education of its pupils, but gives especial prominence to the support of industrial schools, of which in 1881 it had 6 in different parts of the city; 5 of these reported 875 pupils, the kitchen garden being used in 3 of them. — (Report.) The Industrial School Association of Brooklyn , established in 1869, with work similar to the above, had under its care 276 children trained in school and domestic industries. The Brooklyn Children’s Aid Society divided its work into 6 departments, embracing industrial and sewing machine schools, with kitchen garden exercises. In the sewing machine school 326 had received lessons. In the 2 industrial schools 703 were under instruction. — (Report.) The Five Points House of Industry , New York City, taught 1,031 pupils in 1881, by whom 3,487 articles were made in the sewing department and 21, 225 mended; 54 pupils learned to sew well, 10 to run the sewing machine; 11 worked by turns in the kitchen, 34 in the bed rooms, while 30 were just learning to sew. In the type room, besides doing the work on the Monthly Record, the boys did job work, earning between $500 and $600, while some had gone out to §arn their living in printing establishments. — (Monthly Record. ) The Industrial Schools of the Children’s Aid Society , New York City, in 1880-’81 had 21 day and 11 night schools, enrolling 9, 662. During the last 12 years 113, 000 poor children had been prepared for servants, apprentices, clerks, factory hands, and artists, 10,500 were sent to the public schools, 2,800 truants were brought in, and 7,500 were sent to places of employment. Since its organization it had trained from the poor and vagrant children about 60,000 for useful work and found places for them, had sheltered 200,000 in its lodging houses, and had taught over 50,000 poor little girls in the 21 industrial schools; of these not a score had entered on a criminal life or had become drunkards or beggars, though four-fifths were the children of criminal or vicious parents. — (Report.) The Industrial Department of the Young Woonan’s Christian Association , New York City, in 1881, secured positions for nearly 1,200 women; gave to 114 the making of over 2,000 garments, paying them good prices; trained 62 girls to become competent seam¬ stresses; and assisted 335 young women in getting safe homes and 225 women in secur¬ ing boarders. 188 REPORT OF THE COMMISSIONER OF EDUCATION, The New York House and School of Industry gives sewing work to poor women and trains young girls to various industries. Of these 40 have become skilled seamstresses and readily found employment. In housework 12,516 garments had been made, em¬ ploying 180 destitute women. In the industrial school there were 199 children. The Wilson Industrial School for Girls, New York City, sustained a day school where girls were instructed in the common English branches and sewing by hand and making their own garments, which, by a system of credit, they earn. There were 310 on the roll. — (Annual report.) The Industrial School of Rochester , occupying in its twenty-fifth year an enlarged build¬ ing free from debt, received 121 poor children during 1881, and had 83 in average attend¬ ance in the day school. The kitchen garden was used in domestic training, and cookery classes were in successful operation. — (Report.) The House of the Good Shepherd , a home in Rockland County for orphan and destitute children, endeavors to train poor children for farm work, trades, and industries suitable for girls, and to educate deserving and earnest minded youth who wish to work their own way and elevate their position. Every one able is obliged to work. There were 52 inmates during the year 1881. — (Report.) The Children's Friend Society, Albany, aims to provide an ordinary school for the poor children it gathers in, and also to train them in important branches of housework and sewing. In 1879, the last year for which there is a report, there were 242 children in attendance. — (Report. ) TRAINING OF NURSES. The training schools for nurses reporting in 1880-’81 are the Brooklyn Training School, opened in 1880, which had 12 pupils in its 2 years’ full course; the New York State School for Training Nurses, organized 1870, which in 1881 had 6 instructors and 7 pupils; the Buffalo General Hospital Training School, organized in 1878, which had trained in its 2 years’ full course 33 and graduated 5; the Charity Hospital Training School, which had instructed in its 2 years’ course 130, enrolling 40 and graduating 6 in 1881, and of whose 90 graduates during its existence of 6 years 75 were known to continue in the profession; the Mt. Sinai Training School, New York City, had 26 pupils in its 2 years’ course; the New York Hospital Training School had instructed in all 70 in its course of a year and a half, and 26 during the year, graduating 12; and the New York Training School for Nurses in the Bellevue Hospital had trained 148 in its full 2 years’ courses since 1873 and 64 during the year. Of the 148 graduates, 120 were known to continue in the work; and the House and Hospital of the Good Shepherd, Syracuse, re¬ ported nurse training work in 1879-’80. All required, for admission, a common school education, good moral character, firm health, and ages between 20 and 36. •EDUCATION IN MUSIC. The New York College of Music, incorporated in 1878, arranges its course of instruc¬ tion in departments of vocal sight-reading; piano; violin; theory and harmony; vocal; and organ; besides chamber music and operatic departments for advanced students in piano playing and vocal training; all under 16 professors, with 854 students, in 1881-’82. Diplomas in art and degrees in musical science are conferred by the president and cor¬ poration, on the recommendation of the director and faculty and under the authority of the State of New York. — (New York College of Music.) The Baxter University of Music, Friendship, was reported in 1881 as a fully organized institution in every branch of musical learning; there were graduating courses for church, society, orchestral, and band musicians, with lectures and a series of concerts accom¬ panying the courses. No statistics are given. — (Report.) SCHOOLS FOR TRAINING IN ORATORY. Several schools of this kind are known to exist in the city of New York, but no infor¬ mation concerning them for 1880-’81 has been received. TRAINING IN SEAMANSHIP. The Nautical School of the Port of New York, on the school ship St. Mary, is for the training of pupils in the elements of an ordinary school course, with instruction in the science and art of navigation. The sea service and school training occupy each about half a year. The enrolment for 1881 was 107. The boys were* examined in the spring in school studies under the superintendence department of the city schools; in October, in the presence of 15 shipmasters, they were successfully put through their drill in sea¬ manship; 47 were graduated. — (State and city reports.) EDUCATION OF THE DEAF AND DUMB. In the 6 State institutions for this purpose there were 1,323 pupils in 1880-’81, a de¬ crease of 12 from the previous year. Of these, 649 were State pupils and 455 county, while NEW YORK. isa 128 were supported by tbe State of New Jersey and 91 by parents, guardians, or friends. Of the whole number the New York Institute for the Instruction of the Deaf and Dumb, New York City, had 519; the New York Institution lor the Improved Instruction of Deaf-Mutes, 137; the St. Joseph Institute for the Improved Instruction of Deaf-Mutes, Fordham, 239; the Central New York Institution for Deaf-Mutes, Rome, 168; the West¬ ern New York Institution for Deaf-Mutes, Rochester, 132; Le Couteulx St. Mary’s In¬ stitute for the Improved Instruction of Deaf-Mutes, Buffalo, 128. Increased importance was attached to the industrial departments in most of these schools, as through them both males and females, when leaving school, may have some means of self support be¬ sides the mental training. From year to year, instruction in the arts of design was be¬ coming more and more important, developing taste and skill which were highly gratify¬ ing. A number of recent graduates, both male and female, were devoting themselves to artistic work as a specialty with pecuniary success. Articulation and lip reading re¬ ceived more or less attention in all the schools, but more especially in the 2 institutions in New York City, where, under the most approved methods, the results were very en¬ couraging. One graduate passed a successful examination for admission to the Columbia College School of Mines, and was successfully pursuing the course in civil engineering, depending entirely on lip reading. The institution at Rochester had introduced the Kindergarten teaching with increased usefulness, as by experience it was found to be of great value in the instruction of deaf-mute children. During the year printing was added to the trades taught, and a daily paper was issued, made up of items from the school exercises, with little incidents of school life and bits of news from the daily papers, using the simplest language possible, the difficulty in finding books simple enough for the young children having led to the idea of this paper. This institution had, for the three previous years, occupied rented property belonging to the city, but in 1881 the city had executed a lease giving to the institution the property, valued at $81,000, for 25 years at $1 per annum. During the year the New York Institution No. 2 removed from its old location on Broadway to its beautiful home on Lexington avenue. It is said that there is no finer structure for deaf-mutes in the world. The ground was given by the city on a 99 years’ lease at $1 per annum, the building costing $140,000. — (State report.) EDUCATION OF THE BLIND. The New York State Institution for the Blind , Batavia, registered 170 pupils during 1880-’81, boys 86, girls 84, and was arranged in 3 departments, literary, musical, and industrial. In the literary, besides the ordinary English branches, instruction was given in rhetoric, zoology, physiology, natural and moral philosophy, with exercises in decla¬ mation and composition. The Kindergarten class was continued with increasing interest and success. In the musical department 120 were instructed in instrumental music, 10 of these upon the pipe organ. An orchestra of 8 instruments was taught through the year, while a class of 14 were instructed in harmony and musical composition, some of whom were subsequently employed in teaching. The tuning class of 18 had made good progress and were tuning their own instruments. In the industrial department broom making was the principal industry for the males, while the females were taught hand and machine sewing, knitting, and ornamental needlework. — (Report.) The New York Institution for the Blind , New York City, had 236 inmates in 1880-’81. It arranged its system of instruction in 3 departments, literary, musical, and industrial: the literary embraces a course of studies of 7 grades, going as high as algebra, geometry, logic, mental, moral, and natural philosophy, science of government, rhetoric, and com¬ position; in the musical department instruction is given in voice culture, chorus sing¬ ing, piano and organ playing, theory and practice of teaching, staff and YVait systems of musical notation, and piano tuning. In the industries the males are taught cane seating, mattress making, and the manipulations of piano action and strings necessary in piano tuning. — (Report.) EDUCATION OF THE FEEBLE-MINDED. The New York Asylum for Idiots, Syracuse, established in 1851, has made no report of its work for 1880-’81 to this Bureau. In 1879-’80 it had an average of 289 under instruction in simple elementary studies and industrial occupations. BEFOEMATOEY INSTITUTIONS. The State reformatories are the New York House of Refuge, Randall’s Island, and the Western House of Refuge, Rochester, each with educational and industrial depart¬ ments for both sexes, the State being districted between them. During the last year the former had an average attendance of 741 and had cared for 19,969 inmates since 1825. Statistics for 1881 are wanting for the latter school. In addition to these there were kindred institutions under the care of benevolent organ¬ izations, viz: (1) The State Reformatory, Elmira, which had received 1,238 during five years up to September, 1881; (2) the New York Catholic Protectory, Westchester 190 REPORT OF THE COMMISSIONER OF EDUCATION. County, which had 2,833 under its care in 1880-’81; of these, 795 left during the year physically and morally improved and more than 500 of them fitted to earn their own living; a large proportion of the boys were placed on farms in Nebraska. (3) The Catholic Protectory, Buffalo, mentioned in the report of hoard of charities as among the most important in the State, furnishes the Bureau no information since 1876. The fol¬ lowing provide only for girls and, though reformatory in character, the inmates are not committed: the Association for Befriending Children and Young Girls, the New York Magdalen Benevolent Society, both in New York City, the latter caring for 166 in 1881, and the House of Shelter, Albany, with no statistics. The great number of children brought under these reformatories and the large annual expenditures for their support place them among the most important public charities in the State. EDUCATIONAL CONVENTIONS. UNIVERSITY CONVOCATION. The regents of the University of the State of New York have held, under this title, since 1863, an annual meeting with the instructors of the various colleges, normal schools, and academic institutions under their direction, uniting with these, since 1868, the trustees of such institutions. Its annual session at Albany July, 1881, is reported to have been unusually interesting. The most marked feature of the meeting was a paper on the relation of the General Government to the education of the people, the conclusion being that Congress should appropriate a fund in aid of education and determine all con¬ ditions of its apportionment; that after such apportionments have been made by Congress and accepted by the States they should be entirely controlled and administered by the States. The meagre report at hand from a State newspaper mentions only the reading of other papers on education, on chairs of pedagogy in colleges, and a few more the titles of which are not given. Dr. David Murray, who had been appointed secretary of the board at a meeting in January, was said to be showing a vigorous and progressive spirit, which, with a genial manner, gave promise that the convocations of the future would be more successful than those of the past. It was thought that the time of the convocation should be changed from July to January, in the hope of calling out a larger and more representative attendance. Hon. Henry R. Pierson was elected chancellor. — (School Bulletin. ) STATE TEACHERS’ ASSOCIATION. The thirty-sixth anniversary of the New York State Teachers’ Association was held at Saratoga July 5-7, 1881, and was called to order by the president, Prof. Jerome Allen. The meeting was characterized by certain indications of progress: the attendance of teachers and leading educators was large and the interest shown encouraging; the mem¬ bership was greatly increased; the drift of sentiment in addresses and papers read was toward improvements in theories and practice; the subjects introduced and discussed were those most directly touching the issues of the day in educational matters. The president gave the keynote to the spirit of the session, saying: “All over the land new methods of education are being talked about. Our meetings should state the diagnosis of the diseases in our schools and point distinctly to the remedies. It is far more im¬ portant to reduce our illiteracy than to lessen our public debt. The education needed as a remedy must be supplemented by religious or at least moral training. Our mistake has been that in running away from sectarianism we have run away from religion as well. If the State is bound to prevent children from growing up in ignorance, she is equally bound to prevent them from growing up in idleness or vice. Why should the State wait until an aimless life has blasted character and influence before it does what it ought earlier to have done ? ’ ’ After this address, which was listened to with great interest, came reports of committees on “The condition of education,” “ Improved methods of education,” “The advancement of education,” and “Nearsightedness in schools.” Besides these there were elaborate papers on ‘ ‘ Reading, ” on “ Institutes and institute instruction,” “Recent criticisms on our public schools,” “Latin in high schools,” “ Genealogy of the modern lecture and its place in educational agencies,” “ Educational j ournalism, ’ ’ followed by remarks on 1 1 Industrial education in the public schools. ’ ’ The exercises were enlivened by recitations, music, and an excursion to Lake George, when, after the appointment of officers for the ensuing year, the association adjourned to meet at Yonkers in 1882. — (Annual report.) ASSOCIATION OF SCHOOL COMMISSIONERS AND CITY SUPERINTENDENTS. At the last meeting of this association, at Utica, December, 1880, it was voted to hold its next session in January, 1882, in order that the persons elected school commissioners at the general election of 1881 might act officially in the proceedings, their terms begin¬ ning on the first day of January, 1882. Reports of this meeting are wanting. — (State report. ) «* NEW YORK. 191 OBITUARY RECORD. SUPERINTENDENT SAMUEL S. RANDALL. Born in 1809, at Norwich, N. Y., and dying in the city of New York, June 3, 1881, Mr. Randall filled much of his seventy- two years of life with useful labor for the educational interests of his native State and of its chief city. Having supplemented early school studies with a brief course at Hamilton College, he prepared for the bar in the office of Hon. Daniel S. Dickinson, and was admitted to practice in 1834. Gen. John A. Dix was at that time secretary of state and superintendent of public instruction, and for the management of the latter interest secured the aid of Mr. Randall before he had gone far into the practice of the law. The young assistant proved to be the man for the place and the occasion, doing his work so well that he was retained till the close of General Dix’s long incumbency, and then was reengaged for the same duties by Hon. John C. Spencer, who in 1839 succeeded General Dix. Two years later, 1841, his valuable services received honorable recognition in his appointment to the deputy superintendency, an office apparently created for him, and which he held till 1846, again from 1849 to 1852, and once more for a part of 1854. While acting thus as deputy, the fall duties of the superintendency twice devolved upon him, and were performed so satisfactorily that when, in 1853, a movement was begun to separate the department of public education from the office of the secretary of state, it was generally supposed that Mr. Randall’s faithful work and intimate acquaintance with the State school system (which he had done much to improve) would lead to his election to the superintendency. Political influences stood in his way, however, then; but two months later (in June, 1854) he was elected to the superintendency of schools in New York City. He accepted the position, and held it for 16 years, bringing up the city system, then in its infancy. Resigning on account of failing health, his deputy, Mr. Henry Kiddle, succeeded him, and he gave much of his remaining strength to the preparation of an excellent History of the Com¬ mon School System of the State, published in 1871. For the preparation of this history he was fitted, not only by his personal acquaintance with the system and by careful study of the State records at Albany, but also by two preceding works, A Digest of the Common School System, published in 1844, and The Common School System of the State of New York, published in 1851, ^yith a smaller one on Mental and Moral Culture, 1844. To all these are to be added a History of the State of New York, for the use of schools, published in 1870, and. First Principles of Popular Education and Popular Instruction, 1868, with 15 valuable reports on the school system of New York City. Full of years and worn with labors, he at last rested, honored with the title of 1 1 father of the school system of New York,” which system he certainly did more than almost any other single man to put into efficient operation. ASSISTANT SUPERINTENDENT ALEXANDER J. SCHEM. Professor Schem was born in Westphalia, Prussia, in 1826; entered, 1843, the University of Bonn; completed his university studies at Tubingen, and came in 1851 to America. Here he taught modern languages at Mount Holly, N. J. , and in 1854 became professor of Hebrew and modern languages in Dickinson College, Carlisle, Pa., where he con¬ tinued for some years. The intelligence displayed here in his contributions to the news¬ papers attracted the attention of the literary men engaged on Appleton’s Cyclopaedia, and he was invited to New York to aid them. Continuing in this work for eleven years, he established such a reputation for varied scholarship that when Johnson’s Cyclopaedia was planned he was employed on this also. In 1874 he became one of the assistant superintendents of the public schools of New York City, under Henry Kiddle, continuing such until his death. During this period he united with Mr. Kiddle in preparing a very useful Cyclopaedia of Education, published by Steiger in 1877, and then, with others, was engaged on the Theological Encyclopaedia of Drs. McClintock and Strong. These are but specimens of the literary labors that he undertook in connection with his school duties. The multitude of these labors, however, told upon his system, and led to his premature death, which occurred May 21, 1881. BISHOP ERASTUS O. HAVEN, D. D., LL. D. This accomplished man, whose life was marked by a succession of honors, was bom in Boston, Mass., November 1, 1820; he graduated at Wesleyan University, 1842; was prin¬ cipal of a private academy at Sudbury, Mass., during 1842-’43; then taught in Amenia Seminary, N. Y., fill 1848; served the next five years as pastor of important Methodist churches in New York City and vicinity, and from 1853 to 1856 was professor, first of Latin, then of rhetoric and English literature, at the University of Michigan, Ann Arbor, during which time Union College, N. Y. , conferred on him the degree of D. D. In 1856 he was induced to return to Boston as editor of Zion’s Herald, the chief Metho¬ dist paper of New England. Here again his ability and scholarship were recognized by 192 REPORT OF THE COMMISSIONER OF EDUCATION. the governor in an appointment to the Massachusetts hoard of education (of which he was chosen chairman) and by the people in two successive elections to the State senate ; while from Ohio Wesleyan University came like recognition in an honorary degree of LL. D. After seven years’ work in Boston he was recalled in 1863 to the University of Michigan to take the place of the retiring chancellor, Rev. Dr. Henry P. Tappan. His excellent administration here doubled in six years the funds and the attendance, with such improvement in literary quality and discipline as to place the institution in the front rank of the institutions of its class in the United States. This work accomplished, he felt at liberty to undertake a like one for an infant university of his own church, the Northwestern, at Evanston, Ill., not far from Chicago. Pie went there as president in 1869; “ found, it,” says a later president, “a small college; made it a university in fact as well as name. ’ ’ Such successful college work led to the selection of him by his church as secretary of its board of education in 1872, and to his election as chancellor of one of its most important institutions, Syracuse University, Syracuse, N. Y. He accepted both positions, carrying into the latter the work of the former, without compensation, and, although burdened with this extra labor, he added largely to the attendance on the university, strengthened its courses, brought its medical school up to the standard of the highest in the country, and much improved its college of fine arts. In 1880 he was elevated by his church to its highest office of bishop, and was assigned the Pacific coast as his field of labor. Beginning that labor at San Francisco and along the coast from January, 1881, within six months he was prostrated with malarial fever in Oregon, and died August 3, 1881, leaving the reputation ofi a model educator and a most genial, lovable, and many-sided man. GEOEGE PAYNE QUACKENBOS, LL.D. Born ill New York City, September 4, 1826, and graduated at Columbia College in 1843, Dr. Quackenbos spent a year in teaching at the South, and then, returning to his native ■city, became principal of the Henry Street Grammar School, subsequently occupying for twenty years the same relation to a “ collegiate school ’ ’ at the corner of Fourteenth street and Sixth avenue. To this long experience in teaching we owe a series of text books for school use that have made his name familiar not only throughout the United States, but in England and its colonies, and even in Japan. First Lessons in English Composition came out in 1851 ; Advanced Course of Composition and Rhetoric and a School History of the United States, in 1854; a Natural Philosophy, in 1859; English Grammar, in 1862; a Primary Arithmetic and an Elementary Arithmetic, in 1863; a Practical Arithmetic and an Elementary History of the United States, in 1868, with a larger History of the United States, in 1876; besides all which he edited a revised edition of Spiers and Surenne’s French and English Dictionary. These books secured so wide a welcome that teaching had at last to be relinquished and his whole time given to the revision and improvement of the volumes that were aiding others in their school work. In this congenial occupation some peaceful and useful years were passed; he died July 24, 1881, at New London, N. H. DE. JAMES P. WHITE. This esteemed physician and instructor, born in Livingston County, N. Y., March 14, 1811, died September 28, 1881. A practitioner of great intelligence and a student in European schools, as well as in America, he early rose to eminence in his profession, became one of the chief agents in the establishment of the Medical Department of the University of Buffalo, was a professor in it from the outset, had been its president for some time before his death, and was also first vice president of the American Medical Association. CHIEF STATE SCHOOL OFFICER. Hon. Neil Gilmour, State superintendent of public instruction, Albany. [First term, April, 1874-1877; second, April, 1877-1880; third term, April, 1880-1883.] Mr. Addison A. Keyes has been assistant superintendent during most of Mr. Gilmour’s incumbency. NORTH CAROLINA. 193 WORTH CAROLINA. SUMMARY OF SCHOOL STATISTICS. 1879-’80. 1880-’81. Increase. Decrease. SCHOOL POPULATION AND ATTEND- ANCE. White youth of school age (6-21) - 291, 770 293, 780 2, 010 Colored youth of school age (6-21) - 167, 554 174, 292 6, 738 Whole number of school age - White youth in public schools. Colored youth in public schools Whole number in public schools. — 459, 324 136, 481 89, 125 225, 606 468, 072 140, 311 100, 405 240, 716 8, 748 3, 830 11, 280 15, 110 Average attendance of white pupils __ a90, 512 7>87, 436 3, 076 Average attendance of colored pupils. c57, 290 655, 384 1,906 Whole average attendance reported __ 147, 802 dl42, 820 4, 982 SCHOOL DISTRICTS AND SCHOOLS. Number of school districts reported __ 6, 392 6, 240 152 Number of public school-houses _ Number of free schools for whites _ 3, 766 e3, 523 3, 711 /3, 781 258 55 Number of free schools for colored — el, 789 / 1, 901 112 Whole number reported as free__ __ Average time of school in days _ _ Reported valuation of public school e5, 312 54 $179, 561 / 5, 682 <748 $220, 442 370 $40, 881 6 property. TEACHERS AND THEIR PAY. White men teaching in free schools _ _ 2, 006 2, 620 614 White women teaching _ _ _ 721 986 265 Colored men teaching _ _ _ 1,034 1,007 27 Colored women teaching _ _ 369 389 20 Whole number of free school teachers . 4, 130 5, 002 872 Average monthly pay of whites — \ $21 91 / $22 25 Average monthly pay of colored J \ 19 82 INCOME AND EXPENDITURE. Whole receipts for public schools _ 74523, 555 i$698, 772 $137, 197 Whole expenditure for public schools . 352, 882 409, 659 56, 777 STATE SCHOOL FUND. Amount of available State fund _ $200, 000 531, 555 $100, 000 431, 555 $100, 000 100, 000 Estimated whole amount (including portion not now available). a In 74 counties. / In 85 counties. b In 87 counties. g Only 6 months of 1881 reported, c In 72 counties. h Includes $132, 266 on hand at beginning of the year. d In 87 out of 96 counties. i Includes $170,286 on hand at beginning of the year. e In 81 counties. (From reports of Hon. John C. Scarborough, State superintendent of public instruction, for the two years indicated.) 13 E 194 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. A State board of education and a State superintendent of public instruction (who is ex officio a member of tbe board) have general charge of educational interests. County school affairs are supervised by county boards of education composed of tbe commission¬ ers of each county assisted by county superintendents. These last were provided for in 1881, the office of county examiner being at the same time abolished. County superin¬ tendents are elected biennially by county boards of education and of magistrates in joint session. For each district, a school committee of three persons is elected by the county board of education. OTHER FEATURES OF THE SYSTEM. Under the constitution the public schools have long been supported by the income of a State school fund, Jiy county school funds, and by State and county capitation taxes, the sum of the last two not to exceed $2 a head. Under the school law of 1881 there are also given to the schools a general tax of 12 \ cents on the $100 of property and credits in the State and a poll tax of 371 cents. If these funds should not be sufficient to maintain schools four months in each school year, under the new school law a special tax for the amount necessary must be levied by the county commissioners. School funds are appor¬ tioned by the State board to counties, and by county boards to the several districts,1 accord¬ ing to the number of children therein between 6 and 21, the county boards specify ing how much is for white and how much for colored schools. The district school committees are required each year to take a census of youth of school age, designating race and sex, and forward their enumerations to the county superintendent. The funds and schools for white and colored children must be kept separate. Schools aided by public funds are free to all residents of the district 6 to 21. Teachers are examined by county superintend¬ ents, from whom they receive certificates valid for 1 year in the county where issued and graded according to qualification. Institutes may be organized by county boards of edu¬ cation, who are authorized to appropriate annually $100 of county school funds for the purpose; and when such institutes are held teachers are required to attend. Teachers must make report at the close of every term to the county superintendent and the district school committee; county superintendents, annually to the State superintendent, and he to the governor. — (School laws, 1881.) GENERAL CONDITION. With an increase of 8,748 youth of school age, the enrolment reported was 15,110 higher. To sustain the public schools there seem to have been raised $137, 197 more than in 1879-’80, and there was a reported addition of $40,881 to the value of State school property. Information from other than official sources indicates that several religious associations in other States did much to improve the teaching force in North Carolina by providing normal schools, more or less permanent in character, which seem to have been well attended; in two or three instances enterprising towns secured teachers, set up graded schools, and carried them on with enthusiasm. The figures, however, do not on the whole indicate progress; for, while the want of uniformity in the returns for the two years unavoidably vitiates to some extent comparisons which might otherwise be safely instituted, it is clear that there was a large falling off in the average attendance, espe¬ cially of white pupils, and there is an evident incongruity in the increase of 872 teachers reported and the decrease of 55 in the number of school-houses occupied. The State superintendent recommends that the school system as organized under the law of 1881 be continued for the present, and hopes much from the county superintend¬ ency and the arrangements for improving teachers that have been recently introduced. KINDERGARTEN. Several Kindergarten reported statistics for 1879-’80, but only one sent a report of statistics for 1880-’81. The school connected with Charlotte Female Institute, Char¬ lotte, had 9 pupils under Kindergarten training. A Kindergarten department was a feature of the Franklin Normal School in 1881, while the absence of such a department from the university normal course was a marked change from former sessions. CITY SCHOOL SYSTEMS. LEGAL PROVISIONS. In townships of 5,000 inhabitants and upward (with two or three ’exceptions), a tax for the support of graded schools was authorized in 1877 ; but it could not exceed one- tenth of 1 per cent, on property and 30 cents on the poll. 1 According to the new law, all the school funds thus assigned to a district may be used to build school-houses, if the school committee so determine. Under this law 38 new ones are said to have been built in one county. NORTH CAROLINA. 195 STATISTICS OF RALEIGH. Only two cities in this State, Raleigh and Wilmington, had in 1880-’ 81 over 7,500 inhabitants, the minimum limit of those cities from which statistics are given in Table II of the appendix. Raleigh , with a population of 9,265 and 4,388 youth of school age (1,960 whites and 2,428 colored), reports an enrolment in public schools of 1,778 (650 whites and 1,128 colored) . About 200 white and 50 colored children Were enrolled in private and parochial schools. Public schools were taught 198 days by 23 teachers, of whom 6 were men. The property used for school purposes was valued at $5,000. — (Return.) Wilmington had 17,350 inhabitarfts according to the census of 1880, but no report of its public schools has been received since 1879. TRAINING OF TEACHERS. * STATE NORMAL SCHOOLS. Ten schools called State normal schools appear in the State report as held in some part of 1881 with a total attendance of 1,363 pupils, of whom 1,138 were engaged in profes¬ sional studies and 225 were in preparatory or practice schools. Five of these schools were summer normals, holding sessions of 4 or 6 weeks during the vacations of the public schools. One-half of the schools were for colored pupils. The North Carolina University Normal School, Chapel Hill, established by the State in 1877, held, as usual, a six weeks’ session in the university buildings during vacation, 338 pupils being enrolled under 18 instructors and 1 1 lecturers. Instruction in elocution was a novel feature of the work. Tuition was free. The State appropriation for the year was $2, 000. The State Colored Normal School, Fayetteville, also organized in 1877, enrolled 63 pre¬ paratory and 46 normal pupils under 3 instructors, and now presents a 3 years’ course of study, one year having been added during 1880-’81 in consequence of a demand for colored teachers of a higher grade. Certificates of competency to teach, however, are still given to students who complete the junior year. Tuition is free. The State appro¬ priates $2,000 a year to the school. Up to 1881 $500 had been received from the Pea¬ body fund, but in that year this was reduced to $205, owing to the establishment of various other normals which needed assistance. Franklin Normal School, Franklin, established by the State board in 1881, is a sum¬ mer normal of 4 weeks, giving free tuition and receiving aid from the State, the county, and the Peabody fund. There were 127 normal students enrolled under 4 teachers and 3 lecturers, besides 52 in a model school. Elizabeth City State Normal, Elizabeth City, a 6 weeks’ school, established in 1881, re¬ ports $500 received from the State, tuition free, and 64 students attending. Newton State Normal School, Newton, established by the State in 1881, is a summer vacation school of 5 weeks, held in the buildings of the Catawba High School. It received from the State an appropriation of $500, and had, according to the State report, 127 normal students, besides 80 children in a Kindergarten, both under 9 resident in¬ structors and 8 others. Wilson State Normal School, Wilson, a summer normal of 5 weeks, organized in 1881 , received $500 from the State, $100 from the county, and $200 from the Peabody fund; it enrolled 154 pupils, under 10 instructors and 9 lecturers. New Berne State Normal School (for colored students), established in 1881, in a course extending over 3 years of 21 weeks each, aims to give a first class training to those ex¬ pecting to teach. There were 63 students enrolled during the year under 3 instructors and 2 lecturers. Tuition was free. — (Return.) Besides this at New Berne, 3 other normal schools for the colored race were established in 1881: one at Franklinton, with 4 teachers and 65 pupils; another at Plymouth, with 3 teachers and 91 pupils; and a third at Salisbury, with 2 teachers and 63 pupils. OTHER NORMAL TRAINING. Graham Normal College, Graham (organized as such in 1881), has preparatory and nor¬ mal departments of study, the latter with junior and senior classes. Instructors, 4; students not given. Whitin Normal School, Lumberton, organized in 1876, aims to prepare pupils for gov¬ erning and teaching the public schools for colored pupils in a course of study extending through 4 years of 6 months each, the sessions being held in the summer to allow pupils to teach at other seasons. There were 30 normal and 53 other pupils during 1880-’81, under a principal and 4 pupil teachers. Wilmington Norma} School, Wilmington, organized in 1865 by the American Mission¬ ary Association, had 236 pupils enrolled during the year under 6 instructors. Tileston Normal School , Wilmington, opened in 1872 and sustained by the American REPORT OP THE COMMISSIONER OF EDUCATION. 196 Unitarian Association and Soldiers’ Memorial Society, graduated 7 pupils during 1880-’81. Further statistics are not given. — (The Lighthouse.) The State University , Chapel Hill, instituted in 1881 a teachers’ course of 2 years, em¬ bracing all the studies required by law to be taught in the public schools, with some higher ones and theory of teaching. The Normal Department of Shaw University , Raleigh, organized in 1866, reports a 3 years’ course of study, with 211 students during the year, under 9 instructors. teachers’ institutes. Under the new school law, above referred to, the board of education in any county may appropriate any sum not over $100 out of the school funds for one or more teachers’ institutes in their county, or the county commissioners of two or more adjoining coun¬ ties may appropriate a like amount for a joint institute. In case such institute is pro¬ vided for and announced the public school teachers of the county or counties thus acting are required to attend the institute, though there appears to be no penalty for non- compliance with this rule. Thirty-three such institutes for white and 11 for colored teachers are reported by the State superintendent to have been held in 22 counties, with an attendance of 703 whites and 169 colored. Two counties had each 2 institutes for whites; one had 3; another 4, and one (Henderson) had 5 within the year. EDUCATIONAL JOURNALS. The North Carolina Educational Journal, the official organ of the State Teachers’ Association, a monthly published at Chapel Hill, Rev. J. F. Heitman, editor, issued its first number January 15, 1881. It is intended to be a medium of communication and a vehicle of information for the teachers of the State and for others engaged in the work of education. The Lighthouse and Tileston Recorder, a monthly published at Wilmington by the Tileston Normal School, although principally devoted to the interests of the Tileston Normal School in that place, contains some general educational information and much to aid teachers in improving their methods of discipline and instruction. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. No information has reached this Office as to the number of high schools in the State or of pupils attending on them. The North Carolina Educational Journal mentions the graded schools of Salisbury, Fayetteville, Raleigh, Wilson, and Goldsboro’, and notices the sessions of Clinton, Cary, Webster, Franklin, and Waynesville high schools, but does not indicate whether these last are under public or private control and does not give statistics of attendance. OTHER SECONDARY SCHOOLS. For statistics of private secondary schools, such as business colleges, academies, and preparatory departments of colleges, see Tables IY, VI, and IX of the appendix, and for a summary of them, see corresponding tables in the report of the Commissioner pre¬ ceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of North Carolina, Chapel Hill, for young men only, offers classical, scientific, and philosophical undergraduate courses and graduate instruction leading to the degrees of ph. d., m. a., and M. s. ; also, courses in music, law, and medicine. The president’s report for 1880-’81 shows that the university was in excellent condition. The number of students attending and the receipts for tuition had increased, additional work had been done in the higher departments of chemistry, and students in natural history were required to do laboratory work. New apparatus had been bought for the departments of physics, chemistry, and natural history, and an annual appropriation was made by the trustees for the increase of the university library. General good order prevailed among students; very little hazing was done, and its complete disappearance was confidently expected. — (North Carolina Educational Journal.) Of 8 other universities and colleges, all but 3 are exclusively for men; Rutherford College, Rutherford; Weaverville College, Weaverville (both non-sectarian), and Shaw University, Raleigh (Baptist), admit both sexes. Three of the 9 (the State University, Rutherford College, Rutherford, and Weaverville College, Weaverville) are non-sec¬ tarian in influence, 2 (Biddle University, Charlotte, and Davidson College, Davidson) are under the care of Presbyterians, and 2 others (Shaw University, Raleigh, and Wake Forest College, Wake Forest) under that of the Baptist Church, while the Evangel- NORTH CAROLINA. 197 ical Lutherans control North Carolina College, Mt. Pleasant, and the Methodist Episco¬ pal Church South controls Trinity College, Trinity. All, at date of last report, provided preparatory departments; all presented the ordinary classical collegiate course of 4 years or its equivalent, although in 3 the arrangement was that of independent schools. All hut two added scientific courses, generally of 4 years; 3 had commercial or business courses, 3 musical, and 2 normal. Six gave instruction in French, 6 in German, 2 in Hebrew, 4 in theology, 3 in law, and 2 in medicine. — (Catalogues and returns*) INSTITUTIONS FOE THE SUPERIOR INSTRUCTION OF WOMEN. Of 8 or more colleges and seminaries for young women, half of them at least being au¬ thorized by law to confer collegiate degrees, 4 report statistics for 1880-’81. These had a total of 382 pupils enrolled, of whom 256 were in collegiate classes. Music, French, German, drawing, and painting form a part of the course of study in nearly all these schools. For statistics of those reporting, see Table VIII of the appendix, and for a summary of their statistics, see the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. In the scientific course of the State University are grouped studies that relate especially to the practical pursuits of life, including agriculture, surveying, and engineering. The full course covers four years and leads to the degree of B. s. There is also a philosophi¬ cal course of 4 years for those who wish to study only one ancient language, which may be either Latin or Greek. This leads to the degree of PH. B. Shorter optional courses are arranged when necessary in general science and in agriculture. Pupils who have not the literary training requisite for admission to the regular college classes may enter on studies connected with agriculture and the mechanic arts if they possess suitable qualifications for these studies. The agricultural experiment station has been removed from the seat of the university to Raleigh, where a suitable building has been provided for its use by the board of agriculture. Biddle and Shaw Universities and Davidson College have courses in general science covering 4 years, Trinity College has one of 3 years, and Weaverville College one whose length is not reported. Rutherford and Wake Forest Colleges, in which the arrange¬ ment is that of independent schools, included schools of natural science. PROFESSIONAL. Theological instruction is given in the theological course of Trinity College (Methodist Episcopal South), either in collegiate classes or apart from them, the course requiring, in the latter case, from 2 to 3 years for completion; in the School of the Bible, at Wake Forest College (Baptist), which does not report the length of its course, but had 14 stu¬ dents enrolled during 1880-’81;in Biddle University (Presbyterian) for colored students, where there was a 3 years’ course in theology with 10 pupils engaged in it; and in Shaw University (Baptist), also for colored students, which reported 40 students in a 2 years’ course. For further statistics, see Table XI of the appendix, and for a summary of them, the report of the Commissioner preceding. — (Catalogues.) Legal instruction was given at date of last reports in the law department of the Uni¬ versity of North Carolina in a 2 years’ course of 9 months each year, and in that of Trin¬ ity College in a 3 years’ course of 40 weeks each. — (Catalogues.) Medical instruction was given in a department of the University of North Carolina, which presents a medical course extending over 2 years of 9 months each, and in Shaw University, where a department has been opened for the education of colored physicians. Two large buildings have been erected for the latter school, one on a site donated by the State, and the first term was to begin November 1, 1881. — (Catalogue.) SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The North Carolina Institution for the Education of the Deaf and Dumb and the Blind, Raleigh, organized 1849, is strictly an educational institution, supported by the State, for the moral, intellectual, and physical training of the young deaf-mutes and blind of both sexes. There are separate departments for the white and colored, the buildings being situated a mile apart, but both under the same principal and enjoying equal priv¬ ileges. The course of study embraces all the common English branches, with vocal and instrumental music for the blind. Each pupil is required to work two hours and a half every day, the employments for the males being mattress, broom, and basket making, and chair seating for the blind, and shoe making for the deaf and dumb. The girls in both departments sew, knit, and do the mending for all. The blind girls are also 198 REPORT OF THE COMMISSIONER OF EDUCATION. taught bead work. Everything is provided free of charge, except clothing and travelling expenses. There were 109 pupils under instruction during 1881 and 99 present in De cember of that year. — (Report, 1877-’78, and Annals of the Deaf and Dumb.) EDUCATIONAL CONVENTIONS. STATE ASSOCIATION. A Nortll Carolina Teachers’ Association was organized in 1878 to promote the cause of education in the State and especially to cooperate with the State board in perfecting the common school system. The constitution provides for one regular annual meeting and such other special meetings as shall be determined on. The annual meeting for 1881 was held at the State University, Chapel Hill. Fifty new members were admitted, offi¬ cers appointed for the ensuing year, resolutions passed indorsing the North Carolina Educational Journal as the organ of the association, and, after some other business was disposed of, an address on the dignity and importance of the teacher’s profession was delivered by County Superintendent Edmund Alexander. A discussion on the ques¬ tion ‘ ‘ How can quackery be banished from the teaching profession ? ’ ’ was engaged in by several members. The executive committee was then charged with the duty of mak¬ ing arrangements for future discussions, when the association adjourned to meet at the call of the president. — (North Carolina Educational Journal.) ASSOCIATION OF COUNTY SUPERINTENDENTS. A State Association of County Superintendents was organized in September, 1881, agreeably to resolutions adopted at a meeting of county superintendents held in June at the University Normal School. These resolutions recognized the fact that the new school law creating the office of county superintendent was intended to improve the sys¬ tem of public schools in the State, that the people were justly impatient with its slow progress, and that improvement could only be brought about by ridding the State of incompetent teachers. It was resolved that in the appointment of teachers all outside influences should be firmly resisted, rigid examinations strictly adhered to, and merit made the only test. * About 25 superintendents assembled in Raleigh, September 7, in response to the call. State Superintendent Scarborough called the convention to order; officers were elected, and the association appointed to meet annually on the first Wednesday of July. Ad¬ dresses were delivered by the State superintendent and others, means of enlightening the public mind on the subject of education were discussed, and after the adoption of resolutions the association adjourned. — (North Carolina Educational Journal.) WESTERN TEACHERS’ ASSOCIATION. A Western North Carolina Teachers’ Association was formed in 1881 during the ses¬ sion of the Newton Normal School. Its purpose is to cooperate with the State associ¬ ation in efforts to advance the interests of education. The constitution and regulations of the two associations are the same. COUNTY TEACHERS’ ASSOCIATIONS. In many counties of the State monthly teachers’ associations have been organized, with the object of increasing popular interest in the schools as well as aiding in the im¬ provement of teaoiiers. Of the Davie County Association, organized in July, 1881, at Mocksville, additional meetings are reported for August, September, and October. The one in August was addressed by the State superintendent on the subject of general edu¬ cation. At the October meeting addresses were delivered by several members, the topics being ‘ ‘ Sustaining the public schools, ” “ The duty ‘of the State to educate her people, ” “The best incentives to study,” “The influence of education on the individual and na¬ tional character, ” and ‘ ‘ The necessity of religious or moral instruction. ” At a meeting of the Rowan Association, held in October, among other subjects discussed was that of “Corporal punishment in the schools.” The conclusion reached was that this means of discipline should not at present be entirely abolished, but that it should be used by teachers with great caution. At the November meeting of Iredell County Teachers’ As¬ sociation State Superintendent Scarborough gave an earnest lecture on the subject of education, which was Veil calculated to awaken the interest of his hearers. CHIEF STATE SCHOOL OFFICER. Hon. John C. Scarborough, State superintendent of public instruction, Raleigh. fThird term, January 1, 1881, to January 1, 1885.J OHIO. 199 OHIO. STATISTICAL SUMMARY. 1879-’ 80. 1880-’81. Increase. Decrease. POPULATION AND ATTENDANCE. Whites of school age (6-21) - 1, 022, 571 1, 039, 041 16, 470 Colored of school age (6-21) 23, 654 1, 046, 225 737, 627 9, 511 747, 138 24, 296 1, 063, 337 642 17, 112 Whites in public schools. Colored in public schools - 734, 462 10, 296 744, 758 577, 751 785 3, 165 2, 380 7, 584 Average monthly enrolment. 585, 335 Average daily attendance _ _ Pupils in private schools - 476, 279 28, 650 468, 141 30, 362 1,712 8, 138 DISTRICTS AND SCHOOLS. 1,346 10, 872 1, 344 2 Subdistricts in these _ _ 10, 923 693 51 City, village, and special districts. 684 9 District divisions in these 753 791 38 School-houses in township districts . 10, 888 10, 945 57 School-houses in city, village, and 1, 255 1,290 35 special districts. Public school-houses _ _ 12, 143 12, 235 92 Public school rooms. _ 16, 247 16, 381 15, 806 575 134 Rooms for elementary schools _ Rooms for high schools. _ _ _ 15, 680 567 126 8 School-houses built 442 432 10 Cost of school -houses built _ _ $711, 835 21, 851, 718 $649, 499 22, 103, 982 $62, 336 Value of public school-houses and $252, 264 grounds. Average time of schools in days _ 150 155 5 TEACHERS AND THEIR PAY. Men teaching in public schools _ 11, 326 11, 453 127 Women teaching in public school s. 12, 358 12, 517 159 Whole number of teachers em¬ 23, 684 23, 970 286 ployed. Teachers permanently employed ._ 9, 388 9. 617 23, 196 229 Teachers in primary and grammar 22, 986 210 schools. Teachers in high schools _ __ _ 698 774 76 Teachers in colored schools _ 225 254 29 Teachers in private schools . _ 247 207 40 Average monthly pay of men Average monthly pay of women _ $56 00 39 00 $37 00 28 00 $19 00 11 00 INCOME AND EXPENDITURE. Receipts for public schools. _ Expenditure for public schools _ $7, 526, 224 7, 704, 449 $8, 129, 326 8, 133, 622 $603, 102 429, 173 * (From reports and returns of Hon. Daniel F. De Wolf, State commissioner of common schools, for the two years indicated. ) 200 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. No important change having been made in the school law, there is still, for super¬ visory work, a State commissioner of common schools, elected by the people for 3 years, under whom are boards of education elected by the people in cities, villages, special districts, and township districts and subdistricts. For testing the qualifications of teachers, there are boards of examiners of 3 mem¬ bers: the State board is appointed by the State commissioner; county boards, by the pro¬ bate judge of the county; boards in cities and villages of not less than 2,500 inhabi¬ tants, by their boards of education; all the members of these boards serve 3 years. Cities with 10,000 or more inhabitants may have 3, 6, or 9 examiners. City boards have almost always superintendents for their schools. OTHER FEATURES OF THE SYSTEM. The law provides for the establishment by each board of education of a sufficient num¬ ber of schools for the free education of all youth of school age within the districts under its control. Each township board must establish at least one primary school in each subdistrict. Any board may establish schools of higher grade also where necessary; in cities evening schools may be opened for such as are employed during the day. Separate schools for colored children may be organized and schools may be established at chil¬ dren’s homes, orphan asylums, and county infirmaries. The schools must be taught not less than 24 nor more than 44 weeks. Attendance for at least 12 weeks is required of all sound children from 8 to 14 not receiving instruction elsewhere. The public schools are sustained from the interest of a common school fund and from the proceeds of a State tax of 1 mill on $1 of all taxable property, when no other rate is fixed, which must be used for the payment of teachers only. All contingent expenses are to be met and money for the purchase of sites and erection of buildings must be raised by a dis¬ trict tax not to exceed 7 mills on $1, except in Cincinnati, where the limit is 5 mills, and in Cleveland, where it is 4J mills. The State common school money is apportioned to the counties and by them to the districts and parts of districts in proportion to the enumerated youth of school age, any district failing to return the required enumera¬ tion not being entitled to receive any portion of the fund. No person may be employed as a teacher in the common schools without a certificate of moral character and quali¬ fication from a board having competent jurisdiction; those employed, except in certain specialties, must present such certificate and the required reports in order to receive pay. Text books (which must be used 3 years without change) and courses of study are de¬ termined by local boards, and all studies must be taught in English unless the teaching ef German is demanded by 75 freeholders who represent 40 pupils in such school. The law provides for school libraries in districts through an appropriation from the con¬ tingent fund; in cities, through a tax of one-tenth of a mill on the dollar of taxable property. GENERAL CONDITION. The statistical summary for 1880-’81 shows some slight advances, but is discouraging on the whole. With #603, 102 more in receipts for schools than in the previous year and with #429,173 more disbursed for them, we find 10 fewer school-houses erected, and the cost of those constructed #62,336 less. With an increase reported in the pay of teach¬ ers of both sexes in the country districts, the State school commissioner nevertheless estimates a falling off of $19 in the average pay of men for the whole State and of $11 in that of women. It appears that, although there were 17,112 more children of school age, there was a decline of 2,380 in enrolment, of 7,584 in the average number on the monthly register, and of 8,138 in average daily attendance. This compared with an increase of 12,487 in the enrolment during the preceding year, of 13,455 in average monthly enrolment, and of 16,289 in average daily attendance is almost inexplicable in connection with the excellent work of the able State commissioner and the closer super¬ vision introduced into the greater part of the cities of the State. The commissioner, however, remarks that 1 ‘ the present system in the rural districts of Ohio seems to tend " to evils which only very positive and persistent effort will even measurably remedy, ’ ’ and he classifies these evils under various heads: (1) the schools are too small for effec¬ tive work and unnecessarily expensive by reason of want of size ; (2) the schools being isolated, old methods of discipline and teaching are preserved after their vitality has ceased and ^new and better methods have been introduced elsewhere; (3) the under¬ taking to supply the wants of a neighborhood in a single school, together with the ab¬ sence of records of scholarship, involves useless repetition of the same work; the other evils the commissioner dwells upon chiefly grow out of the conflicting provisions of the school law OHIO. 201 KINDERGARTEN. For statistics and other information as to the 7 or 8 schools of this class reporting from Ohio for 1880-’ 81, with note of others that have not reported for that year, see Table V of the appendix to this volume. CITY SCHOOL SYSTEMS. OFFICERS. There are in all cities in this State boards of education, consisting of 1 or 2 members for each ward, elected biennially or annually, in those with over 10,000 inhabitants, ex¬ cept Cincinnati and Cleveland; 1 in cities with less than 10,000 and over 2,500 inhabitants the boards consist of 3 or 6 members for the whole city, elected triennially, with annual change of one-third, unless the board, by a majority of its members, provides for the election of as many members as the city has wards. The boards of education must ap¬ point in each city boards of examiners and may appoint city superintendents of schools. statistics, a Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Aver age daily at¬ tendance. Number of teachers. Expendi¬ ture. Akron . 16, 512 4,719 3, 195 2,485 56 $86, 228 Bellaire . 8,025 3,114 1,565 967 23 17,668 Canton . 12, 258 4,367 2,838 1,977 53 45, 817 Chillicothe . 10, 938 3,387 1,893 1,478 44 34,577 Cincinnati . 255, 139 87,997 35,592 27.* 279 661 687, 152 Cleveland . 160, 146 52,412 24,836 17, 017 439 420, 219 Columbus . 51,647 15, 899 8, 014 6, 103 153 183,777 Dayton . 38,678 11,225 6,502 4,670 130 142, 814 Fremont . 8,446 2,351 1,040 718 17 14, 950 Hamilton . 12,122 4,895 2,008 1,477 36 38,543 Ironton . 8,857 2,990 1,805 1,232 30 16, 886 Lima . 7, 569 2, 560 1,504 1,076 26 15, 658 Mansfield . 9, 859 3,021 2,004 1,530 38 25,823 Newark . 9,600 3, 880 1,853 1,305 40 22,865 Portsmouth . 11,321 3,567 2,215 1,905 43 34, 162 Sandusky . 15, 838 6, 290 2,519 1,869 49 48, 660 Springfield . 20,730 6, 352 3, 134 2,348 61 68,739 Steubenville . 12, 093 5,973 2,350 1,784 41 27, 430 Tiffin . 7,879 3,379 1,281 964 30 20,097 Toledo . . 50,137 17, 579 7,677 5,001 130 152, 344 Youngstown . 15,435 5,820 2,568 1,821 42 33,464 Zanesville . 18, 113 5,930 3,061 2,203 71 52, 841 a The statistics for Be Us. ire, Ironton, Lima, Mansfield, Portsmouth, and Youngstown are from the State report for 1881; the others, from city returns. ADDITIONAL PARTICULARS. Akron classed its schools as primary, grammar, and high; it reported 8 school build¬ ings, containing 56 rooms, with 2,987 sittings for study, and valued its school property at $208,200. There were 180 enrolled in the high school, with an average attendance of 131. The schools were taught 194 of the 200 school days by 56 teachers, with special teachers for music, drawing, and penmanship. An estimated enrolment of 750 was given for private and parochial schools. — (State report and city return, 1881.) Bdlaire reported 5 school-houses, valued, with sites, &c., at $50,000; a school session of 185 days; and an enrolment of 57, with an average attendance of 35, in the high school. German was studied by 40 pupils. — (State report, 1881.) Canton accommodated its primary, grammar, high, and evening schools in 7 buildings containing 50 rooms, with 2,604 sittings for study, and reported a session of 189 days; special teachers for music and penmanship; an enrolment of 86, with an average attend¬ ance of 66 and 14 graduates, in the high school; 208 pupils studying German, 2,679 music, and 800 drawing. An estimated enrolment of 600 in private schools was re¬ ported. — (State report and city return, 1881.) ChiUicothe reported 5 buildings, with 48 rooms and 1,825 sittings for study, valued, with sites, &c., at $170,400. There were 417 studying German, in which language in¬ struction is given by special teachers in all grades above the second primary. There was an enrolment of 93, with 9 graduates, reported for the high school, and 350 in private schools. — (City report and return, 1881.) 1 Cincinnati has a board composed of 12 members at large and of 25 others, each of the latter rep¬ resenting a ward ; it has also 36 local trustees of districts. Cleveland has a board of 18 members, 5 for each ward. 202 REPORT OF THE COMMISSIONER OF EDUCATION. Cincinnati , in 1881, had 28 district, 4 intermediate, 2 high, and 9 evening schools for white pupils; 6 district, 2 intermediate, 1 high, and 2 evening schools for colored; and a city normal school — all accommodated in 53 buildings, containing 647 rooms, with 36,881 sittings for study, valued, with sites, &c., at $2,000,000. There were 41 gradu¬ ates in the Hughes High School, 54 in the Woodward, 11 in the Gaines (colored), and 37 in the evening high school; also 37 in the English and 16 in the German department of the normal school. Special teachers are employed for music, drawing, and penman¬ ship. German is taught in 28 district, 12 intermediate, and the high and normal schools, about one-half the pupils enrolled receiving instruction in that language. The teachers’ normal institute, with English and German departments, held its sixteenth annual ses¬ sion September, 1881. The principals’ and first German assistants’ associations held monthly meetings during the year, in which questions as to courses of study and methods of instruction were considered. The custom of celebrating' authors’ days by reading es¬ says on their lives and works and by the recitation of selections from their writings has continued and grown. On the 26th of April, 1881 (the birthday of Uhland and Alice Carey), 26,000 pupils of all grades took part in the exercises, and on December 3 a suita¬ ble celebration in honor of Oliver Wendell Holmes was held. In order to give special instruction in the early history of the State and county, the anniversary of the settle¬ ment of Ohio, April 7, was observed as ‘ ‘ pioneer day ’ ’ by the high and normal schools with appropriate essays, declamations, and readings. The city school for deaf-mutes enrolled 40 pupils and had an average attendance of 34. The University of Cincinnati offers free instruction to bona fide residents of the city of either sex, and reports five courses of study, leading to degrees, and a normal course. A department of metallurgy and assaying was added during the year. There was an attendance of 453 in 1881, of which number 334 were in the school of design. Private schools had 25 buildings, con¬ taining 285 rooms, with 17,000 sittings for study, and an enrolment of 16,435, with an average attendance of 14,953, and 355 teachers. — (City report and return, 1881.) Cleveland expended $76,126 for the erection and furnishing of school buildings within the year, and reported 42 school-houses, containing 461 rooms, with 22,498 sittings for study. The schools were classed as primary, grammar, and high, with a 4 years’ course in each, the high school offering Latin-English, classical, German- English, and English courses. The last had been made more thorough in English language and literature and in mathematics. There was also, beyond the high school, a city normal, with 4 in¬ structors, 51 students, and 29 graduates in 1881, 25 of which number engaged in teach¬ ing; while besides the ordinary schools was an unclassified school, to which refractory pupils might be sent from the graded schools. Special teachers of music, drawing, elo¬ cution, book-keeping, penmanship, and German were employed ; all pupils received in¬ struction in music and drawing, while 8,240 were studying German. Schools were taught 195 days. An estimated enrolment of 9, 865 was given for private schools. — (State and city reports and city return. ) Columbus had 26 school buildings, with 169 school and 15 recitation rooms, and 7,570 sit¬ tings for study, all valued at $718,384. It reported 1 high, 52 grammar, and 82 primary schools taught 195 days by 155 regular and 2 special teachers. The per cent, of attend¬ ance on average enrolment was 97 in the high and 95 in primary schools. The classical course in the high school is specially commended, and is said to secure more rapid ad¬ vancement than the college class of Cincinnati schools. A class of 76 graduated fa 1881. German was taught in some of the schools to 2,185 pupils; the number of children from American families attending German-English schools is annually increasing. A Satur¬ day normal school, for teachers desirous of further preparation for their work and mem¬ bers of the senior and junior classes of the high school intending to become teachers, re¬ ported an enrolment of 109; while 2,107 are said to have been in private schools. — (City report and return. ) Dayton rated its school property at $360,000, which included 14 buildings with sites, &c., containing 146 rooms, with 6,340 sittings for study. It classed its schools as dis¬ trict (with primary and grammar grades), intermediate, and high, and reported a 7 years’ course in the district schools, 1 in the intermediate, and 4 in the high school. Four night schools were maintained: one for instruction in free hand drawing, with 290 students of both sexes; one for industrial drawing, with 113 male students; and 2 for common branches, with 131 male students. The attendance in the drawing schools showed a marked increase over that of 1880 and continued good to the close of the term. A special class in free hand drawing for mechanics, lasting six weeks of the session, en¬ rolled over 100 students. A number of young men who have been members of the in¬ dustrial drawing class have obtained excellent positions on account of the skill acquired in drawing. A city normal school, with a course of one year, had 21 students, all girls, with 11 graduates, 7 of whom engaged in teaching. Estimated enrolment in private and church schools, 1,802. — (City report and return, 1881.) Fremont reported 7 school-houses, with 14 school and 7 recitation rooms, containing OHIO. 203 1,100 i sittings for study, valued, with sites, &c., at $54,000. The schools were taught 185 days by 19 teachers, with an average daily attendance of 38 to each teacher. Spe¬ cial instruction was given in music and German to 1,027 pupils in the former and 150 in the latter study. It was estimated that 450 were enrolled in private schools. — (State report and city return, 2881.) Hamilton expended $38,543 for the support and improvement of its schools and valued its school property (which included 5 buildings, with 35 rooms and 2,100 sittings) at $125,000. The schools were classed as primary, grammar, and high, were taught 195 days, and had 36 teachers, with a special teacher of music. There were 769 studying German. There was an estimated enrolment in private schools of 1,000 pupils, with an average attendance of 800, under 8 teachers; these schools had 1,200 sittings. — (State re¬ port and city return, 1881.) ' Ironton reported to the State commissioner an expenditure of $16,887 for the support of its schools; 9 school buildings, containing 30 school rooms, exclusive of those used for recitation, valued, with grounds, &c., at $45,000; 7 men and 23 women teaching; a ses¬ sion of 190 days: an enrolment of 1,746 in graded schools, with 67 per cent, in daily at¬ tendance; 59 in the high school, with 91 per cent, in attendance and 13 graduates; and 63 studying German. — (State report, 1881.) Lima rated its school property (which included 2 school-houses, with 23 rooms, exclu¬ sive of those used for recitation only) at $75,000, and expended $15,658 for school pur¬ poses during the year. The schools were taught 190 days by 2 men and 24 women, with an enrolment of 1,389 in lower grades, of whom 71 per cent, were in daily attendance, and 115 in high schools, with 78 per cent, in attendance. There were 31 studying Ger¬ man, 88 Latin, 950 music, and 1,389 drawing. — (State report, 1881.) Mansfield had a school session of 180 days, an enrolment of 1,892 in primary grades, with a daily attendance of 76 per cent., and 112 in the high school, with 81 per cent, in attendance. It employed 2 men and 36 women as teachers. There were 2,004 studying music and 1,892 drawing. School property, including 6 school buildings, with 33 school rooms, was rated at $150, 000. — (State report, 1881.) Newark classed its schools as primary, grammar, and high, with one colored and an orphan home school, and had an enrolment of 1,217 in primary, 456 in grammar, 106 in high, 44 in a colored school, and 30 in an orphans’ home school. The schools were taught 183 days by 40 teachers, and occupied 6 buildings, containing 37 school and 6 reci¬ tation rooms, with 1,950 sittings, valued, with grounds, &c., at $95,350. Special instruc¬ tion was given in drawing and writing. There were 4 private schools, with 300 pupils. — (Return, 1881.) Portsmouth reported 6 school buildings, with 43 rooms and 2,200 sittings, valued, with sites, furniture, and apparatus, at $182,000. The schools were taught 190 days by 43 teachers, and had an enrolment of 2,100 in the lower grades, with a daily attendance of 76 per cent. ; while in the high school were 115, with 89 per cent, in attendance and 18 graduates. There were 250 receiving instruction in German and 1,400 in drawing. — (State report and city return, 1881.) Sandusky reported 6,290 children of school age, with an enrolment of 2,519 in public and 880 in private schools, or about 54 per cent, in all, while the percentage of daily at¬ tendance on enrolment was 74 in public and 64 in private- schools. Public school prop¬ erty (which included 10 school buildings, containing 51 rooms, with 2,770 sittings) was valued at $170,000. The schools were taught 195 days by 49 teachers and were classed as primary, grammar, and high, the last having 146 pupils and graduating 17. Ger¬ man was taught by special teachers to 911 scholars. Private schools had 4 buildings, 17 rooms, 780 sittings for study, 15 teachers, and 880 pupils enrolled, with 580 in daily attendance. — (State report and city return, 1881.) Springfield , comparing the statistics for 1881 with those for 1880, reported an increase of 613 in enumeration and of 175 in enrolment; the total enrolment was 49.3 per cent, of the enumeration, a loss of 2.3 per cent. ; the average attendance was 74.9 per cent, of the number enrob ed, a loss of 1.8 per cent. The entire number in all the schools present and punctual at every session during the year was 144, which is 180 less than the num¬ ber for the previous year. Of the $68,739 expended for school purposes, $19,862 were used for the erection and furnishing of school buildings; and the city had, at the close of the year, 11 school-houses, with 59 school and 3 recitation rooms, affording 3,186 sit¬ tings. The schools were taught 193 days by 61 regular and 4 special teachers. All pupils enrolled received instruction in drawing and vocal music; in both, creditable prog¬ ress was reported, especially in original designing by the higher primary and grammar grades and in the high school. German was taught in 3 of the schools to 449 pupils with gratifying results. — (City report and return, 1881.) Steubenville reported an increase of 5 in general and of 74 in average enrolment, while 58 more were in average daily attendance. It had 6 school buildings, with 35 school and 7 recitation rooms, which, with grounds, &c., were valued at $127,000. The schools 204 REPORT OF THE COMMISSIONER OF EDUCATION. ■were classed as primary, grammar, and high, with a 4 years’ course in each of the first two and a 3 years’ course in the high. There were also night and colored schools. In all there were 43 teachers, with a special teacher of penmanship. The schools were taught 195 days; 109 pupils studied German. An enrolment of 450, with average attendance, of 400, was given for private schools. — (City and State reports and city return.) Tiffin valued its school property, including 5 buildings with 30 rooms, at $40,000. The school rooms afforded 1,456 sittings, more than sufficient for the enrolment of 1,281 and average attendance of 964. The schools were graded and reported 104 in the high school, with 10 graduates; a session of 192 days; special teacher for music; 245 studying German, 1,282 music, and 716 drawing. An estimated enrolment of 600 was given in private schools. — (State report and city return, 1881.) Toledo , with a school population of 17,579, enrolled 7,677 in public and 2,000 in pri¬ vate schools and reported 23 public school-houses, which contained 118 school and 1 5 recitation rooms, with 7,000 sittings, and were valued at $596,000. An average of 5,001 pupils were taught 195 days by 130 teachers. There were 1,257 studying German. The schools were graded, and the high school enrolled 222, with daily attendance of 173 and 43 graduates. — (State report and city return, 1881.) Youngstown reported to the State commissioner 7 school-houses with 38 rooms, valued with grounds, &c., at $195,000; an expenditure of $33,464 for school purposes; a session of 190 days; an enrolment of 2,482, with an average attendance of 1,747 in the lower schools, and of 86, with 74 in attendance and 11 graduates, in the high school. There were 70 studying Latin, 92 German, and 2,500 music. — (State report, 1881.) Zanesville classed its schools as primary and secondary, each with a 3 years’ course, senior with 2 years’, and high with 3 years’ English and 4 years’ English-Latin course; also colored schools and a normal school. The daily attendance in all was 72 per cent, on total enrolment and 92 on the average number belonging. The schools were in session 197 days, and school property, including 17 school-houses, with 76 rooms, was valued at $200,000. Special teachers of music and writing were employed. There were 3,000 studying drawing and 208 German. Private schools reported 15 school rooms and 500 pupils. — (City report and return.) TRAINING OF TEACHERS. PUBLIC NORMAL SCHOOLS. Although the State makes no provision for the education of teachers, there are normal schools, with model schools attached, connected with the public school system in the cities of Cincinnati, Cleveland, and Dayton, and Saturday normal classes in Columbus and Toledo. The Cincinnati school was established in 1868 and a German department added in 1871. The standard of admission was higher for 1881 than for any previous year, with an enrolment of 56, of whom 53 graduated. Of the 56, all but 20 were grad¬ uates of the city high schools. The standard has been raised and the course is now strictly professional, extending through 1 year. Practice in the training schools (in which there are 6 classes), under the supervision of 3 critic teachers, is required. The Cleveland school, established in 1874, had 4 instructors, 51 students, and 29 graduates, of which number 25 have since engaged in teaching. The requirement for admission is a diploma from the Cleveland high school or some academic institution of equal grade. In the lat¬ ter case, an examination in high school branches is exacted. The Dayton school, estab¬ lished in 1869, had a department of theory and one of observation and practice, with one year as the minimum time for completion of the course; for 1881 it reported 4 instructors, 15 students, and 8 graduates, 7 of whom engaged in teaching. The Columbus Saturday normal (open to members of the senior and junior classes of the high school who contem¬ plate teaching, and to teachers engaged in teaching who desire further study and instruc¬ tion) enrolled 109 and had a session of 28 days. PRIVATE NORMAL SCHOOLS. The private normal schools reporting as such to this Bureau for 1881 are: (1) North¬ western Ohio Normal School, Ada, which, in teachers’ courses of 2 and 3 years, had 1,100 pupils classed as normal, besides 301 others, under 26 instructors, and graduated 17; (2) Ashland College Noi-mal and Training School, Ashland, which had a 4 years’ course, with 8 instructors and 67 normal students; (3) Ohio Central Normal and Kindergarten Training School, which, organized at Worthington in 1872 and removed to Fayette in 1881, had English and classical normal courses of 2 and 3 years, a class for training Kindergartners, and a normal institute at the close of the spring term ; (4) Geneva Normal School, Geneva, which had 52 students in a 4 years’ teachers’ course and 59 in other departments, under 7 instructors; (5) National Normal University, Lebanon, which had a 2J years’ teachers’ course and a summer normal institute of 8 weeks, and reported 1,752 pupils classed as normal, with 30 others, under 25 instructors, graduating 79; (6) Mansfield Normal College, Mansfield (organized 1878), which had also a summer institute and a teachers’ course of 3 years, in which were enrolled about 375 pupils, under 6 instructors; (7) Western Be- OHIO. 205 serve Normal School , Milan, which, in a 3 years’ normal course, had 30 students, besides 44 in other departments, under 3 instructors ; and (8) the Normal Department of Mount Union College , Mount Union, which reported 110 normal students, under 7 instructors. Millersburg Normal School, Millersburg, formerly reporting, was closed June 9, 1881. In addition to those above mentioned, normal departments or teachers’ courses exist in connection with Buchtel, Hiram, Franklin, Muskingum, Rio 'Grande, Scio, Xenia, and Antioch Colleges, and Baldwin, Ohio Wesleyan, and Wilberforce Universities and the University of Cincinnati; also, in the following academies: Grand River Institute, Academy of Central College, Geauga Seminary, Fostoria Academy, Hopedale Normal School, Atwood Institute, Marlborough Union School, Pleasantville Collegiate Institute, Northern Ohio Collegiate Institute, Western Reserve Seminary, and Dague’s Collegiate Institute. — (Catalogues and returns.) For statistics of normal schools reporting, see Table III of the appendix, and for a sum¬ mary of these statistics, see a corresponding table in the report of the Commissioner preceding. teachers’ institutes. Fees of 50 cents from each applicant for examination go to make up a teachers’ insti¬ tute fund. The law permits the holding of institutes, of at least 4 days in length, in any county where 30 regular teachers declare in writing their intention to attend. An association of teachers of several adjacent counties may be held for the purpose of pro¬ viding professional instruction for the teachers of such counties. There were 85 institutes held during the year, 2 less than in 1880, at a cost of $18, 968, with an aggregate attendance of 10,672 persons. All but one had more than 50 in attendance, while 20 had from 150 to 239. Thirty-two were continued two weeks or more; the remainder, one week. EDUCATIONAL JOURNALS. The Ohio Educational Monthly, Salem, the organ of the State Teachers’ Association, and the Teachers’ Guide, Mallet Creek, also a monthly, continued in 1881 to furnish valuable information as to methods of instruction and government and also as to the progress of educational matters in the State and elsewhere, the former being then in its twenty-second volume, the latter in its seventh. The Mutes’ Chronicle, published weekly at the State institution for deaf-mutes, Colum¬ bus, entered upon its thirteenth volume in 1881, and in September of that year changed its title to Vis-a-Vis. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State commissioner, in comparing high school statistics for 1881 with those for 1880, reported 575 rooms in use, an increase of 8; 514 men and 260 women teaching, a total increase of 76; and an enrolment of 28,362, with a daily attendance of 20,078, in city, village, and special district high schools, a decrease of 495 enrolled and of 143 in attend¬ ance; while in township district high schools, with 1,577 enrolled and 877 in attendance, there was an increase of 323 in enrolment and of 80 in attendance. There were 6,821 studying Latin, 480 Greek, and 347 French, a decrease of 319 in Latin and of 71 in French, but ah increase of 32 in Greek. — (State report, 1881.) OTHER SECONDARY SCHOOLS. For sjtatistics of private academic schools, preparatory schools, or preparatory depart¬ ments of colleges, see Tables YI, VII, and IX, and for business colleges, Table IV of the appendix. For summaries of such statistics, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The Ohio State University , Columbus, open alike to both sexes, has a preparatory course of 2 years, corresponding with that of the better grade of high schools, for those who enter directly from the common or district schools, a regular classical course of 4 years, and scientific courses of 3 and 4 years, besides special courses. Graduates of high schools of the State with efficient courses of study are admitted to the freshman class of any course for which their previous study has fitted them. The whole number enrolled in 1880-’81 was 365, while there were 280 in actual attendance in November, 1881. — (Cata¬ logue, 1881.) The School of Design of the University of Cincinnati , organized and opened in 1869 with a class of 30 pupils, has steadily increased, until in 1880- ’81 it became substantially a college of art. It offers a thoroughly graded course of instruction and confers upon 206 REPORT OF THE COMMISSIONER OF EDUCATION. students the diploma of the university. The school reported 7 instructors and 312 stu¬ dents in 1881. The Ohio University, Athens, organized in 1809, is the oldest literary institution north¬ west of the Ohio River. Its existence was provided for as early as 1787 in the purchase made from the United States by the Ohio Company of Associates, whereby two town¬ ships were set apart for the purpose of a university and placed under the care of the legislature. Its trustees are appointed by State authority (the governor being ex officio a menfiber of the board) and are required to make an annual report to the State legis¬ lature. One student from each county in the State is admitted free of tuition. The State appropriated $20,000 for the improvement of the buildings in 1881 and the reg¬ ular income was increased by about $3,000 a year. From 39 colleges, including the three before mentioned, reports in some form have come in for 1881 or for the immediately preceding years. All, except the University of Cincinnati, offered preparatory courses of 2 to 4 years; all had the customary classical collegiate course of 4 years; regular scientific courses were offered in 32, 1 most of them covering four years; while in 8 institutions2 there were philosophical courses of like length. Twelve had commercial courses, and 18 (previously mentioned under Training of Teachers) presented arrangements for normal instruction; St. Xavier, Mt. Union, and Oberlin Colleges, with the University of Cincinnati, offered literary courses of 4 years. At Ohio Wesleyan University there was a like course for ladies only. Others, to be mentioned under Professional Instruction, had provisions for instruction in the¬ ology, law, and medicine. The University of Cincinnati offered graduate courses for the degrees of A. M., M. s., and ph. d. Special, elective, English, German, and French courses were also offered by different colleges, while most gave instruction in modern languages, music, drawing, and painting. For the statistics of the institutions reporting, see Table IX of the appendix, and for a summary of statistics, a corresponding table in the report of the Commissioner pre¬ ceding. INSTITUTION'S FOE THE SUPEEIOE INSTRUCTION OF YOUNG WOMEN. Thirty of the 39 colleges for young men admit young women also to their advantages for full literary training, besides which 13 schools especially designed for them offer sub¬ stantially collegiate training, in 5 cases with degrees. All have regular collegiate courses of 4 years; 4 begin with the Kindergarten system; 3 have normal classes or departments; several offer special courses and graduate studies, while all give instruction in music, drawing, painting, and modern languages. For statistics, see Table VIII of the appendix, and a summary of it in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Ohio State University , Columbus, offers 4 distinct courses of scientific study, viz, in agriculture and in civil, mining, and mechanical engineering. That in agriculture extends over 4 years, the others 3 years each. A department of horticulture and botany was established and opened t© students at the spring term of 1881. The third course of 11 lectures to farmers,” given in January, 1881, by the professors of the university, was attended by 164 farmers. — (Catalogue, 1881.) Scientific courses, in most cases of 4 years, are found in 30 of the colleges reporting. The University of Cincinnati offers also a 4 years’ course in civil engineering. A department of science and arts was organized in connection with the Mechanics ’ Institute of Cincinnati in January, 1881. Sections of chemistry, mechanics, and engineer¬ ing have already been formed for special work, and similar sections of electricity and architecture are being organized. Monthly meetings, a course of lectures, and a journal published under direction of the department are the means of instruction used. — (Report of Department of Science and Arts of the Mechanics’ Institute. ) The Case School of Applied Science, Cleveland, intending to give thorough technical and professional training in the principles of natural and physical science with their applica¬ tions to the arts, was incorporated in 1880 and opened with a preparatory term of 12 weeks in the spring of 1881. The course of study will extend through 4 years, the first 2 preparatory, the last 2 professional or technical. Under arrangements made in 1881, it was to form the scientific department of Western Reserve University, which was to be established in Cleveland in 1882, with Adelbert College for its classical department. An elegant building for the last had been promised by Mr. Amasa Stone, of Cleveland, as a memorial of a deceased son. 1The exceptions here were Hebrew Union. St. Joseph’s, and St. Xavier Colleges, Cincinnati! Kenyon College, Gambier ; Richmond College, Richmond, and Antioch College, Yellow Springs. 2 Ashland, Buchtel, Farmers’, Marietta, Mt. Union, and Wilmington Colleges, with the Ohio State and Denison Universities. OHIO. 207 PROFESSIONAL. Courses in theology , covering 3 years and meant to follow collegiate training, existed in 1881 at German Wallace College, Berea (Methodist Episcopal); Lane Theological Sem¬ inary, Cincinnati, and the theological department of Oberlin College, Oberlin (both Presbyterian); Theological Seminary of Evangelical Lutheran Synod, Columbus; Union Biblical Seminary, Dayton (United Brethren) ; Theological Seminary, Kenyon College, Gambier (Protestant Episcopal); Heidelberg Theological Seminary, Tiffin (Reformed Church); and in like schools of Urbana University, Urbana (New Church), and of the United Presbyterians at Xenia. Courses occupying 1 year at Geneva College, West Geneva (Reformed Presbyterian), and 2 years at Wittenberg College, Springfield (Evan¬ gelical Lutheran), were noted in the last reports from these schools; at the Seminary of St. Charles Borromeo, Carthagena, and at that of St. Mary, Cleveland (both Roman Catholic), there were courses nominally of 9 and 5 years, but some academic studies were included. At Wilberforce University, for colored students, the course was of 4 years, partly literary, and at Ohio Wesleyan University, Delaware (Methodist Episcopal), as well as at Hiram College, Hiram (Disciples), studies in theology accompanied the college course. For statistics of theological schools and departments reporting, see Table XI of the appendix, and a summary of it in the report of the Commissioner preceding. For instruction in law the law school of the Cincinnati College, organized in 1833, has a 2 years’ course of study. Candidates for admission to the junior class must give satis¬ factory evidence of a good English education. Wilberforce University provides a law department, but makes no report of students in it. Statistics for Cincinnati College Law School may be found in Table XII of the ap¬ pendix. The “regular” medical schools reporting for 1880-’81 were the Cincinnati College of Medicine and Surgery, the Medical College of Ohio, and the Miami Medical College, all in Cincinnati; the medical department of Western Reserve University, Cleveland (formed by a union of the Cleveland Medical College and the medical department of Wooster University); Columbus Medical College, Columbus; and Starling Medical College, Co¬ lumbus. All had the customary 3 years’ course of study under a physician, including 2 regular lecture courses of 20 weeks each year in those at Cincinnati and of 24 weeks in the others, the last of which courses must be in the college conferring the degree. The 3 at Cincinnati and the Starling Medical College, Columbus, offered courses of 3 years, and this last was to require such a course after 1882. The school at Western Reserve University, Cleveland, admits women. The Eclectic Medical Institute, Cincinnati, the Pulte Medical College, Cincinnati (homoeopathic), and the Homoeopathic Hospital College, Cleveland, open alike to both sexes, require 3 years of study, including attendance on 2 lecture courses of 20 weeks yearly in the first named, 23 weeks in the second, and 22 in the third. All offer 3 years’ optional graded courses. The homoeopathic schools require a good English edu¬ cation for admission. The Ohio College of Dental Surgery , Cincinnati, and the Cincinnati College of Pharmacy have 2 years’ courses, in the former of 4 months each year, in the latter of 5 months. The latter requires 4 years of practice with a qualified pharmacist. For statistics of medical schools reporting, see Table XIII of the appendix, and sum¬ mary of it in report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The Ohio Institution for the Education of the Deaf and Dumb , Columbus (established 1829), receives pupils from 8 to 21, and reported 512 under instruction for 1881, with a daily average of 426 in attendance and 18 graduates, every one of whom at leaving was able to earn a livelihood. The whole number admitted from the beginning was 1,886. Instruction is given in the common and higher English branches, the school being graded as primary, grammar, and academic ; articulation is also taught. The shops were crowded with boys and men; the trades taught are shoemaking, printing, bookbinding, and car¬ pentry. The Cincinnati Day School for Deaf-Mutes , under control of the city board of education, reported an enrolment of 40, with 34 in average attendance. The Ohio Institution for the Education of the Blind , Columbus, reported for 1881 a total enrolment of 243, of which number 49 were new pupils. The daily average was 171 ; whole number from the beginning, 1,138. Instruction was given in the common and higher English branches, and in music, sewing and knitting by hand and machine- bead 208 REPORT OF THE COMMISSIONER OF EDUCATION. work, cane seating, and broom making were so taught as to enable almost all to sup¬ port themselves by work after leaving the institution. EDUCATION OF THE FEEBLE-MINDED. The Ohio Institution for the Education of Idiotic and Imbecile Youth , Columbus, admits children from 6 to 15 and instructs them in the common English branches. There were €13 inmates in 1880. No report has reached this Bureau for 1881, the central part of its main building having been burned November 19, 1881. INDUSTRIAL AND REFORMATORY TRAINING. The Industrial School and Home , Cleveland, maintained by the Children’s Aid Society of that city, in 1881 moved into a commodious building donated by Mr. Amasa Stone, and reported 242 children cared for and trained that year, 111 placed in permanent homes, 77 returned to relatives, and 53 remaining at the close of the year. The Toledo Industrial School enrolled 84 in its day school and 177 in its Saturday sew¬ ing school. The GirVs Industrial Home , Delaware, reported 318 inmates for 1881; of whom 69 were committed during the year. The common English branches, housework, and dress¬ making are taught. The Cincinnati House of Refuge had 266 inmates in 1881, with a daily average of 251; the House of Refuge and Correction , Cleveland (for both sexes), had 164, with a daily average of 123; the State Reform School for Boys, 'Lancaster, 734, with a daily average of 557; the House of Refuge and Correction , Toledo (for boys only), 239, with a daily average of 170. All, it is believed, aim to instruct their inmates as far as possible in school studies and productive industries, as well as in morals. HOMES AND ASYLUMS FOR ORPHAN OR DEPENDENT CHILDREN. Seventeen homes of this kind, under city, church, or private care, report for 1881 a total of 2,445 inmates, under 215 instructors or other employes. Eleven others, under county control, are reported by the State board of charities to have had 1,297 in the same year, with an average of 773, under 47 officers and teachers. One more, the Soldiers’ and Sailors’ Orphans’ Home, Xenia, under State care, is said by the same board to have had 715 on its roll within the year, and an average of 607, under 38 officers and teachers. Total of inmates for all 3 classes, 4,457, under 300 instructors and assistants. In most cases these children are taught common English studies, as far as may be prac¬ ticable, and such industries as will fit them for self Support. For further information, see Table XXII of the appendix to this volume, and a cor¬ responding table in the report of the Commissioner preceding. EDUCATION IN ART. Instruction in art in its various forms is given at Cincinnati in the School of Design of the University of Cincinnati, in connection with the Women’s Art Museum Association, and in the School of Design of the Ohio Mechanics’ Institute; at Columbus, in the Columbus Art School. The School of Design of the University of Cincinnati, free to all bona fide residents of that city, offers a thorough graded course of instruction in all its departments, and reports a faculty of 7 members, with about 300 pupils. The students in wood carving, as far as reported, are all girls. A private wood carving school opened by a lady is said to have been successful, and a Pottery Club, consisting entirely of women, was well attended. The Art Museum, to be located at Eden Park, a suburb of Cincinnati, for the foundation of which Mr. C. W. West offered $150. 000 provided the city would raise a like amount, has received from that gentleman $150, 000 for its endow¬ ment. The Columbus Art School, opened October, 1880, is said to be the only art school in Ohio, except the School of Design in Cincinnati, and to have as full a course of study as any art school in the West. EDUCATIONAL CONVENTIONS. STATE ASSOCIATION. The Ohio State Teachers’ Association held its thirty-second annual meeting at Put-in Bay June 28-31, 1881. In the superintendents’ section the opening address was deliv¬ ered by Superintendent W. J. White, of Springfield. Papers on ‘ ‘ School examinations ’ ’ and on “Clerical work of teachers” were read by Superintendent Ii. N. Mertz and Hon. T. W. Harvey, and discussed by Hon. D. F. De Wolf and W. D. Henkle. In his inaugu¬ ral address on the “Future of our public schools” before the general association, Prof. John Ogden stated that the greatest want in the Ohio school system was an administra¬ tive head, such as a State board of education, and normal schools for the training of teachers, especially for the rural schools, where skilled workers are most needed. Papers OHIO. 209 on ‘ ‘ Mental science for public school teachers,” “The spirit of the teacher,” “State as¬ sistance,” and “English literature for the schoolmaster” were read and discussed. The annual address was delivered by Eev. J. E. Twitchell, on the “Science of religion and the religion of science.” After passing appropriate resolutions and electing officers for the ensuing year, the convention adjourned. — (Ohio Educational Monthly, September, 1881.) OTHER TEACHERS’ ASSOCIATIONS. The several associations were held as follows : Central Ohio, at Dayton, with 500 teachers in attendance; Southwestern, at Hamilton; Northwestern, at Fostoria; Northeastern, with quarterly meetings, at Cleveland and elsewhere; Southeastern, at Logan; Eastern, at Bellaire ; Tri-State, at Toledo ; and the State Association of Colored Teachers, at Spring- field. The music teachers of the State have organized an association, which was to hold its first meeting in March, 1882. OHIO COLLEGE ASSOCIATION. No notice of the meeting of this influential and learned body of presidents and pro¬ fessors for 1881 has reached the Bureau. OBITUAEY EECOED. HON. WILLIAM DOWNS HENKLE. The educational interests, not merely of Ohio, but of the whole United States suffered a serious loss when this good man, ripe scholar, able teacher, effective school officer, and useful writer died, November 22, 1881, at Salem, Ohio, aged 53. His father, a Methodist minister, had died at Louisville, Ky . , when this Son was barely 6 years old, and had left to wife and children an inheritance of poverty. Young Henkle had consequently to hew his own way through life, and he did it well. Eeturning to his native State after his father’s death, first to Urbana and then to Springfield, he attended school for four or five years, and afterward struck out for himself. By shovelling sand and driving teams he was able to buy some books, and, with the aid of a young student, mastered the ele¬ ments of grammar, arithmetic, and natural philosophy. He then came under the tuition of a Springfield teacher, who was subsequently chief justice of the State, and studied successfully with him Latin and the elements of algebra. At 16 he was graduated from the high school, delivering a Latin salutatory. While teaching school for three years he pursued at Wittenberg College and under a private teacher the study of French, German, Greek, and higher mathematics. Eeturning with his mother to Urbana, after teaching for another year, at 20 years of age he became principal of the academy in 1848. Thence¬ forward he grew to be more and more a power for good, securing the organization at Urbana and Mechanicsburg of union school systems, of which he was made successively the head; then taking charge for three years of the classical department of a school at Greenmont, Ind. , where he published two valuable works on algebra, and whence he was called to superintend the city schools of Eichmond, Ind. The law under which this office had been created being pronounced unconstitutional, he went in 1856 to Indianapo¬ lis to be teacher of the high school and an editor of the Indiana School Journal, then just established. He held these positions till August, 1859, when he returned to Ohio as professor of mathematics in the Southwestern Normal School at Lebanon, which he helped to make one of the most popular and successful of its kind. In 1862 he received the Eepublican nomination for State commissioner of common schools, but failed of elec¬ tion, and for two years was superintendent of the schools of Lebanon, and then for five years of those of Salem. He filled these positions with such marked success that on the resignation of the State school commissionership by Hon. John A. Norris he was selected by Governor Hayes to fill for nearly two years the unexpired term, 1869 to 1871 . Eeturning then to Salem, he was made for four years more superintendent of the schools there, and in 1875 became proprietor and editor of the Ohio Educational Monthly, which, with another paper, Notes and Queries, he filled till his death with the evidences of his sound judgment, large erudition, practical good sense, and educational enthusiasm. CHIEF STATE SCHOOL OFFICES. Hon. D. F. De Wolf, State commissioner of common schools, Coluwibus. [Term, January, 1881, to January, 1884.] 34 E 210 REPORT OF THE COMMISSIONER OF EDUCATION. ©KEGON. STATISTICAL SUMMARY. 1879-’ 80. 1880-’81. Increase. Decrease. POPULATION AND ATTENDANCE. Youth 4 to 20 years of age a Enrolled in public schools _ Average daily attendance _ Attending graded schools _ Attending private schools _ Number reported not in school 59, 615 61, 641 2,026 ! 37, 533 34, 498 27, 435 25, 196 7,824 8, 918 1,094 4,211 4, 823 612 17,721 21. 655 3, 934 SCHOOL DISTRICTS AND SCHOOLS. Organized districts _ Districts reporting _ Number of graded schools _ Average school term in days _ Number of private schools _ Value of public school property 1,007 960 45 89. 6 142 $567, 863 1,037 988 52 86 186 $657, 469 30 28 44 $89, 606 TEACHERS AND THEIR PAY. Men teaching _ Women teaching _ Whole number of teachers _ Teachers with first grade certificates _ Teachers with second grade certifi¬ cates. Average monthly pay of men _ Average monthly pay of women _ 635 679 1, 314 679 635 $44 19 33 38 591 748 1, 339 691 648 69 25 12 13 $42 26 31 72 $1 93 1 66 RECEIPTS AND EXPENDITURE. Whole receipts for public schools _ $303, 162 ■Whole expenditure for public schools. 307, 031 * STATE SCHOOL FUND. $323, 301 $20, 139 318, 331 11, 300 Permanent school fund Available fund _ $625, 000 610, 000 a The basis for appropriation of public money ; the age for admission into public schools is 6 to 21. (From report of Hon. L. J. Powell, State superintendent of public instruction, for the two years indicated.) STATE SCHOOL SYSTEM. OFFICERS. A State superintendent of public instruction, elected by the people every 4 years, and a State board of education, composed of the governor, secretary of state, and superin¬ tendent of public instruction, have general supervision of public school affairs. The local officers are county superintendents of common schools, elected by the people for two years, and district boards of 3 directors and a clerk, elected at district meetings, the directors for 3 years, one going out each year, and the clerk elected for one year. OREGON. 211 OTHER FEATURES OF THE SYSTEM. Public school moneys are derived from an irreducible State school fund, a county tax of 4 mills on $1 (raised from 3 mills in 1882), and a district tax on real and personal property, the latter levied only when a majority of the legal voters of a district so decide,. By a new law, districts may also levy rate bills. The interest from the school fund is divided among the counties in proportion to the children 4 to 20 years old, but the age for admission to public school is 6 to 21. Districts are not entitled to their proportion of this fund unless schools shall have been taught therein for at least three months in each year and a report has been made to the county superintendents by the first Mon¬ day in March. County superintendents must make a general report to the State super¬ intendent of public instruction by the first Monday in April of each year, and a finance report to the county court the 30th of June. Any county superintendent failing toper- form the various duties required of him becomes liable to a fine of $100, and for failing to report annually to the State superintendent forfeits his office. The State superin¬ tendent reports to the legislature biennially. It is the duty of county superintendents to examine teachers and give them certificates of 2 grades, the higher good for 2 years, the lower for 6 months. Life and State diplomas, the latter good tor 6 years, are given on examination by the State board of education, which may also issue certificates of first and second grades. If teachers suffer injustice at the hands of the county superintendent they may appeal to the State superintendent, who is authorized to grant them certifi¬ cates of the same force as those issued by county superintendents. High schools must be supported in all districts containing 1,000 persons 4 to 20 years of age. One or more schools may be taught in the German language in districts having 10,000 or more in¬ habitants; and by a new law, whenever a city or incorporated town has that number, all school districts or parts of districts within its limits must constitute one school dis¬ trict, its boundaries being the same as those of the town or city. Since 1870 at least (not, as stated in the report for 1880, since 1878), widows with children to educate and liable to taxation for school purposes have had the right to vote at the meetings of the school districts in which they reside. A rule of the State board permits teachers in the public schools to dismiss pupils under 8 years of age after a 4 hours’ session or shorten their confinement to 3} hours by recess. GENERAL CONDITION. With an increase of 2,026 in the number of youth 4 to 20 years of age there were 3,035 fewer children 6 to 21 enrolled in public schools in 1880-’81 and 2,239 fewer in average daily attendance. The average school term was shorter by 3. 6 days and the average monthly pay of teachers less by $1 . 93 for men and $1.66 for women. There were, however, more pu¬ pils by 1, 094 in graded schools, and 612 more were attending private schools. Thirty more school districts were organized and 28 more sent reports. Seven more public graded schools were taught and 44 more private schools. The number of teachers employed was increased by 25, the number holding first grade certificates by 12. Public school prop¬ erty was valued at $89,606 more than in 1879-’80; receipts tor public school purposes were increased by $20,139 and expenditure by $11,300. State Superintendent Powell, thinks the above shows a fair degree of progress, notwith¬ standing the decrease reported in enrolment and average attendance. The chief exception noted by him to the general satisfactory condition is the falling off in the average length of the school term. This is kept low by the short terms in country districts, many of which were only of 3 months and would probably have been even less had they not been required to be kept up to that point in order to draw public money.1 The superintendent favors an amendment to the law requiring the levy of a State school tax of 2 mills on the dollar; he also recommends that the minimum school term which shall entitle districts to receive their share of such money be made 6 months. Other needs noted are means for the professional training of teachers and for a more energetic and thorough supervision of the schools. It is recommended that, in the absence of a State normal school, provision be made for county normal institutes of from 2 to 4 weeks, and that all teachers be required to attend them. To secure better supervision, an increase is recommended in the pay of county superintendents. The position of superintendent, it is argued, should com¬ mand a greater salary than that of the highest teacher, in order that it may be possible to place in it the best teachers and those who will give their whole time to the work. KINDERGARTEN. No note of any instruction of this class in the State during 1881 has reached the Bureau. 1 These short terms kept down expenditures so much that the per capita of cost on average enrol¬ ment was only $8.98 and on average daily attendance only $12.29. 212 REPORT OF THE COMMISSIONER OF EDUCATION. CITY SCHOOL SYSTEM OF PORTLAND. OFFICERS. In Portland the officials having charge of public schools are a board of 3 directors, a clerk, and a city superintendent. STATISTICS. With a population of 17,577 in the city of Portland, school district No. 1 of Multo- nomah County, with limits not precisely like those of the city, reported 5,314 between 4 and 20 years of age, 2,972 pupils attending public schools and 2,172 in average daily at¬ tendance, an increase since the last report of 322 in the number enrolled and of 216 in average attendance. There were also about 600 in private and parochial schools. The per capita cost of education in public schools was $23.63 on the average number belong¬ ing and $24.85 based on that in average daily attendance; the whole , expenditure for public schools, $81,371.46, and the estimated value of school property, $170,600. In the high school there were 201 pupils registered and 170 in average attendance under 6 teachers. A class of 21 was graduated in June, 1881. The printed report for the year closing June, 1881, shows an average attendance of 95 per cent, based on the average number belonging and a large decrease in tardiness, though no unusual effort had been made to secure the latter. There were twice as many cases of corporal punishment, but fewer suspensions than the year before. A change was made in the grading of teachers’ salaries, giving preference to experience and fitness and recognizing the importance of good teaching in primary grades. The pay of teachers in the lowest grade was raised from $625 to $750 a year, and only teachers of experience and special talent are to be employed in that grade. — (Return and printed report.) / • TRAINING OF TEACHERS. NORMAL SCHOOLS AND NORMAL COURSES. Ashland College and Normal School, Ashland, first opened in 1879, had 61 normal pupils during 1880-’81 (29 men and 32 women), 4 instructors, and 3 graduates. The full course extended over 3 years of 36 weeks each. 1 — (Return. ) At the University of Oregon, Eugene City, there was in the collegiate department a 3 years’ normal course with English studies only, having 9 students in 1880-’ 81 and 10 entered for 1881-’82. Blue Mountain University, La Grande, and Willamette Univer¬ sity, Salem, offered instruction for teachers in normal courses in their preparatory de¬ partments; the latter, in a well arranged 3 years’ course. Santiam Academy, Lebanon; Wasco Independent Academy, The Dalles; and McMinnville College, McMinnville, also offered like instruction. The normal department of Christian College, Monmouth, was suspended in 1880-’81 TEACHERS’ INSTITUTES. The law requires the superintendent to hold annually a teachers’ institute in each, judicial district, as well as one State teachers’ institute. Sixteen institutes were held during the year and were attended by 733 teachers, an increase over the previous year of 1 institute and 26 teachers. By a regulation of the State board of education teachers in public schools are required to attend the institutes held in their counties under authority of law ; for unexcused failure to attend at least one session each year, they are liable either to be reduced in grade or to have their certifi¬ cates revoked. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The number of public high schools in the State has not been reported by State au¬ thority since 1878, when there were 22. In the United States census report for 1880 the number given is 17. According to law, such schools must be sustained in all districts containing as many as 1,000 persons 4 to 20 years of age. The number of graded schools increased by 7 and of pupils in them by 1,094. OTHER SECONDARY SCHOOLS. For statistics of private secondary schools reporting and preparatory departments of colleges, see Tables VI and IX of the appendix, and summaries of them in the report of the Commissioner preceding. 1 This and the Oregon Normal School, Monmouth, are to be recognized as State normal schools from October, 1882. OREGON. 213 SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN AND FOR BOTH SEXES. The University of Oregon, Eugene, organized in 1876, comprises collegiate and prepar¬ atory departments, the former with classical and scientific courses of 4 years and a nor¬ mal one of 3 years. The scientific differs from the classical course in the substitution of scientific and modern language studies for Latin and Greek ; the degree given on completion of each is A. b. Every county in the State is entitled to a scholarship in the collegiate de¬ partment and an additional one for each member of the legislative assembly to which such county may be entitled. Candidates for scholarships must pass an examination in the fundamental English branches, including history of the United States. The sexes are admitted on equal terms, and out of 72 students in the undergraduate classes of the collegiate department in 1881, 25 were young women. The president of the board of regents says the attendance during 1880-’ 81 was generally good, and that the students were industrious and conducted themselves becomingly. Of 8 other collegiate institutions in the State, 7 admit' young women, 1 — Willamette University, Salem — providing for them a separate Woman’s College, with a lady dean, but instructing them in the same courses and classes as the young men. The only excep¬ tion to this admission of women is at St. Michael’s College, Portland, the literary sta¬ tus of which is as yet uncertain. Corvallis College, Corvallis; Pacific University, Forest Grove; Blue Mountain University, La Grande; McMinnville College, McMinnville; Chris¬ tian College, Monmouth; Philomath College, Philomath, and Willamette University have arrangements for preparatory instruction, in some cases beginning with primary classes; all have the customary classical and scientific courses of 4 years each, except Pacific University, which makes its scientific course 3 years, and Corvallis College, which divides its studies into 7 separate schools, only one of which, that of mathematics, has a definite term of 4 years. Pacific University has a ladies’ course of 3 years; Philo¬ math College, one of 4 years; Christian, Philomath, and Willamette, business courses, the same three, with Blue Mountain University, offering instruction in music, drawing, and painting. For statistics of these institutions, see Table IX. SUPERIOR INSTRUCTION OF WOMEN. Besides the opportunities for collegiate instruction presented at the State University and the 7 other colleges above named, there is one institution approximating collegiate rank that is especially for young women, St. Helen’s Hall, Portland, an academic sem¬ inary, under the care of the Protestant Episcopal bishop of Oregon and a corps of assist¬ ants. For statistics of this, see Table VIII of the appendix. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. General scientific instruction is given, as already noted, by most of the colleges and universities in courses usually extending over 4 years. Besides tl^s, there is opportu¬ nity for the study of sciences pertaining to agriculture and engineering in the State Agri¬ cultural College, Corvallis, a department of Corvallis College, in its schools of agricult¬ ure and engineering. The latter has not yet been fully organized for want of funds; but the general principles of civil engineering are taught; also, drawing, descriptive geometry, and shades and shadows; while other studies belonging to the course are taught in the schools of mathematics and physics. The law provides for the free tuition of 60 young men over 16 years of age, who may be admitted into all departments of the college. PROFESSIONAL. Some theological instruction was formerly given in McMinnville College, but there is no mention of such a course in the catalogue for 1880-’81. The medical department of Willamette University, Portland, is the only professional school reporting. The course of study required for graduation comprehends 3 years of work; it includes 2 terms of lectures and a year of preliminary study; there is also a 3 years’ graded course. The faculty recommend students to attend 3 terms of lectures before presenting themselves for graduation and encourage them by the offer of free tuition dur¬ ing the last year. In the course prescribed, the lecture terms extend only over 20 weeks each, the minimum required by the American Medical Association. There were 32 students during the year, 30 at date of report, and 13 graduates. Women are admitted to this as to other departments of the university. An examination for admission is re¬ quired of applicants who are not graduates of college, academy, or high school. 214 REPORT OF THE COMMISSIONER OF EDUCATION. 4 SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Oregon School for Deaf-Mutes, Salem, founded in 1870, was made a State institu¬ tion in 1880, and placed under the superintendence of a board of 9 directors, of whom 6 are appointed by the governor and 3 by the Salem Society to Promote the Education of Deaf-Mutes. There were 39 pupils under instruction during 1881 (7 of them semi- mutes), under 3 instructors, of whom 1 was a deaf-mute. No employments have yet been provided, ^he children are in school from 9 o’clock to 12 and from 1 to 3, the common English branches being taught. The manual method is the one used. EDUCATION OF THE BLIND. The Oregon Institute for the Blind, Salem, was closed in 1879. No later information concerning it has reached this Office. SCHOOL FOR INDIAN YOUTH. A school for the education of Indian youth was opened in Forest Grove March 1, 1880, by the United States Government, Captain M. C. Wilkinson, u. s. A., in charge. The pupils are all instructed in English branches, the boys also in blacksmitking, shoemak¬ ing, carpentry, and gardening and other agricultural work, and the girls in sewing and housework. Up to September 14, 1881, there had been 75 pupils received, 29 girls and 46 boys, their ages ranging from 8 to 25 years. The Government, however, has decided not to receive anymore who are over 16. All have made satisfactory progress and many have improved wonderfully. They learn easily, work hard and well when they have an incentive to labor, are of good disposition, affectionate, obedient, and are much more easily managed than an equal number of whites. In the Report of the Commissioner of Indian Affairs for 1881 strong testimony from various sources is presented as to the success achieved alike in school studies, in indus¬ trial pursuits, and in general civilizing influences. EDUCATIONAL CONVENTION. STATE ASSOCIATION. The twenty-first annual meeting of the State Teachers’ Association was held at Salem, beginning August 21, 1881, State Superintendent L. J. Powell presiding. An address of welcome by the former State superintendent, Dr. L. L. Rowland, of Salem, commendatory of teachers’ institutes and associations, was read in his absence by Miss Olivia Rowland, and Prof. O. P. Lee, of Eugene City, responded. Bishop J. F. Hurst, of the Methodist Episcopal Church, delivered an address on “Imagination,” and D. C. H. Fowler, of New York, one on the need of thorough work in education. “Physical geography” was presented by Prof. W. N. Ferrin, of Pacific University, who urged the importance of teaching this branch in the public schools. Prof. C. W. Roby, of Portland, read a paper on “Education and the State, ” after which there was a general discussion of Professor Ferrin’ s paper. Superintendent Rigler, of Polk County, read a carefully pre¬ pared paper on the Necessity for better teachers, and how to secure them,” in which he argued in favor of State normal schools, teachers’ institutes, educational journals, and better pay for teachers. A general discussion followed, in the course of which Superin¬ tendent Moses, of Linn County, spoke of the wisdom of increasing the pay of teachers. Superintendent J. T. Gregg, of Marion County, delivered an address on ‘ ‘ Teachers’ ex¬ aminations,” and Rt. Rev. B^Wistar Morris, one on the importance of careful early training. On Wednesday, Prof. M. Bailey, of the State University, discussed “Cen¬ tripetal forces and gravitation;” Miss Christina MacConnell, of Portland, presented an excellent practical paper on “Science in school,” and Professor Condon, of the State University, “The rights of evolution, or the sciences in the common schools,” and Prof. Joseph Emory, of the State Agricultural College, the “Relation of common schools to colleges, ’ ’ showing the dependence of the lower and higher schools on each other. During the evening session an address was delivered by Rev. J. A. Gray, of Portland, and one by Prof. E. B. McElroy, State superintendent elect; a paper on “Reminis¬ cences of a teacher” was read by Mrs. R. Newcomb, of Portland; recitations were given by Miss A. R. Luse and Miss Georgia Carpenter; and after a chorus by the Salem Glee Club the association adjourned. CHIEF STATE SCHOOL OFFICER. Hon. L. J. Powell, State superintendent of public instruction , Salem. 'Term, September 1, 1878, to September 13, 1882; E. B. McElroy, superintendent elect, then suc¬ ceeding.] PENNSYLVANIA. 215 PENNSYLVANIA. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. Youth of school age (6-21) - Enrolled in public schools _ Attending private schools and acade¬ mies. & SCHOOL DISTRICTS AND SCHOOLS. Public school districts _ Districts with libraries & _ Graded public schools _ Schools with Bible reading b _ Schools teaching drawing b _ Schools teaching vocal music b - Average school term in days. First class public school-houses b _ Number having suitable furniture Number badly ventilated b _ Number unfit for use &___ _ Value of public school property _ TEACHERS AND THEIR PAY. Men teaching in public schools _ Women teaching in public schools.. Whole number of teachers _ Graduates of State normal schools b. Attended State normals b _ Average monthly pay of men _ Average monthly pay of women _ RECEIPTS AND EXPENDITURE. Income for public schools _ Expenditure for public schools _ 1879-’80. i88o-’8i. Increase. Decrease. al, 422, 377 937, 310 931, 749 - - 5, 561 27, 552 26, 710 ▼ 842 2, 193 2, 208 15 166 130 36 7, 037 7,257 220 13, 277 13, 987 710 4,223 4, 916 693 4, 230 3, 999 231 2, 158 2, 240 82 68 146 74 66 146. 96 oo 2 354 308 46 185 205 20 2, 994 3, 369 375 6, 782 7, 385 603 6, 154 1,436 5, 861 1,238 198 293 $25, 467, 097 $26, 605, 321 $1,138,224 9, 732 9, 359 373 11,643 11, 993 350 21, 375 21, 352 7, 163 23 6, 514 649 1, 629 1, 644 15 722 860 138 2, 898 3, 056 158 $32 36 $33 66 $1 30 28 42 29 03 61 $8, 046,116 $8, 798, 724 | $752,608 7, 482, 577 7, 994, 705 512, 128 a United States census of 1880. b Not including Philadelphia. (From State reports for 1879-’80 and 1880-’81 and returns from Hon. E. E. Higbee, State superintendent. ) 216 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICEES. Public school affairs are iu charge of a State superintendent of public instruction, who is appointed by the governor, with the consent of the senate, and holds office 4 years. He is assisted by two deputy superintendents and four clerks chosen by himself. Local school officers comprise district school directors elected by the people for three years, one going out each year, and county superintendents chosen for three years by the school directors. In cities or boroughs there are boards of directors, one for each ward, having charge of the financial interests of the schools, the purchase, repair, &c., of school-houses, and boards of control, which manage everything else ; but wherever the boards of directors of all the wards in a city convey the school property to the board of controllers, the city or borough is to form a single school district under the board of control, and three members are to be chosen from each ward. In cities or boroughs with over 5,000 inhabitants, superintendents (under a law of 1881) may be appointed by the school directors for a term of 3 years. Women are eligible to all school offices. OTHEE FEATUEES OF THE SYSTEM. * The schools are sustained by a State appropriation of $1,000,000 annually and an annual district tax of at least 13 mills on $1 of property; the tax must, in each county, equal its share of the State appropriation. Public schools must be taught from 5 to 10 months in each school year and be free to all resident youth 6 to 21. Teachers must have certificates of fitness to teach, and (under penalty of forfeiture of pay) must make monthly report to the board of directors. Boards of directors must report annually to their county superintendents, and the latter to the State superintendent, who makes annual report to the State legislature. Graded schools, normal schools, and teachers’ institutes are a part of the system. Evening and half-time schools are authorized; also, schools for deaf-mutes, these last in any district having 20, 000 inhabitants and 8 or more deaf children of school age. Distinctions of race and color in the public schools were abolished by a law that took effect July 4, 1881. GENEEAL CONDITION. As may be seen from the preceding summary there were (with about a million and a half youth of school age) 931,749 enrolled in public schools, a decrease of more than 5,000 during the year. It is not possible from the official reports to give the number in daily average attendance. There were 15 more public school districts and 220 more graded schools, the average length of term being about the same. Public school prop¬ erty increased in value by more than a million of dollars. More women were engaged in teaching and fewer men, the average pay of both being slightly increased. The re¬ ceipts for public school purposes increased by $752,608 and expenditure by $512,128. Throughout the State, exclusive of Philadelphia, which makes no report on these points, the number of private ungraded schools decreased by 46, that of seminaries and academies increased by 20, while the attendance on both classes decreased. Drawing was taught in 693 more public schools, the higher branches in 82 more, and vocal music in 231 fewer. There were more first class public school-houses and more with suitable furniture; fewer were reported “ badly ventilated, ” but more as “unfit for use.” Im¬ provement in the quality of teaching is indicated by an increased number of teachers with long experience (649 more having been employed over 5 years continuously), as well as by the fact that 158 more had attended State normal schools and 138 more were graduates of such schools. KINDEEGAETEN. For statistics of Kindergarten reporting, see Table Y of the appendix, and for a sum¬ mary, see a corresponding table in the report of the Commissioner preceding. CITY SCHOOL SYSTEMS. OFFICEES. The school government of cities generally appears under the heading State School System preceding. Philadelphia and Pittsburgh, under special laws, have boards of edu¬ cation which do not include the ward boards. Any city of over 5,000 inhabitants may by vote of the directors elect a school superintendent, who must have had skill and experience in teaching. PENNSYLVANIA. 217 STATISTICS. Cities. Population, census of 1880. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Allegheny a . 78, 682 9,916 8,291 207 $223,883 Allentown a . 18,063 2,758 2,307 56 62, 236 Altoona . 19,710 3,054 2,535 51 50, 444 Bradford a . 9, 197 1, 2C0 700 18 31,318 Carbondale . . . 7, 714 1,821 1,212 24 11,811 Chester . 14,997 2,512 ■ 1,679 48 26,877 Columbia a . 8,312 1,399 932 28 13,247 Danville a . 8,346 1,667 1,053 28 13,076 Easton . 11,924 2,291 1,688 52 40, 443 Erie a . 1 27,737 4,699 3,136 99 68, 202 Harrisburg . 30, 762 5,667 3,824 109 93,825 Johnstown a . 8, 380 1,502 1,044 29 23, 622 Lancaster a . 25,769 3,441 2, 674 68 79, 960 Lebanon . 8,778 1,500 1,200 30 18,881 McKeesport a . 8,212 1,317 775 19 27, 268 Meadville a . 8, 860 1,821 1,451 36 42,302 New Castle a . 8, 418 1,746 1,096 31 26,446 Norristown . 13,063 2,218 1,599 44 39, 875 Philadelphia . 847,170 102, 185 91,894 2,113 1,503,052 Pittsburgh . 156,389 24,480 16,580 473 413, 814 Pottsville a . 13,253 2,678 1,900 48 32,720 Reading a . 43,278 7,262 5, 373 145 70, 893 Scranton a . 45,850 8,979 5,904 170 90, 209 Shamokin a . 8,184 1,927 1,062 27 14,860 Shenandoah . 10, 147 2, 103 1,243 28 19, 393 Titusville . 9,046 1,482 1,142 34 54, 926 Wilkes-Barre a . 23,339 4,654 2,837 68 65,533 Williamsport . 18, 934 3,432 2,236 65 42,846 York . . . 13,940 2,419 1,786 50 23,412 . a Statistics from State report ; where not indicated , from city return. ADDITIONAL PARTICULARS. In Allegheny there was an increase during the year 1880-’ 81 of 113 pupils enrolled and of 13 in average attendance. The 205 schools were graded as primary, grammar, and high, the high school department having just graduated its first class, numbering 19. The school year was one of steady and satisfactory progress. Drawing was a regular branch of the course' of study. Some excitement was caused by the abolition of the school for colored children and the admission of such children into the schools for whites as provided for bylaw, but it soon died out and no further trouble is anticipated. — (City report. ) Allentovm reports 676 fewer pupils enrolled in public schools and 103 fewer in average attendance. Altoona reports an increased public school enrolment and average daily attendance; 3,010 sittings for study; public school property valued at §101,620; a high school, with 90 pupils enrolled under 2 teachers ; and 900 pupils attending private or parochial schools. — (Return and State report.) In Bradford the schools were graded as primary, grammar, and high, the last having 50 pupils under 2 teachers. About 350 pupils attended private and parochial schools. — (State report and return. ) Carbondale , with a decrease of 48 in the public school enrolment, had 125 more in average attendance. The schools were graded as primary, grammar, and high ; they were taught in 7 buildings affording 1,470 sittings for study and valued, with all other public school property, at §27,200. There was also an attendance of about 200 in private and parochial schools. — (Return and State report.) Chester reports a slight increase in enrolment, but a falling off in average attendance on public schools. The public schools (primary, secondary, grammar, and high) were taught in 9 buildings, affording 2,100 sittings for study and valued, with other school property, at §110, 000. About 200 pupils were attending private and parochial schools. — (Return and city report.) Columbia , with 21 public schools and school property valued at §26,100, reports a de¬ crease of 79 in public school enrolment and of 124 in average attendance, the per cent, of attendance on enrolment being 93. — (State report.) Danville reports a decrease of 25 in public school enrolment, an increase of 5 in aver¬ age attendance, 27 schools taught; and property valued at §60,000. Easton reports 24 more pupils enrolled in public schools and 75 fewer in average at- 218 REPORT OF THE COMMISSIONER OF EDUCATION. tendance, 46 schools in session 10 months in 9 school bnildings, valued, with other school property, at $219,200. — (Return and State report.) Erie, with 99 public schools, which were in session 10 months, and school property valued at $293,200, increased her public school enrolment during the year by 445 and the average attendance by 226. — (State report.) Harrisburg reports an increase of 375 in public school enrolment and of 133 in average daily attendance; 96 public schools taught 10 months in 22 buildings; value of school property, $398,281; schools graded as subprimary, primary, secondary, intermediate, grammar, and high, the last having 240 pupils under 10 teachers; and 450 pupils attend¬ ing private and parochial schools. — (Return and State report.) in Johnstown there were 27 schools taught 8 months, and school property was valued at $90, 000. — (State report. ) Lancaster reports a decrease of 32 in enrolment and of 9 in average attendance, 68 schools taught 10 months, and school property valued at $172,750. — (State report.) Lebanon reports an increase of 25 in public school enrolment and of 150 in average at¬ tendance, 30 schools taught 8 2 months, a high school, and about 300 pupils attending private and parochial schools.— (State report and city return.) In 31cKecsport there were 18 public schools taught 9 months. Public school property was valued at $60,000. — (State report. ) Meadville reports an increase of 75 in public school enrolment, of 85 in average attend¬ ance, the 36 schools taught 9 months, and school property valued at $100,000. — (State report. ) New Castle had 159 more enrolled, yet 79 fewer in average attendance; the 27 schools were in session 8 months, and public school property was valued at $45,000. About 40 pupils attended private schools. — (Return and State report.) Norristown reports a decrease of 78 in public school enrolment, an increase of 96 in average attendance; 44 schools taught 10 months in 6 buildings, affording accommoda¬ tion for 2,260 pupils; public school property valued at $164,700; and a high school with 136 pupils enrolled and 134 in average attendance, 23 pupils having graduated in 1881. The superintendent considers the public schools in a satisfactory condition; teachers’ institutes were held twice a month and well attended; the number of children not attending public or private school was thought to be small, and the number of truants diminishing. — (Return and State and city reports. ) The Philadelphia statistics show a decrease of 3,356 in public school enrolment and of 2,251 in average daily attendance. The 2,075 schools (arranged in 14 grades in primary, secondary, grammar, and senior departments, and including high, normal, and evening schools) were taught 10 months during the year, all the teachers but 77 being women. Public school property was valued at more than $6,000,000. Several new buildings were completed and occupied during the year, adding 23 class rooms, with seats for 1,000 pupils. One building was in process of erection, but the necessities of the department far exceeded the appropriation for building, and many children were missing instruction for want of sufficient accommodations ; it is believed that a million of dollars will be required during the next few years to supply sufficient school-houses for the city. The Central High School (for boys) enrolled 523 pupils ; the Girls’ Normal, 965. There were 41 night schools taught ten weeks, at a cost of nearly $15, 000. They were of great service to a large number of pupils, notwithstanding the short term, which, it is urged, should be lengthened to 4 months, only as many pupils being received as can be in¬ structed for that length of time by the money appropriated. The president of the board reports that the schools are not doing as much as they should, owing, in his opinion, to a lack of superintendence. He says the teachers, although poorly paid, are capable and faithful, and the pupils studious ; but through a defective system of examinations and promotions the cultivation of the memory has become the objective point and the measure of its power and accumulation the standard of scholarship; that routine and the letter have been cultivated and intellectual development and moral discipline left to chance. As a means of remedying these evils the recommendation favoring the appoint¬ ment of a city superintendent is renewed. The special attention of the public school authorities has recently been drawn to industrial education. In addition to the intro¬ duction of sewing as a part of the instruction of the normal school, the board has assisted an effort made by Charles G. Leland to demonstrate the feasibility of making industrial education a part of the training of the public schools. It is admitted that this work cannot embrace the special arts of the trades but must be of a preparatory character, such as training the eye and the hand. Marked progress has been made in the teaching of drawing, the teachers having devoted special attention to the work of preparing them¬ selves to give instruction in this branch, particularly as applied to the industries. — (City report and return. ) Pittsburgh reports a larger public school enrolment by 149 than the previous year and 283 more in average attendance, the 473 schools taught in 55 buildings, and school PENNSYLVANIA. 219 property valued at $1,900,000. The system comprised day and evening common schools, evening mechanical schools, and a high school. The last had normal, academic, and commercial departments, and enrolled 582 pupils. There were 2,336 pupils enrolled in the evening schools, under 32 teachgrs ; the average attendance, however, was only 600, and the cost of instruction, based on average attendance during the term of 65 evenings, was $4.44 per capita. The superintendent recommends the discontinuance of all except the mechanical schools, which were attended by a class of earnest young men, and advises the establishment of at least 5 of these, with a term of 6 months. — (Return and State and city reports. ) In Pottsville the public school enrolment decreased by 123, but the average attendance increased by 22. The 48 public schools were taught 10 months, by 7 men and 41 women, at a monthly cost of 69 cents per capita. Public school property was valued at $217,500. (State report. ) In Beading there was an increase of 788 in the number enrolled in public schools and of 96 in average attendance. The 48 schools were taught 10 months in 26 school build¬ ings having 146 rooms for study and seating capacity for 7,551 pupils. The high school enrolled 324 pupils and had 318 in average attendance under 9 teachers. There was an estimated enrolment in private and parochial schools of 960. — (Return and State report.) Scranton reports 84 schools taught 10 months, at a monthly cost of 73 cents per capita, and school property valued at $300,000. ShamoJcin reports an increase of 284 pupils enrolled in public schools and of 112 in average attendance ; 26 schools taught 9 months, at a monthly cost of 55 cents per capita ; and school property valued at $40,000. — (State report.) Shenandoah had 310 fewer pupils enrolled in public schools and 249 fewer in average attendance. The 28 schools (primary, grammar, and high) were taught nearly 9 months, at a monthly cost per capita of 59 cents. There were 80 pupils enrolled in the high school and 53 in average attendance. Public school property was valued at $61,000. An important addition made during the year to the educational facilities was the nucleus of a public school library. — (State and city reports.) Titusville reports 353 fewer pupils enrolled in public schools and 38 fewer in average attendance; 28 schools taught for 10 months in 4 buildings, affording seats for 1,632 pupils. Public school property was valued at $64,275. — (Return and State reports.) In Wilkes-Barre enrolment and average attendance are reported to have nearly doubled, the former having increased by 2,916, the latter by 1,595. The 68 schools were taught 10 months, at a monthly cost of 74 cents per capita. Public school property was valued at $176,807. — (State report.) The Williamsport, public schools had 56 more pupils enrolled than during the previous year, and 20 more in average attendance. The schools were taught 8 months, at a monthly cost of 87 cents for each pupil, in 25 school buildings capable of seating 3,485. In the high school, 138 pupils were enrolled and 100 were in average attendance under 4 teachers. Public school property was valued at $142,250. More was done during the year than ever before towards making drawing popular, and excellent progress was made in this branch. There were about 1,300 pupils attending private or parochial schools. (State and city reports and return. ) York reports a slight decrease in public school enrolment, but an increase of 24 in average attendance ; 47 schools taught 9 months, at a monthly cost of 85 cents per capita, in 9 school buildings capable of seating 2,465 pupils and valued, with other school prop¬ erty, at $125,000. About 260 pupils attended private and parochial schools. — (State report and city return. ) TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. The 10 State normal schools, according to a table in the State report, had an attendance during the year of 3,185 pupils in normal studies (1,864 of them men) and 270 gradu¬ ates, of whom 120 were men. The whole number of graduates since the recognition of these schools was 2, 196 : 1, 145 men and 1, 051 women. The courses of study, arranged by a convention of the principals under the advice of the State superintendent, are element¬ ary, classical, and scientific. Most of the students choose the first, which requires two years for its completion ; only 4 out of 270 graduates during the year were from the other two courses. These schools are not exclusively professional, but include a number of academic studies. They are also of a mixed character in their relations to the State, being public in some respects and private in others. The aid given by the State is not to the schools, but to the students in them and to graduates. Students who agree to teach in the common schools receive, in ordinary cases, 50 cents a week ; and graduates who agree to teach in the State schools two full years may receive $50. The legislature which created these schools demands of them extensive appliances, such as grounds of 220 REPORT OF THE COMMISSIONER OF EDUCATION. not less than 10 acres in area and buildings to accommodate 1,000 students. Under this system some of the schools have become heavily involved, and their friends or the State 'will have to assist them if they are to be kept in operation. — (State report.) OTHER NORMAL TRAINING. The Normal School for Girls , Philadelphia, belongs to the public school system of that city and prepares nearly all the city teachers. Its course of study for graduates extends over 3 years, but those who desire to teach must remain another year and show by work in the school of practice that they are able to train and control children; after this they receive certificates to teach in the city public schools. There were 965 pupils en¬ rolled at the close of the year and nearly 98 per cent, of those enrolled were in average daily attendance. It is estimated that about 60 per cent, of the pupils enrolled in this school graduate and that about 70 per cent, of graduates receive certificates. Since the establishment of the school, in 1848, there have been 6,516 students in it, of whom 2,996 were graduated. The only change in the course of instruction during the year was the addition of sewing. In this branch all engaged willingly, and rapid improvement was made. — (City return and report.) Lycoming County Normal School, Muncy, had 135 students during the year (94 of them men) and graduated 20, all of whom engaged in teaching. The course of study extends over 3 years of 20 weeks each. — (Return. ) The Brethren's Normal College, Huntingdon, reporting 309 pupils in normal classes, presents 3 courses of study, classical, scientific, and normal English; the last, similar to the elementary course in the State normal schools, occupies 2 years; the scientific is the same as the normal English course for the first two years and then adds two years in Latin, German, higher* mathematics, and science; and the classical is the ordinary 4 years’ college course. — (Catalogue.) Pine Grove Normal Academy, Pine Grove, reports preparatory, philosophical, and scien¬ tific courses of study, the last making some provision for the training of teachers. — (Catalogue. ) The Institute for Colored Youth, Philadelphia, having 152 pupils studying the higher branches, reported 50 in a normal class. Lewistovm Academy, in its fourth year in 1881, reports more attention devoted to nor¬ mal work than formerly. There was a teachers’ class in which careful attention was given to methods of instruction and government. The Philadelphia Training School for Kindergartners and the Centennial Kindergarten Training School, Philadelphia, each with a course of study extending over 1 year, had, respectively, 22 and 13 students; 34 graduated, of whom all but 3 engaged in teaching. teachers’ institutes. County institutes were held, according to law, in all the 69 counties of the State. They remained in session from 4 to 10 days, nearly all, however, continuing 5 days, the mini¬ mum length of session required by law. The average number of members present was 12,919, being all the members employed in teaching but 846. There were 491 instruct¬ ors and lecturers employed, at a cost of over $16,000. Of the $26,898 expended on the institutes, $6,395 were received from members, the remainder from county funds and other sources. District institutes also were sustained in 47 of the counties and in 12 cities and bor¬ oughs, the whole number reaching 472. These institutes are authorized (but not re¬ quired) by law to meet on two Saturdays of each month, which days are to be counted in to’make the legal month of labor required of teachers, and pay for the time spent at the institutes is to be continued. The cities of Philadelphia, Pittsburgh, and Altoona have special laws regarding institutes. EDUCATIONAL JOURNALS. The chief educational journal in the State, the Pennsylvania School J ournal, a monthly published at Lancaster, was in its twenty-ninth volume during 1881. Being the official organ of the department of education, it affords teachers much valuable information on general educational topics as well as full reports of educational associations in the State. Other educational journals are The Educational Review, Pittsburgh (a consolidation of The Allegheny Teacher, The Educational Voice, and The Teachers’ Advocate), The Teacher, Philadelphia, The Student, Westtown, and three papers published by the In¬ dian School at Carlisle, The Morning Star, The School News, and Eadle Keahtah Toh. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Outside of Philadelphia there were 2,240 public schools in which some of the higher branches were taught, an increase of 82 over 1879~’80. Of these, 120 were in the 24 PENNSYLVANIA. 221 cities and boroughs reporting (an increase of 3) and 2,120 in the 65 counties reporting (an increase of 79). There is no information given in the report of the State superintendent as to the condition and progress of these schools. The president of the Philadelphia school board, in speaking of the Boys’ Central High and the Girls’ Normal Schools in that city (which train many in high school studies who do not become teachers), reiterates the complaint against the “quota” system of admission to these schools. Promotions are not based on merit, but on a representation from all the grammar and consolidated schools whose pupils reach a medium standard of qualification; this often compels pupils of superior scholarship and ability in some schools to give way to those from other schools who are greatly inferior. The remedy urged, but as yet refused, is the adoption of a competitive examination as the basis of admission. More room was called for to meet the large increase in applications for admission to the Boys’ Central High School. An addition to the Girls’ Normal School building was also recommended, so that the depart¬ ment of practice might be enlarged by a primary and secondary school for boys, inasmuch as female teachers thoroughly qualified for managing girls sometimes fail when placed over a class of boys. The average attendance of the Boys’ Central High School was 521 ; that of the Girls’ Normal School, 944; in both, 1,465. None were graduated from the Central High School in 1881.— (State and city reports.) OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academies, and preparatory departments ol colleges, see Tables IV, VI, VII, and IX of the appendix, and summaries of them in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Of the 27 institutions for superior instruction in Pennsylvania appearing in Table IX, all but 4 present arrangements for preparatory training, the exceptions being La¬ fayette College, Easton (Presbyterian), Haverford College, Haverford (Friends), Uni¬ versity of Pennsylvania, Philadelphia (non-sectarian), and Lehigh University, South Bethlehem (Protestant Episcopal), which confine themselves exclusively to collegiate work. All the colleges had classical collegiate courses of 4 years, generally of fair grade, and most of them had scientific courses (see p. 222). Lehigh University allowed students to select special studies from the general courses; 4 had arrangements for military drill and tactics; Swarthmore College (Friends) had a “literary” course of 4 years in modern languages, English literature, &c. ; several had normal courses, and several others, commercial courses; Pennsylvania Military Academy, Lafayette, Haverford, and Muhlenberg Colleges, the University of Pennsylvania, Lehigh Uni¬ versity, and the State College made provision for definite studies after graduation. Lehigh required such studies for the degrees of M. A. , PH. D. and d. s. to be pursued under direction of its faculty for 2 years and to be followed by an examination and a thesis. Lafayette required an examination and thesis for the degree of ph. d. Haver¬ ford required non-resident graduates who were candidates for the degree of M. A. or m. s. to pursue an indicated thorough graduate course for 3 years and then to pass a satisfac¬ tory examination, but resident graduates are admitted to the examination after a shorter period of study, at the discretion of the faculty; while the higher degrees of ph. d. and sci. d. could only be obtained by the masters of arts and sciences thus made, after fur¬ ther examination of a high character. For the statistics of institutions of this class, see Table IX of the appendix; for a sum¬ mary of their statistics, a corresponding table in the report of the Commissioner pre¬ ceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. In Table VIII of the appendix may be found a list of sixteen schools that have been organized for the superior instruction of young women exclusively, with such statistics as have been received from them; a summary is given in a corresponding table in the report of the Commissioner preceding. Nine of these schools hold charters from the State. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Pennsylvania State College, State College, answering to the colleges of agricult¬ ure and mechanic arts in other States, had, in 1881, as previously, a general scientific course of 4 years, branching off from which for the last 2 years were technical courses in agriculture, natural history, chemistry and physics, and civil engineering ; provision was Also made for special study. Similar courses existed in the Pardee Scientific Depart- 222 REPORT OF THE COMMISSIONER OF EDUCATION. mentof Lafayette College, Easton; Western University of Pennsylvania, Pittsburgh, since temporarily removed to Allegheny; Lehigh University, South Bethlehem, and Swarth- more College, Swarthmore. Lehigh also had a course of 4.} years in mining and metal¬ lurgy and one of 2 years in astronomy for graduates, as well as other graduate courses. The Towne Scientific School of the University of Pennsylvania, Philadelphia, in 1880-’ 81 provided 6 courses in chemistry and mineralogy, geology and mining, civil engineering, mechanical engineering, drawing and architecture, and preparation for medical study; these courses now occupy each 3 years, following 2 years of preparatory work in mathe¬ matical, scientific, and English studies, a year of work having been added in 1881. The Franklin Institute, Spring Garden Institute, and Wagner Free Institute of Science, all in Philadelphia, cultivated the same field of instruction in practical sciences, the three having libraries and lectures to aid the working classes and others in the study of me¬ chanics, engineering, telegraphy, and other branches, and giving some instruction in handi¬ crafts and industries. Schools for mechanical, free hand, and architectural drawing aided in this instruction, the Spring Garden Institute, at least, keeping open a day as well as a weekly evening school, with encouraging results. There were also practice shops, in which experienced workmen taught the use of mechanical tools employed in filing, drilling, turn¬ ing, forging, reaming, key fitting, &c. For ladies there were lessons in cookery. Through the liberality of Mr. Joseph Wharton, of Philadelphia, a new “School of Finance and Economy” was founded in 1881, in connection with the University of Pennsylvania, with an endowment said to be of $100,000 and with a course of 3 years; it is designed to afford facilities for the study of the financial, economical, industrial, and legal principles involved in the current problems of business life. Thirteen stu¬ dents were enrolled for the first year. In the University at Lewisburg a new study has been introduced and required in the classical and scientific courses: anthropology is taught with the aid of illustrative mate¬ rial, “the object of which is to convey correct ideas upon the nature and origin of man, in opposition to erroneous theories of his relationship to the brute creation and his par¬ ticipation in its destiny. ’ ’ — (Letter from president. ) For statistics of scientific schools reported, see Table X of the appendix ; for a sum¬ mary of such statistics, a corresponding table in the report of the Commissioner pre¬ ceding. PROFESSIONAL. Theological . — There were 17 theological schools and classes in the State reported for 1880-’81, of which 15 had a 3 years’ course, requiring for admission a collegiate diploma or other evidence of preliminary training. Of these 15, 2 were Presbyterian: the West¬ ern Theological Seminary, Allegheny, and the theological department of Lincoln Uni¬ versity, Lincoln; 3 were Roman Catholic: the theological course in St. Vincent College, Beatty’s, the Philadelphia Theological Seminary of St. Charles Borromeo, Overbrook, and the Augustinian Monastery of St. Thomas of Villanova; 2 were Reformed Church: the theological department of Ursinus College, Freeland, and the Theological Seminary of the Reformed Church in the United States, Lancaster; 3 were Evangelical Lutheran: the Theological Seminary of the General Sjmod of the Evangelical Lutheran Church in the United States, Gettysburg, the Theological Seminary of the Evangelical Lutheran Church, Philadelphia, and the Missionary Institute, Selinsgrove. Other denominations were represented by single institutions, as follows: The Divinity School of the Protest¬ ant Episcopal Church, Philadelphia; the Meadville Theological Seminary, Meadville (Unitarian); Crozer Theological Seminary, Upland (Baptist); the Theological Seminary of the United Presbyterian Church (Allegheny) ; the Moravian Theological Seminary, Bethlehem; the biblical elective course in Dickinson College, Carlisle (Methodist Epis¬ copal), and a similar course in Waynesburg College (Cumberland Presbyterian). The schools at Lancaster and Gettysburg, in addition to other requirements, admit all on a 6 months’ probation, while the Meadville school had preparatory and graduate courses. The Gettysburg school reported property valued at $60,000, a fund of $80,000, with an income of $4,200; while the Meadville school reported property valued at $30,000, a fund of $157,000, with an income of $8,700, and $23,297 in gifts and bequests during the year. The Augustinian Monastery, near Philadelpha, is the mother house, novitiate, and studium of the order in the United States. The total number of instructors in the foregoing schools was 68; students, 511. For more detailed statistics of the theological schools reporting, see Table XI of the appen¬ dix, and a summary of this in the report of the Commissioner preceding. Legal. — The law department of the University of Pennsylvania in 1880-’81 reported 5 professors and instructors and 141 students, of whom about one-third had received a degree in letters or science; 49 were graduated from its 2 years’ course of 34 weeks each. The qualifications for graduation are attendance on the full course of instruction both, by lectures and examinations, the preparation of an essay on some legal subject, and the passage of an examination. Two prizes of $50 and $25 are awarded for the best and- PENNSYLVANIA. 223 second best essays from the annual graduating classes. Admission to practice in the court of common pleas and orphans’ court of Philadelphia is acquired by the fact of gradua¬ tion from this school, but before becoming entitled to register as a student of law the candidate for admission must pass a preliminary examination conducted by the courts of Philadelphia County in all the branches of a good English education. Medical. — There were 5 medical schools (all in Philadelphia) reporting for 1880-’81, against 4 the previous year, 4 being regular and 1 homoeopathic. The medical depart¬ ment of the University of Pennsylvania (regular), organized in 1765, had 46 professors, lecturers, demonstrators, and assistants, with 375 students, of whom 115 graduated. It required a three years’ graded course of 22 weeks yearly, and provided gratuitous optional instruction during 14 weeks. Since 1880 it has required for a dmission a preliminary ex¬ amination for those who are without evidence of suitable literary qualifications and is gradually raising the standard of this examination. Jefferson Medical College (regular), organized in 1825, had 15 instructors, and graduated 205; there were 609 students in the lower class. While still preserving its 2 years’ ungraded lecture course, the annual term was lengthened to 24 weeks. No examination was required for admission; for graduation the usual 3 years of study were required. The Woman’s Medical College (regular), organized and chartered in 1850, reported a faculty and corps of auxiliary in¬ structors of 19, with 100 students, graduating 19. It has since 1880 required a 3 years’ graded course of 20 weeks each year, presenting also an optional spring course for 1881. No preliminary examination is required except for those coming in on scholarship founda¬ tions. For graduation the requirements are those common to schools of this grade. The Medico-Chirurgical College (regular) began its first session April 4, 1881, with 13 pro¬ fessors and instructors, and reported 31 students. It announce^a 3 years’ graded course of 24 weeks each year and requires preparation in English studies, natural science, and Latin and Greek. The instruction given is in a marked degree individual, and it is the intention to graduate only thoroughly instructed students. The Hahnemann Medical College (homoeopathic), organized in 1848, for 1881 reported 19 professors and instructors, with 199 students; it graduated 83. For matriculation, students must present evidence of qualification for the study of medicine, and for graduation must have attended the 3 years’ course and present a satisfactory thesis. A supplementary course, during the spring months, afforded students taking a 3 years’ course facilities for duplicating their study of subjects which might have been imperfectly attended to and for those attending 2 years an opportunity to complete the full 3 years’ course within 2 years. There was also a graduate course for such old school physicians as desired to study homoeopathy. Dentistry continued to be taught in 3 schools, all in Philadelphia: (1) The dental de¬ partment in the University of Pennsylvania (1878) in 1881 had 28 professors, demon¬ strators, and instructors, with 120 students and 47 graduates. For matriculation, a preliminary examination in English studies was to be required after 1881; while, for graduation, the students must have attended the regular graded course of 2 years, have studied 2 years under a private instructor, and present a satisfactory thesis and speci¬ mens of dental work. (2) Pennsylvania College of Dental Surgery (1855) reported, for 1880-’81, 35 professors, demonstrators, and clinical instructors, with 132 students, grad¬ uating 64. Attendance on 2 full winter courses of 20 weeks each and 2 years’ study under a private teacher are required, the spring and fall sessions being optional. No prelim¬ inary examination was required. (3) Philadelphia Dental College (1863) presents the same requirements as the Pennsylvania College, except that it offers spring and fall terms as an equivalent for the required 2 years of private instruction. Two colleges oi' pharmacy reported in 1880-’81: the Philadelphia College (1821), with 3 professors and instructors and 350 students, graduating 140 in 1881, and the Pitts¬ burgh College- (1878), with 3 professors, 20 students, and 5 graduates. In both, the re¬ quirements were 2 lecture courses of 20 weeks each and a 4 years’ apprenticeship to the drug business. For statistics of medical, dental, and pharmaceutical schools, see Table XIII of the appendix ; and for a summary, the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Pennsylvania Institution for the Deaf and Dumb, Philadelphia (1821), reported 23 teachers, with 402 pupils, during the year ending December 31, 1881, and 319 at the beginning of 1882; the average time spent in the school is about 5 years. Of the whole number, 292 were supported by the State, 20 by New Jersey, 1 by Delaware, and the others by Philadelphia, Crozer scholarship, and friends. No information is given as to school work, except that instruction in articulation had proved satisfactory for chil¬ dren between 6 and 10. In the various industries good progress had been made, espe¬ cially in lithography, tailoring, shoemaking, and sewing. The work in the sewing de- 224 REPORT OF THE COMMISSIONER OF EDUCATION. partment required 5,089 yards of dress goods, 2,912 of muslin, 1,469 of sliirting, 1,268 of towelling, 1,017 of lining for garments, and 284 of flannel. The figures show that of the 77 admitted during the year only 11 were bom deaf, and that of the 66 made so by disease 11 were due to scarlet and 18 to spotted fever; deafness occurred in 36 cases before 3 years of age and in 20 cases between 3 and 5. Financially the year was prosperous. Two legacies of $5,000 and $3,000, respectively, were given, while the legislature, having for two years refused appropriations, at its last session not only made an appropriation, but paid the debt of the institution incurred in supporting itself for two years. — (Re¬ port. ) The Western Pennsylvania Institution for the Instruction of the Deaf and Dumb, Turtle Creek (1876), reported 7 instructors, including the principal, and 3 in the domestic de¬ partment, including the physician, with 119 pupils and an average attendance of 96. Of the whole number attending during the year, 46 were born deaf, the other 73 were made so by disease, 62 while under 3 years of age, 15 by cerebro-spinal meningitis, and 12 by scarlet fever. In the school department the good work done was seen in the improved intelligence and conduct of the pupils. Articulation and lip reading were taught to such as were likely to be benefited thereby. Applications for admission were largely in excess of room and enlargement was strongly urged. No trades were taught. The year is said to have been a prosperous one. — (Report.) Under' an act of the legislature of 1876, 3 day schools for the deaf and dumb were established at Erie, Philadelphia, and Scranton; the 2 former, taught on the articulation plan, had 32 pupils; while the last, taught by a former pupil of the Pennsylvania in¬ stitution on the manual labor plan, hafi 15 to 20 pupils. — (Report of Pennsylvania institution. ) EDUCATION OF THE BLIND. The Pennsylvania Institution for the Instruction of the Blind, Philadelphia (1833), had 30 teachers and assistants and 192 pupils December 1, 1881. The literary depart¬ ment comprises a fair grammar school course and some advanced branches of the high school, raised letters being constantly used. The musical department includes instru¬ mental and vocal music, organ, piano, and orchestra, with piano tuning and repairing. The trades taught were brush, broom, and mattress making, cane seating, carpet weav¬ ing, Indian basket work, machine, hand, and mattress sewing, crocheting, knitting, bead work, &c., amounting, in value of work during the year, to $6,299. For the sup¬ port of 145 pupils for the year, the State gave $43,500. Real estate, including buildings and personal property, was valued at $205,000. EDUCATION OF THE FEEBLE-MINDED. The Pennsylvania Training School for Feeble-Minded Children, Elwyn, since its es¬ tablishment in 1852, has admitted 1,040 children, of whom 30 or 40 percent, have been improved and returned to their homes. There were 383 inmates for the year ending September 30, 1881, of whom 60 were admitted during the year and 28 discharged, leaving 355, against 323 the previous year. Of these, 191 were supported by the State, 50 by New Jersey, 1 by Delaware, 16 by Philadelphia, the others by guardians, &c. In the school department there were 173 and in the manual 103, while in the asylum and nursery there were 79. During the year two new buildings were erected, one in which systematic instruction was given in laundry work to groups of feeble-minded children, the other a large school building. The State also appropriated $60,000 for the imme¬ diate erection of two asylum buildings for the use of hopeless cases. — (Report of State board of charities and State report. ) EDUCATION OF ORPHANS. In the system by which the State provides for the support and education of orphan and destitute children of soldiers, the law from 1864 required that the children entering at 5 years of age must leave at 16. Since the inauguration of these schools, about 7,500 have been honorably discharged at 16, and some 2,000 others ‘ ‘ on order, ’ ’ before reaching 16, leaving 2,600 in the different schools in 1881. Of these schools, which in 1879-’ 80 numbered 18, only 7 reported for the current year. In these, 6,635 had been instructed since their organization, while during the year there were 1,612 inmates, with 126 teachers. The school course embraces the common English branches, including draw¬ ing and instrumental and *vocal music. Five report 2, 360 volumes in their libraries. The industries common to most of them were farming, gardening, and some of the most useful trades for the boys, while the girls were trained in general housework and in some cases in flower raising. Of those who have gone out, 90 per cent* have become good citizens, earning a livelihood in respectable callings, including the leading profes¬ sions. — (Returns and Pennsylvania School Journal.) Girard College for Orphans , Philadelphia (1848), for 1880-’81 reported 2,776 inmates since its foundation, and 878, with 59 teachers, during the year. The age for admission PENNSYLVANIA. 225 is between 6 and 10. The age for leaving is 18, when the student must be bound out to some trade, with an outfit worth $50. For school instruction the classes are grouped into larger divisions, corresponding to primary, grammar, and high schools in the city system. At suitable age, the boys are to work in iron and use machinery. The perma¬ nent fund is $9,383,437 and afforded for 1881 an income of $867,879. The school has a library of 7,902 volumes; increase during the year, 375. — (Return and circular.) The Educational Home and the Lincoln Institution , both in Philadelphia, while separate in management, were, connected with respect to the work they undertook ; the Home re¬ ceived children at 2 years of age and at 12 transferred them to the Lincoln Institution. During the year the Home had 211 inmates, of whom 82 were soldiers’ orphans. At the proper age 17 were transferred to the Lincoln Institution, which reported 95 enrolled. During 1880 the Lincoln Institution purchased a farm near Sioux Falls, Dak., called the Meade farm, where it proposes to give its boys a chance to study farming, herding, and mechanics, with a view to healthful self support. — (Reports.) The Burd Orphan Asylum of St. Stephen's Church , Philadelphia, Protestant Episcopal (1862), among the noble institutions of the city, was founded and endowed by the late Mrs. Eliza H. Burd with $500,000. It receives white female orphan children from 4 to 8 years of age, first of Philadelphia, then of the State, and then others, except that in all cases orphan daughters of clergymen of the Protestant Episcopal Church have pre¬ cedence. The asylum consists of a group of buildings located on a lot of 45 acres, partly within the city limits. The inmates receive a good English education, wTith instruc¬ tion in music, drawing, embroidery, sewing, typewriting, shorthand, housework, cook¬ ery, &c. Pupils must leave at 18 years of age, and are provided with an outfit and $25 in cash. Since its foundation 135 had been received; there were 60 during the year under 7 teachers. Its benefits are gratuitous, there being a permanent fund of $400,000; income for the year $17,938 and expenses $16,458. A library of 4,000 volumes is re¬ ported. — (Circular and return.) INDUSTRIAL AND REFORMATORY TRAINING. Two distinctively reformatory schools reported for 1880-’ 81, viz, the Pennsylvania Re¬ form School , Morganza (1850), and the Night School House of Correction , Philadelphia, (1874). The former had 42 teachers and admitted children between 7 and 21 years of age; it enrolled 307 inmates for the year, of whom only 153 could read and write when committed, while of the remaining 154 it is said that 40 learned to read and 85 to write after committal. The common school branches, including music, were taught, while the industrial training was in general farm work, gardening, and domestic work, includ¬ ing laundry. The trades taught were baking, saddlery, harness and shoe making, tai¬ loring, carpet weaving, and painting. Of the 3,601 committed since 1850, 80 per cent., had become orderly and useful citizens. Homes are provided for the homeless. Total cost for the year, $34,023, or $111 per capita; total earnings, $2,837. — (Return.) The Night School House of Correction , under municipal control, is designed for adults who have sunk into degradation and are committed for short periods for restraint and instruction. It has 3 or 4 teachers who give instruction in the ordinary English studies as well as in morals. The number in school during the year was 120, of whom 6 learned to read and 8 to write. — (Return.) Besides these, 23 institutions reported which combine the support and education of orphan and destitute children with industrial or reformatory training. Of these, 12: were incorporated; 6 were in Philadelphia and the others in different parts of the State;. 7,055 children had been admitted since organization; there were 1,107 inmates during the year, under 115 teachers. In all but 1 the common English studies were taught, and, in nearly all, music, and, in all but 5, industries proper to the age and sex of inmates. On discharge those not having homes or friends were indentured to trades or placed in good families. Four report permanent funds, amounting in all to $242,600, while 7 had libraries with a total of 5,150 volumes. The parents of most of the inmates were native born. — (Returns. ) TRAINING OF INDIANS. The Training School for Indians, Carlisle (1879), under the control of the General Gov¬ ernment, reported for the year ending October, 1881, 295 Indian pupils, from 24 different tribes, of whom 99, from 10 different tribes, were added during the year. In the school work the chief point for the first two years is the mastery of the English language. For the more advanced, the aim is a practical knowledge of the elementary English branches, in which, especially in spelling, writing, and arithmetic, progress was remarkable, while in the several branches of industry the improvement is said to have been more than satisfactory. The first annual examination was held June 15, 1881, at which nearly 800 visitors were present, among whom were prominent educators from all parts of the Country, who expressed great satisfaction at the results attained. — (Report of Indian Com¬ missioner. ) 15 E 226 REPORT OF THE COMMISSIONER OF EDUCATION. TRAINING OF NURSES. For statistics of training schools for nurses, see Table XVII of the appendix, and a summary of it in the report of the Commissioner preceding. ART EDUCATION. The School of Design for Women , Philadelphia, held its annual reception June 10, 1881, in its new building, on North Broad street. It had about 250 students, 14 of whom graduated. The work displayed by the students included oil and water painting, silk decorations, designs for various purposes, wood engraving, landscape drawing, china painting, crayon and India ink drawing, still life in oil and water colors, and a variety of other art work. Many specimens were the result of the year’s study, showing fine taste and great proficiency. During the summer of 1881 classes in industrial and decorative art were taught in one of the public schools of Philadelphia, under the direction of Mr. Charles G. Leland, at first in the evening, but soon followed by classes in the afternoon. As the result of 3 months’ work Mr. Leland reported to the school committee: “We are quite capable, even now, of producing work which would meet with ready sale, ’ ’ and he added that in a few days he could qualify all the scholars to fill orders for ordinary sheet brass work and wood panels suitable for common decoration. The board of education authorized Mr. Leland to introduce into the public schools instruction covering the rudiments of tile painting, leather work, wood carving, sheet metal work, etching, papier mache work, glass work, pottery, painting, modelling in clay, art needle work, stencilling, illumina¬ tion, and of a number of other art industries. The Pennsylvania Museum and School of Industrial Art , Philadelphia (1875), reports an encouraging advance toward the position of usefulness which it was projected to fill. With the aid of $10,000 from the city the museum was opened to the public and during the year was visited by 128,729 persons. The School of Art made steady improvement, having a 3 years’ course in which 62 students had received instruction in 23 different occupations during the year. The School of Design for Women, Pittsburgh, which reported for 1879-’80, sends no report for 1881 ; nor does the Art School at Meadville, opened in 1880. TRAINING IN ORATORY. The National School of Elocution and Oratory, Philadelphia (1873), admits both sexes and provides courses in elocution and oratory. In 1880 there were 219 students, under 19 instructors. TRAINING IN MUSIC. The Musical College a/ad Pennsylvania Normal 31usic School, Freeburgh, Prof. F. G. Moyer conductor, continued to offer to both sexes its advantages for training in all branches of vocal and instrumental music. Its yearly conventions have been largely attended and with increased interest. Other musical schools are Madame Seiler’s School of Vocal Art and Instrumental Music, Philadelphia, and the Philadelphia Coyiservatory of Music, from which no report has been received. KITCHEN GARDEN INSTRUCTION. Classes in kitchen garden training are said to have been formed in Philadelphia in 1881 of which no official report has been received at this Bureau. EDUCATIONAL CONVENTIONS. STATE ASSOCIATION. The twenty-seventh annual session of the State Teachers’ Association was held at Washington, Pa., July 26-28, 1881, President Newlin in the chair. Superintendent E. W. Mouck gave the address of welcome. He was followed by the president, who con¬ gratulated the friends of education that the advance in the respectability, influence, and efficiency of teaching had been marked and rapid; that compensation had been in¬ creased; that the work had been made more attractive by classification and grading, as well as by improvement in school architecture, furniture, and apparatus, so that some of the best graduates of the highest schools of learning were entering upon teaching in preference to law or medicine. By way of improvement he suggested that the disci¬ plinary value of the common branches was underrated in the haste to reach the higher studies; that the curricula of the common and high schools were too crowded to secure thoroughness in any branch. After a brief discussion, which developed some difference of views on this subject, a paper was read by Prof. John C. Dolan on “ Mental science as the basis of teaching.” It discussed at length the subject of teaching from a scien¬ tific standpoint, and assumed that before the art of teaching can command the respect which it ought to deserve it must be based upon the principles of mental science, and PENNSYLVANIA. 227 that teachers must understand those principles so as to apply them in the work of the school room. The evening session was opened by a paper by Eev. J. B. Young, of Al¬ toona, showing the widespread circulation of vicious literature and its shocking results in producing youthful crime. Then came a lecture by Rev. C. T. Steck, of Indiana, show¬ ing the folly and injustice of hero worship when given simply to eminence or success. The heroic quality slumbers in the masses of ordinary humanity, but some high occasion may call it out, and it is often exemplified in common life. The paper read on Wednes¬ day morning by Prof. E. O. Lyte was a report from a committee appointed to consider teachers5 studies, examinations, and degrees. Teachers’ certificates were too plenty and too cheap; such a standard should be required as will give them real professional value; a more definite statement of the work required in the professional studies was demanded; the scientific and classical courses in the normal school should be dropped, and the ele¬ mentary enlarged by one year’s studies; this course should be carefully graded and an¬ nual examinations should be held. It was recommended that a State certificate, good for one year, be given those who complete the first year; one good for 3 years, to those who complete the 2 years’ course; while those completing the 3 years’ course should receive a graduate diploma, with the degree of bachelor of teaching, giving authority to teach 5 years without further examination. After 3 years of successful teaching, the degree of master of teaching should be conferred on the holder of a bachelor’s degree and no further examination should be required. Prof. J. A. Cooper addressed the association on appliances and apparatus for element¬ ary teaching, and how to obtain them. This was followed by a paper by Dr. J. H. Shu¬ maker, emphasizing some important lessons for teachers of our public schools growing out of the relation of innocent pupils to crime in school. In the afternoon Hon. J. Q. Stewart read a paper on ‘ ‘ Needed legislation. ’ ’ The points discussed were: (1) to extend the annual school term to 6 months; (2) to permit boards of directors to provide text books out of the district funds and furnish them to the pupils free of cost for use in the schools; (3) to change the mode of electing county superintendents and to provide for the payment of the necessary expenses incurred by directors in attending the triennial conven¬ tion ; (4) to recommend to school boards to establish graded schools in the country districts of the State. This was followed by a plea for the study of aesthetics in the public schools, by Dr. N. C. Shaeffer, who contended that this is just the study which we as a people are in danger of neglecting. True culture is fourfold, physical, intellectual, moral, and aesthetic. Aesthetic culture should crown the intellectual training of our schools. Wednesday evening was spent in the “wonder land ” of the Yellowstone National Park. The lecturer, Prof. W. I. Marshall, of Massachusetts, gave an entertaining history of the discovery and exploration of this wonderful region and illustrated the curiosities of the park by views on a screen. Superintendent S. J. Craighead read a paper on ‘ ‘ Local insti¬ tutes, ’ ’ in the consideration of which the leading idea was that though not a panacea for all the troubles in school work, yet there is a place for them in every locality where there are energetic teachers; that when established they should receive the encouragement of every intelligent citizen; and that teachers and director should participate in the discus¬ sions. Prof. L. H. Durling followed with a paper on the high school question. The com¬ mon school, it was argued, does not furnish the education requir ed to prepare our youth for citizenship in a free republic: a taste for pure literature should also be cultivated and there should be education in skilled labor. Our boys and girls have a right to demand an education going beyond even the grammar school, until they are able to observe accu¬ rately and think closely. The high school is the crown of the common school system. Prof. Luckey, of Pittsburgh, then exhibited his ‘ ‘ lightning calculator ’ ’ method by a class of 15 pupils averaging 10} years of age, who added, subtracted, multiplied, and di¬ vided large examples in 43 seconds or less. This, he stated, was not phenomenal, as any child of average ability with proper training could do the same work. The paper by A. M. Gow, which followed, dealt at length with mistakes in the pres¬ ent schools, the most important of which were believed to be the following: That it is a mistake to offer prizes as incentives in the schools, which should have no other purpose than to educate in the duties of citizenship; to have exhibitions at the close of every term; to spend years in studies which are not preparatory to still higher ones; to gradu¬ ate girls from the high and normal schools at 15 or 16 years of age and then allow them to teach ; to suppose that a person is fit for a teacher because he can pass an exam¬ ination in text book knowledge; and that the schools can be kept up to any degree of efficiency without the cooperation and support of the people. Considerable discussion followed. Miss Lelia E. Patridge then gave an account of what she had seen in the Quincy schools. She was followed by Dr. Wickersham, who said he had just returned from the meeting of the National Educational Association at Atlanta, Ga., and who gave an account of the awakened interest in the South in free public schools. Dr. E. E. Higbee, State superintendent of public instruction, then addressed the association on the question “How shall we secure and keep active in our Commonwealth the best quali- 228 REPORT OF THE COMMISSIONER OF EDUCATION. fied class of common school teachers ? ’ ’ He said : “We have the best material, but we need improvement in our system of educating teachers. The high school should lead to the college course, so that the teachers should have thorough scholarship; then they must thoroughly master the art of imparting knowledge. We need for this 1 or 2 real normal schools, into which may enter the graduates of our colleges, academies, high schools, and our present normal schools, where students may be thoroughly grounded in the phi¬ losophy, theory, and art of teaching, and out of which, in a year or two, they may pass with a degree given by the State that shall give the dignity of proven scholarship to the positions they take in the schools.” Memorial addresses on Professors S. S. Haldeman, Andrew Burtt, and J. S. Ermentrout followed, and officers for the ensuing year having been chosen the association adjourned. The meeting was one of the largest ever held. EDUCATIONAL BENEFACTIONS. UNIVERSITIES AND COLLEGES. The following benefactions were reported for 1881 : Mr. Joseph Wharton, an esteemed merchant of Philadelphia, gave (it is said) $100,000 to the University of Pennsylvania as an endowment for the Wharton School of Finance and Economy; Lafayette College received from John I. Blair, of Blairstown, N. J., $40,000 for the endowment of a presidential chair; Haverford College, from various sources, $7,500 for general expenses and care of grounds; Swarthmore College, from Samuel Willets, of New York, $3,100 for construction of additional waterworks ; Thiel College, from various benefactors, $2,000 for free scholarships; and Muhlenberg College, from the trustees of Allentown Academy, $800 for permanent scholarships. CHIEF STATE SCHOOL OFFICERS. Hon. E. E. Higbee, State superintendent of public instruction, Harrisburg. [Term, April, 1881, to April, 1885.] Henky Houck, deputy sxjvperintmdeni. RHODE ISLAND. 229 RHODE ISLAND. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. Youth of school age (5-15 inclusive) _ Different pupils enrolled - Average number belonging - Per cent, of average belonging on en¬ rolment. Average daily attendance _ Per cent, of attendance on average belonging. Enrolled in evening schools _ SCHOOL DISTRICTS AND SCHOOLS. School districts _ Public school buildings _ Graded schools - Ungraded schools _ Public day schools _ Schools visited by school committee.! Schools visited by school trustees _ ! Average time of school in days _ Evening schools _ Value of public school property _ TEACHERS AND THEIR PAY. Men teaching in public day schools __ Women teaching in public day schools. Whole number of teachers in day schools. Whole number of teachers in even¬ ing schools. Trained in normal schools - ! Average monthly pay of men _ I Average monthly pay of women _ INCOME AND EXPENDITURE. Total public school receipts _ Total expenditure _ STATE SCHOOL FUND. Available State fund _ 1879-’ 80. 1880-’81. Increase. Decrease. 52, 273 53, 077 804 40, 604 40, 990 386 30, 112 29, 992 120 74 73 1 27, 217 26, 938 279 90 89 1 4, 176 3, 930 246 432 453 451 2 530 536 6 294 294 824 830 6 640 676 36 177 561 384 184 186 2 40 42 2 $1, 894, 122 $1, 954, 444 $60, 322 158 180 22 781 920 139 939 1, 100 161 178 187 9 158 236 78 $70 24 $76 00 $5 76 42 99 41 89 $1 10 $558, 451 $582, 965 $24, 514 544, 200 549, 937 5, 737 $240, 376 $240, 376 (From reports and returns of Hon. T. B. Stockwell, State commissioner of public schools, for the years indicated. ) 230 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. The general supervision of the public schools is vested in a State board of education, consisting of the governor and lieutenant governor as members ex officio and of 6 others appointed by the ^legislature for 3 years, with annual change of one-third. A commis¬ sioner of public schools, chosen annually by the board, acts as its secretary. For each town there is a school committee of 3 or more members elected for 3 years, with annual change of one-third. A superintendent of the schools of the town is elected at the annual meeting, or, in failure of such election, is appointed by the school committee. For each school district 1 or 3 trustees must be chosen by the people for 1 year. Adjoining school districts in the same or in adjoining towns may establish a school of higher grade and may elect a board of trustees consisting of one member from each district so associating. OTHER FEATURES OF THE SYSTEM. The public schools are free to all persons residing in the State; youth over 15 are not to be excluded on that account and youth under 5 may be admitted at the discretion of the school committee. For supporting schools $90,000 are annually paid out of the in¬ come of a permanent school fond and from other money in the treasury, which sum is for the payment of teachers only. Of this amount $63,000 are apportioned among the several towns in proportion to the number of children under 15 years, and the remaining $27,000 in proportion to the number of school districts in each town. No town may re¬ ceive any part of such State appropriation unless it raise by tax an equal amount for the support of the public schools. The sum of $3,000 is yearly appropriated, on the same condition, for apparatus and works of reference for public schools; towns not di¬ vided into districts may, on application, receive $50 for this purpose; districts, not to ex¬ ceed $20. Towns may vote such sums as they deem necessary for the support of schools, purchase of sites, erection and repair of school-houses, and for the establishment and maintenance of school libraries. Any town having established a free public library may appropriate a sum not exceeding 20 cents on each $1,000 of its ratable property for its maintenance, and may receive donations for the same; the State board of education may cause to be paid annually to each free public library a sum not exceeding $50 for the first 500 volumes included in such library and $25 for each additional 500. A sum not exceeding $500 is to be annually paid lor the holding of teachers’ institutes, and $300 for publishing and distributing educational publications and providing lectures on educational topics. Teachers, to obtain employment, must have a certificate of qualifi¬ cation from the town school authorities or from the trustees of the State Normal School. A penalty is imposed on employers or parents for the employment of children under 12 years in or about manufacturing establishments, or for the employment of those between 12 and 15 who have not attended school at least 3 months during the year preceding. The education of deaf-mutes,1 blind, and feeble-minded youth is provided for. GENERAL CONDITION, The statistics given by the State commissioner show that an increase of 804 in youth of school age was accompanied by an increase in funds of $24,514; there were 8 more schools, 6 for day and 2 for evening pupils; 170 more teachers ; 78 more teachers had been trained in normal schools ; and there was a considerable addition to the value of school property; finally, the work of school inspection intrusted to town committees and district trustees was more satisfactorily performed. Yet, with this readiness of school officers and people to improve the means of instruction, it appears that (although there was an increase in enrolment of 386), the average number on the school lists was 120 less and the average daily attendance 279 less in the day schools, with 246 fewer in the evening schools. The increase of absence from the schools is deplored by the State board, which reports 12,730 youth of school age as not attending at all, an increase of 451, while 2,551 attended for less time than the 12 weeks required by law; nearly 29 per cent, of the school population was not in school. To the evils inseparable from the district system the board chiefly ascribes these poor results, and it is recommended that municipalities desiring to do so may be allowed to abolish the district system. A more effective compulsory attendance law and fuller and better local superintendence are also advocated. KINDERGARTEN. For statistics of a Kindergarten at Providence, see Table Y of the appendix. 1An act to establish and maintain a State school for deaf-mutes and an act appropriating $500 annually to the Rhode Island School of Design have since been passed. RHODE ISLAND. 231 CITY SCHOOL SYSTEMS. OFFICEES. These are superintendents of schools and school committee hoards of 3 or more members. statistics, a Cities and towns. Population, census of 1880. Childr e n of school age. Enrolment in public schools. Average daily at¬ tendance. N- nrnber of teachers. Expendi¬ ture. Lincoln . 13,765 2,565 2,302 1,199 37 $20,300 Newport . 15, 693 3, 419 2,437 1,569 56 43,445 Pawtucket . 19, 030 3,518 2,969 1,954 53 35,717 Providence . 104,857 19, 819 14, 194 9, 914 301 268,404 Warwick . 12, 164 2,463 2,129 1,088 30 11,458 Woonsocket . 16, 050 2,059 2,832 1,400 37 36, 971 a The statistics for Lincoln and Pawtucket are from the State report, the others from returns. ADDITIONAL PAETICULAES. Lincoln reported to the commissioner of public schools 12 school buildings, valued, with sites, furniture, &c. , at $79, 000, these buildings containing 29 graded and 4 ungraded schools, with a session of 199 days. In response to the offer of assistance made by the State in 1880 to all towns and districts in purchasing libraries and apparatus, this town raised $250, to which the State added $180, so that every school-house has the beginning of a library. — (State report, 1881.) Newport reports an increase in children of school age, in enrolment, and in average attendance; the schools are classified as primary, intermediate, grammar, and high, be¬ sides evening and ungraded schools, and were taught 196 days. Music and drawing are taught by special teachers. The high school offers 4 years’ classical and scientific courses and enrolled 133 pupils, with 95 per cent, in daily attendance in 1880-’81. The public school property, including 10 buildings used for day schools, containing 45 rooms, with 2,181 sittings for study, was valued at $225,333. Private and parochial schools reported 3 school buildings, with 6 rooms, 14 teachers, and 795 pupils, of whom 531 were in daily attendance. — (City report and return.) Pawtucket classed its schools as primary, intermediate, grammar, and high, and re¬ ported 40 graded and 5 ungraded schools, with a session of 200 days, taught by 53 teach¬ ers, of which number 15 were normal graduates. There were also 4 evening schools for persons over 12 years, taught 42 evenings by 22 teachers, with 522 enrolled and 375 in average attendance. The receipts for all school purposes were $35,719, of which amount $4,506 went for permanent improvements and the remainder for current expenses. School property, consisting of 18 buildings, with sites, furniture, and apparatus, was valued at $174,000. — (State report.) Providence reported a high school, with 444 in the last month of the session; 11 gram¬ mar schools, with 3,552; 35 intermediate, with 2,961; and 37 primary, with 5,246. The 9 evening schools, with 2,227 enrolled and an average attendance of 957, had 111 teach¬ ers at the beginning of the session of 17 weeks and 87 at the close. The whole number of different pupils in day and evening schools was 14,194, an increase of 200. Private schools enrolled 3,599. The high school had a classical, an English and scientific de¬ partment, and a special department for girls. Music and drawing were taught by special teachers. The city expended $27,873 for sites, buildings, and furniture during the year, and valued its school property, including 51 school-houses, at $893,350. Disci¬ pline, the superintendent thinks, was still maintained too much by fprce, too little by moral means, though in this respect there was improvement. — (Return and State and city reports.) Warwick estimated the value of its school property, consisting of 19 buildings, con¬ taining 25 rooms, with grounds, at $29, 100. The schools were taught 192 days, by 7 men and 23 women. One evening school, with a session of 22 evenings, enrolled 18 and had 12 in average attendance. The superintendent reported the schools generally in fair condition and making good progress. — (Return and State and city reports.) Woonsocket had 31 graded schools, divided into primary, grammar, and high; 3 un¬ graded and 2 evening schools. The day schools were taught 195 days, the evening schools 41 evenings. The city expended during the year $2,660 for permanent improve¬ ments for its schools, and valued its school property, including 14 buildings, at $116,650. An enrolment of 599 was reported in private schools. — (Return and State report.) 232 REPORT OF THE COMMISSIONER OF EDUCATION. TRAINING OF TEACHERS. STATE NORMAL SCHOOL. The State Normal School, Providence, has a 2 years’ course, prescribed by the board of education, which graduates of high schools finish in less time; it also had an advanced course, including ancient and modern languages, mathematics, and natural science. There were 136 students, with 18 graduates, in 1880-’81; 16 of that number have since engaged in teaching. The principal, in his report, states that about 97 per cent, of all graduates of this school teach after graduation. Frequently the demand for graduates as teachers is greater than the supply. teachers’ institutes. Four institutes were held during the year 1880-’ 81 besides the Rhode Island Institute of Instruction. The attendance was good and the spirit manifested commendable. The commissioner, assisted by Professor Bailey, of Brown University, presented the subject of botany in its relation to common school work at 'two of the institutes. Other topics presented were geography, elementary work in numbers, language lessons, school hygiene, public libraries in their relation to public schools, United States history, school polity, percentage, penmanship, reading, &c. Dr. J. C. Stockbridge lectured at Tiverton on “Venice and Pompeii” and at Chepachet on “Rome and vicinity;” Col. H. B. Sprague, of Boston, at Olney ville, on ‘ ‘ Riches, and what constitutes them. ’ ’ At each institute every teacher was provided with a note book and pencil. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Information as to this class of schools is generally less distinct than could be wished, except in the chief cities. The Rogers High School, Newport, enrolled 133 and had over 95 per cent, of these in average attendance. A graduate course was added, involving attendance at 8 or more lessons a week, and at once enrolled 4 pupils. Increased atten¬ tion was given to English, and proficiency in composition was allowed the same weight as in mathematics and other studies. The Providence High School, with 2 courses for the boys and a special department for the girls, had 444 pupils in June, 1881, and gradu¬ ated 76. South Kingston was provided with a high school through the liberality of two citizens. The Warren High School enrolled a new class of 25; the ratio of attendance to enrolment for 23 terms has averaged 96 percent. Woonsocket consolidated its classi¬ cal, scientific, and college preparatory high school courses into one course, which, how¬ ever, provides throughout for elective studies. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academies, and schools preparatory to college, see Tables IV, VI, and VII of the appendix, and for summaries of the same, the report of the Commissioner preceding. SUPERIOR INSTRUCTION. BROWN UNIVERSITY. Brown University, Providence, continued in 1881 its 3 courses of 4 years each, one being the time honored classical course, leading to the degree of A.B., the other two scien¬ tific courses. One of these includes a single ancient language, the other substitutes French for this. The degree conferred oh graduates from either of these last is PH. B. In all the 3 the standards, as shown by the requirements for entrance, are well up to those of the best American colleges. Women are not admitted. For statistics of in¬ structors and attendance, see Table IX. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Besides the 2 scientific courses above mentioned, departments for special preparation In mathematical and physical sciences and their applications to industrial arts are found in Brown University. One of these is a course in civil engineering, meant to cover 4 years, though a longer or shorter course may be pursued, according to the Wants and abilities of students. Another is a course in agriculture, which may cover the 4 years of the regular scientific courses, with special study of the branches of science relating most closely to agricultural pursuits, or may include only the required studies prepara¬ tory to a collegiate course, with chemistry and physics, botany, physiology, zoology, and RHODE ISLAND. 233 comparative anatomy. Special lectures are given in this course on the study of soils and applied economic zoology. PROFESSIONAL. No professional schools appear to have been established yet in this State. SPECIAL INSTRUCTION. SCHOOL FOR THE DEAF, PROVIDENCE. This school, opened in 1877 under the control of the State board of education, reported 29 pupils receiving instruction in lip reading and the common English branches during 1880-’81. As it is simply a day school with only 4 hours’ session, no employments are taught. EDUCATION OF THE BLIND. In 1880-’ 81 Rhode Island paid $3,100 to the Perkins Institution and Massachusetts School for the Blind, South Boston, for the training of blind children sent from the State. EDUCATION IN ART. The Rhode Island School of Design, Providence, in a circular for 1880, offered to regu¬ lar day and evening classes instruction in free hand and mechanical drawing and in original designs for jewellery, tiles, wall paper, and wood carving. Advanced instruction was also given in painting, modelling, mechanical drawing, building construction, &c. The third annual exhibition, in June, 1881, is said to have showed marked improve¬ ment in the quality of the work done. The pupils numbered 150. INDUSTRIAL AND REFORMATORY TRAINING. The Rhode Island Reform School, formerly Providence Reform School, had 168 boys and 21 girls under its care during the year 1881. It received 145 boys and 13 girls, and discharged 119 boys and 26 girls. The girls do only domestic work, while the boys earned $11,778 in 1881 by chair caning. EDUCATIONAL CONVENTION. STATE INSTITUTE. The Rhode Island Institute of Instruction held its thirty-sixth annual meeting at Providence in January, 1881. The papers and discussions were progressive and practi¬ cal, the attendance was large and the interest enthusiastic. In the grammar and pri¬ mary department, short papers on phonetics, form, spelling, language, arithmetic, gram¬ mar, reading, and history were read by lady teachers and' discussed by gentlemen in five minute speeches. Before the department of higher instruction Prof. T. Whiting Ban¬ croft, of Brown University, read a paper on 1 1 English composition in the schools ’ ’ and Professor Williams, of that university, presented the question of ‘ ‘ The aim and method of studying foreign languages in a course of instruction.” OBITUARY RECORD. PROFESSOR J. LEWIS DIMAN, D. D. Not only the university in which he taught but also the State of which he was an influential citizen sustained a great loss in the death of this gentleman at Providence, February 3, 1881. A son of Ex-Governor Byron Diman, he was bom at Bristol, R. I. , May 1, 1831; was graduated with honors at Brown University at 20 years of age, and at An¬ dover Theological Seminary 5 years afterwards, having meanwhile spent 2 years in European study, chiefly in Germany. On leaving Andover he became pastor of the First Congregational Church at Fall River, Mass., from December 9, 1856, to March 1, 1860; then for 4 years more presided over the Harvard Church, Brookline, Mass.; and, thus matured, was called in the summer of 1864 to the chair of history and political economy at Brown, where he had studied. There he served with such efficiency and usefulness as professor, writer, and lecturer that at his death the Providence Journal said of him : “No man living in this city or State could be counted his superior.” He was a contributor to the North American and other reviews ; published several interesting addresses delivered on important occasions; issued a work on The Theistic Argument in 1881; edited two volumes of Narragansett Club Publications relative to his favorite sub¬ ject, history, on which he also delivered a series of lectures at Johns Hopkins University, Baltimore. His alma mater in 1870 recognized his ability and learning by bestowing on him its honorary d.d. 234 REPORT OF THE COMMISSIONER OF EDUCATION. HON. JOSHUA BICKNELL CHAPIN. This gentleman, a graduate of Brown University, was educated a physician, but from deficient hearing gave up his practice to devote himself to business. In 1859 he was chosen State commissioner of public schools, succeeding Hon. John Kingsbury; he held that position till 1861, and was again elected in 1863, holding to 1869. His reports for all these years were models of clearness and full of useful and practical suggestions. The need for parental cooperation with the teachers, for frequent visits by school officers and others to note and to encourage their important work, for careful selection of good sites for school-houses, for giving to the schools fair exteriors and making provision for shade and ventilation, for introducing music, and for educating well the teachers for the primary as well as for the higher schools, were matters that he presented with great force. His decisions on points of school law are highly esteemed. Besides serving as school commissioner he was also for a time editor of the Rhode Island Schoolmaster (1868 and 1869). CHIEF STATE SCHOOL OFFICER. Hon. Thomas M. Stockwell, State commissioner of public schools, Providence. Mr. Stockwell has held the place of supervisor and visitor of the State schools, by annual election ®f the State board of education, from 1874 to the date at which this goes to press. SOUTH CAROLINA. 235 SOUTH CAROLINA. SUMMARY OF SCHOOL STATISTICS. 1879-’80. 1880-’81. Increase. Decrease. POPULATION AND ATTENDANCE. White youth of school age (6-16) - Colored youth of school age (6-16) — Whole number of school age - Whites enrolled in the State schools . Colored enrolled in the State schools . Whole public school enrolment - Average daily attendance - 61, 219 72, 853 134, 072 «94, 450 «167, 829 «262, 279 61, 339 72, 119 133, 458 734 614 SCHOOL DISTRICTS AND SCHOOLS. Number of school districts - Free public schools in these - Free public school-houses - Number of these owned by districts. _ Number built within the year - Cost of these - Number previously built - Valuation of these _ _ Whole valuation of school-houses _ Number reported with grounds in¬ closed. Average time of school in days _ 479 2, 973 2, 749 '713 77 $8, 059 2, 672 $342, 958 351, 017 325 70 481 2 . 3, 057 84 . 2, 939 190 . 804 91 . 106 29 . $17, 334 $9, 275 . 2, 833 161 . $417, 955 $74,997 . 435, 289 84,272 . 184 73£ w COH TEACHERS AND THEIR PAY. Men teaching in public schools _ Women teaching in public schools _ Whole number employed _ Number of these white _ Number of them colored _ Average monthly pay of men _ Average monthly pay of women _ 1,887 1,284 3, 171 2, 048 1,123 $25 24 23 89 1,904 17 1,345 61 3, 249 78 2, 026 1,223 100 $25 45 $0 21 24 48 59 INCOME AND EXPENDITURE. Whole receipts for public schools _ $440, 111 Whole expenditure for public schools. 324, 628 $452, 965 $12, 854 345, 634 21, 006 a United States census of 1880. (From reports and returns of Hon. Hugh S. Thompson, State superintendent of edu¬ cation, for the two years indicated. ) STATE SCHOOL SYSTEM. OFFICERS. A State superintendent of education, elected for a term of 2 years by the people at the general election of State officers, has general supervision of the free public schools and is assisted by a State board of examiners, of which he is ex officio chairman. This board is composed of the State superintendent and 4 members appointed by the governor biennially. For each county there are a school commissioner elected at each general election and a 236 REPORT OF THE COMMISSIONER OF EDUCATION. county board of examiners, consisting of 2 members appointed by tbe State board of examiners for 2 years’ terms, with tbe county commissioner as chairman. For each school district there are 3 school trustees appointed biennially by the county boards of examiners to look after local educational interests, under the supervision of the examiners. — (School law, 1878.) OTHER FEATURES OF THE SYSTEM. In his report for 1880, the State superintendent says that there is no law in force in South Carolina regulating the school age, and the practice has been to leave attendance unrestricted. Inasmuch, however, as the school attendance is now increasing more rap¬ idly than the school fund, he recommends that only pupils between 6 and 16 be admitted hereafter, except where others are needed to make up the number necessary to constitute a public school. The schools are sustained from the proceeds of a tax of 2 mills on $1, to be levied by the boards of county commissioners, which, with a poll tax of $1 on each voter, to be retained in the county where it is collected, constitutes the State fund for school purposes. This, under the constitution, was to go to the several school districts of the counties 1 1 in proportion to the respective number of pupils attending the public schools;” the school law of 1878 used the phraseology “the average number of pupils attending” and the act of December 20, 1881, the words “in proportion to the average attendance upon the free schools for the last preceding year. ’ ’ The city of Charles¬ ton levies by special law a tax of 1 mill on $1, and at least three other places, under special acts, may levy local taxes ; but no general system of district taxation is in use. The length of the school session in each county is determined by the amount of State money received, and hence the average time is only between three and four months, though the constitution calls for 6 months of school. Teachers must have certificates of qualification from the State board of examiners or from that of the county where they propose to teach; in Charleston, from the city board. GENERAL CONDITION. South Carolina in 1881 reported 84 more free public schools, 190 more school-houses, 91 more of them owned by districts, and 29 more built within the year, the others being either rented or gratuitously loaned. The average time of school was lengthened by about 3 days. The valuation of school property in use rose considerably, more teachers were employed, and at a slight increase of pay, with 120 more children enrolled in the free schools for whites. The enrolment in the schools for colored youth fell off by 734, a decrease in total enrolment of 614. The decrease in attendance of colored pupils, the superintendent says, was not from deficiency of educational provision for them, as 100 more teachers of that class were employed. In some counties the school commissioners reported that it was due in part to the unusually severe winter. In the one where the decrease was greatest it came partly from the fact that the school officers were endeav¬ oring to improve the school-houses, and could only do this by using the school funds, so that little was left for tuition in them when completed. It is hoped, however, that the improvement of accommodations will tell on the attendance of succeeding years, while the fact that an institute for colored teachers was held for 4 weeks in July of 1881, with large attendance and with excellent instructors, justifies the hope of great advance in school organization, discipline, and teaching. The similar instruction for white teachers given in another institute seems likely to increase considerably the attendance in the schools for whites. AID FROM THE PEABODY FUND. This State received from the Peabody trustees $4,050 for 1881, of which $1,000 went for teachers’ institutes, $1,600 for teachers’ scholarships at Nashville, $500 for training colored teachers at Clafiin University, $450 for normal training at Hampton Institute, Va., and $250 each for public schools of Winnsboro’ and Chester. KINDERGARTEN. Only 2 of these means of early preparation for school studies appear to have existed in 1881, one at the Charleston Orphan House, another at Williamston Female College, Williamston. No statistics of these have reached the Bureau. CITY SCHOOL SYSTEM. CHARLESTON. Officers, — The city of Charleston constitutes a separate school district, with a school board composed of a commissioner from each of its 8 wards, elected at every general municipal election, the board choosing its own officers, one of whom is superintendent of city schools. This board determines the studies to be pursued and the text books to # SOUTH CAROLINA. 237 be used ; makes rules for the government of the schools ; elects and dismisses teachers, causing examinations to he made and granting diplomas to such as have prosecuted suc¬ cessfully the studies in a normal school department. Statistics for 1880-’81. — Population by census of 1880, 49,984; there is no enumera¬ tion of the youth of school age available later than that lor 1877 ; enrolled in public schools (5 in number, 3 of them for whites and 2 for colored pupils), 6,336, a decrease of 948; teachers employed, the same as in 1879-’80, 86 whites and 5 colored; average monthly pay of women, $39.23; of men, including 2 colored, $121.66; total of salaries paid, $46,171. Additional particulars. — The 5 school-houses reported were, with one exception, brick, with grounds inclosed, and all said to be in good condition. Two of them stand on glebe lands, for which a rent is paid. The valuation of the 5, including furniture and apparatus, was $125,000. Another building was in progress, for use in 1882. The city high school, which charges a small fee for tuition, is not reckoned among the public schools, although a part of the city system of instruction. Other schools in the city, not of the public system, but made in a large measure free to those attending them through aid from societies or individuals, were the Holy Com¬ munion Church Institute, for boys, with 206 pupils and 185 in average attendance; Cen¬ tral School (for boys), 302 pupils; average attendance, 268; Society Street School (for girls), 222; average, 180; Avery Normal Institute (for colored pupils), 439; average, 275, about one-half free through aid from the American Missionary Association (Congre¬ gational); Wallingford Academy (also for colored youth), 618; average, 489, mainly free through aid from the Presbyterian Committee of Missions for Freedmen: whole attend¬ ance in all these, 1,787; average attendance, 1,397. — (State report for 1880-’81 and city year book for 1881.) TRAINING OF TEACHERS. NORMAL SCHOOLS AND NORMAL DEPARTMENTS. There were four institutions of this class reporting for 1881, all for the training of col¬ ored teachers. There is no State normal school. The Avery Normal Institute , Charleston, organized in 1865 and largely aided by the American Missionary Association, had 3 resident and 7 non-resident instructors giving instruction in primary, intermediate, and normal departments. The normal course covered 5 years; the preparatory classical, 3 years. There were 160 normal and 299 other students in attendance in 1881. Since its foundation this school has graduated 45 men and 80 women, besides giving instruction to thousands. Fairfield Normal Institute , Winnsboro’, organized in 1869, reported $850 received from public funds, and had 4 instructors, 72 normal and 278 other students in attendance, with 32 graduates, all of whom have since engaged in teaching. The Normal Department of Brainerd Institute , Chester, reported 3 instructors and 40 stu¬ dents, perhaps not all strictly normal. There were 3 departments, primary, grammar, and high. The Normal School of Claflin University , Orangeburg, organized in 1868, had 4 instruct¬ ors and 76 normal and 52 other students. Two of the normal students graduated and engaged in teaching. The normal course covered 3 years of 33 weeks each. A model school is also reported. As before stated, $500 were granted by the Peabody fund trust¬ ees for the training of colored teachers at this school. teachers’ institutes. The second State normal institute for white teachers was held at Greenville, August 2-30, 1881, with aid from the Peabody fund supplementing a State appropriation, and enrolled 335 teachers from 28 counties. The regular work, which was carried on in the buildings of Furman University and of the Baptist Female College, included instruc¬ tion in the science of education and method of discipline, the English language, primary methods of instruction, arithmetic, and geography. Optional studies were penman¬ ship, singing, physical geography, algebra, calisthenics, Latin, French, and German. Mr. F. Louis Soldan, principal of the City Normal School of St. Louis, Mo. , had gen¬ eral charge of the instruction to be given, assisted by Professor Joynes, of the University of Tennessee, and by some of the most successful teachers of the State. Among the lecturers were the United States Commissioner of Education ; Dr. Curry, general agent of the Peabody fund; Dr. William T. Harris, long city superintendent at St. Louis; and President Miles, of South Carolina College. The first State normal institute for colored teachers was held in Columbia, July 5-29, 1881. The faculty was composed of colored instructors from Washington, D. C. A membership of 185 pupil teachers, who represented 25 of the 33 counties of the State, was reported. Instruction was given in methods of teaching arithmetic, reading, phonic 238 REPORT OF THE COMMISSIONER OF EDUCATION. spelling, map and free hand drawing, penmanship, vocal music, geography, and hygiene ; the grading of country schools was discussed, a programme for one of four grades being placed upon the blackboard, and much time was spent in practice teaching. Addresses were delivered by Governor Hagood, General John Eaton, and others. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Free schools of this grade form no part of the public school system of the State. Sev¬ eral institutions called high schools appear in a table appended to the State superintend¬ ent’s report for 1880-’81, but it is a title indicating only a higher grade of pay school. Charleston High School, for boys, reduced its annual rate from $100 to $40 a pupil, but, though it belonged to and was assisted by the city, it did not profess to receive free scholars. It enrolled 125, under 5 teachers. Its course, not long since revised, requires Latin, but allows French and German to be substituted for Greek. In the city year book for 1881 it is stated that a new site for this school, with ample grounds and build¬ ings, had been bought, and that on these grounds a gymnasium had been built, where, under a skilled instructor, a regular course of physical exercises was to be pursued. OTHER SECONDARY SCHOOLS. In the table of the State report before referred to, 33 schools of academic grade or with academic classes are presented, having 120 teachers and 2,713 pupils, besides the Charleston High School, with 5 teachers and 125 pupils. For private academic schools, preparatory schools, and preparatory departments of col¬ leges reporting to this Bureau, see Tables YI, VII, and IX of the appendix to this volume; for summaries of the statistics of each class, corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Seven institutions of this class continued to give instruction in 1880-’81, as well as in the opening of 1881-’82. Only 1 of them, ClafLin University, Orangeburg, for colored students, was open to women, and this showed but 2 women on its collegiate roll for 1880-’81, though there were many in lower classes. Those for young men were, as be¬ fore, the College of Charleston, Charleston; Erskine College, Due West; Furman Uni¬ versity, Greenville; Newberry College, Newberry; Wofford College, Spartanburg, and Adger College, Walhalla. All, except the College of Charleston (which is a city col¬ lege), were under some denominational influence; all, except Furman and Wofford, had the usual 4 years’ classical course; and all appear to have had also partial courses. Furman and Wofford had their studies arranged in schools, any one of which could be entered and graduated from, or several of them could be taken in combination to form a regular A. B. course. Wofford had just adopted this arrangement in place of a fixed 4 years’ course; Furman and Charleston Colleges were reorganizing their courses. Wof¬ ford College reports a legacy of $100,000 from the late Rev. Benjamin Wofford; Claflin University, donations amounting to $9,150 from Hon. William B. Claflin, of Massachu¬ setts, Mrs. Claflin, and others. The old University of South Carolina, suspended in 1877 and reorganized in 1878 and 1879, has been divided, the part of it designed for whites remaining at Columbia; that for colored students, at Claflin University, Orangeburg. Both are sustained out of the agricultural college fund and have the character and courses of agricultural and me¬ chanical colleges. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Four such schools report for 1880-’81, namely: Columbia Female College, Columbia; Due West Female College, Due West; Greenville Female College, Greenville; and Wal¬ halla Female College, Walhalla. All had arrangements for primary and academic as well as collegiate instruction, the last in courses of 3 to 4 years. Greenville offered also a graduate course of 4 years. All taught music, drawing, and painting, with French, and the two last mentioned included German. Williamston College, Williamston, in a catalogue of 1879, presented essentially the same arrangements, with Kindergarten and some polytechnic studies, and in 1880 made a return of its statistics, but makes no report for 1881. The statistics of the 4 institutions that report show 251 preparatory students, 296 collegiate, and 9 special, 556 in all, under 44 instructors. For any other information, see Table YIII of the appendix. SOUTH CAROLINA. 239 SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The South Carolina College of Agriculture and Mechanics , Columbia, organized in 1880 for white youths of the State, occupies the buildings of the former University of South Carolina and reports a 3 years’ scientific course, with opportunity for practical instruc¬ tion both on the farm and in the shop. Lecture and laboratory courses in general and agricultural chemistiy are also offered. Tuition is free, except in the department of languages. Students of the college are at liberty to use the library of the university, which contains 27,000 volumes. There were 4 professors and instructors and 58 stu¬ dents in 1881. The South Carolina Agricultural College , Orangeburg, in connection with Claflin Uni¬ versity for colored youth, carries out the design of Congress in its grant for the endow¬ ment of such institutions by providing about 150 acres of choice land for practical instruction in agriculture and a carpenter shop for mechanical work. Scientific and industrial education are united, and the student, by labor on the farm and in the shop, may defray part of the expenses of his education. A scientific and agricultural course of 4 years is offered, requiring for admission an examination in the preparatory and normal studies of the university, which occupy 3 years. PROFESSIONAL. There are two institutions giving theological instruction that report for 1881. Bene¬ dict Institute, Columbia, established in 1871 by the American Baptist Home Mission Society for the education of ministers of the gospel and of teachers, male and female, had 190 students, of which number 43 were in the theological department. Baker In¬ stitute, a department of Claflin University, Orangeburg, for the preparation of young men for the Christian ministry, was said in the catalogue of the university to be work¬ ing successfully; but there was no note of either course or students. The Theological Seminary of the General Assembly of the Presbyterian Church South, Columbia, here¬ tofore suspended, was to be reopened in 1882. - The Medical College of the State of South Carolina (regular) continued in 1881 to require 3 years of study, including 2 lecture terms of 20 weeks each. There were 77 students in 1880-’81, 30 receiving the degree of M. D. and 3 degrees in pharmacy. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The South Carolina Institution for the Education of the Deaf and Dumb and the Blind in its thirty-third annual report gives an enrolment of 43 deaf and dumb and 16 blind pupils.* Advancement was reported in all departments, especially in the class in articu¬ lation. Buildings for shops were being erected, and the institution in all its appoint¬ ments was said to be ready to carry on its work. EDUCATION OF ORPHANS. The Holy Communion Church Institute , Charleston, founded in 1867, reported a princi¬ pal, assisted by 14 teachers and matrons, an enrolment of 206, with an average attend¬ ance of 185. Of the 125 resident pupils 44 were beneficiary; of the 81 day scholars, 37 had scholarships. The Thormoell Orphanage , Clinton, organized in 1875 under the auspices of the Presby¬ terian Church, receives children between the ages of 5 and 13, and permits them to remain till they are 16 or 18, when, having been trained and educated, they are enabled to find good homes. The common and some of the higher English branches are taught; also, Latin, French, and vocal and instrumental music. A new school building is con¬ templated, to be called the Orphans’ Seminary. All the work of the institution is done by the pupils, the boys learning farming, printing, and house painting; the girls, sew¬ ing, cookery, and housework. There were 14 boys and 22 girls reported for 1881. The Carolina Orphans ’ Home, Spartanburg, founded in 1873, is temporarily suspended. EDUCATIONAL CONVENTIONS. TEACHERS’ associations. The law requires county school commissioners to encourage the holding of such asso¬ ciations, but no report of any meetings, except the State normal institutes for white and colored, previously noted, has been received. CHIEF STATE SCHOOL OFFICER. Hon. Hugh S. Thompson, State superintendent of education , Columbia. [Third term, January 1, 1881, to January 1, 1883.] 240 REPORT OF THE COMMISSIONER OF EDUCATION. TENNESSEE. STATISTICAL SUMMARY. 1879-’ 80. 1880-’81. Increase. Decrease. POPULATION AND ATTENDANCE. . White youth of school age (6-21) __ 403, 353 402, 580 773 Colored youth of school age (6-21) _ 141, 509 143, 295 1,786 Whnlfi nnmbfvr of sohool age 544, 862 545, 875 1, 013 Whites in public schools _ _ 229, 290 215, 702 13, 588 Colored in public schools _ _ _ 60, 851 67, 766 6, 915 Whole public school enrolment _ 290, 141 283, 468 6, 673 Average daily attendance, white _ _ 150, 854 139, 469 11, 385 Average daily attendance, colored. 40, 607 41, 040 433 Whole average daily attendance _ 191, 461 180, 509 10, 952 41, 068 35, 054 6, 014 A verage daily attpn d am op 28, 407 25, 820 2, 587 Pupils in public and private schools 331, 209 318, 522 12, 687 Average daily attendance in both__ 219, 868 206, 329 — 13, 539 SCHOOLS AND SCHOOL PEOPEETY. Public schools for white youth - 4, 334 4,338 4 Public schools for colored youth — 1,188 1,270 82 Whole number of public schools _ 5, 522 5,608 86 Graded public schools _ _ 232 229 3 Consolidated schools 267 307 40 Public school-houses 4, 045 4,047 2 Value of public school property — $1, 066, 995 $868,713 $198, 282 Average time of schools in days _ 68 70 2 Number of private schools reported . 1,450 1,467 17 TEACHEES AND THEIE PAY. 1 White teachers in public schools _ 4,707 5,542 i 835 Colored teachers in public schools. _ 1,247 1,338 91 Whole number in public schools _ 5, 954 6,880 926 Average monthly pay of teachers __ $26 66 $26 59 $0 07 T’pa.oLp.rs in private so.Tinols 1, 665 1,528 137 Whole number in private and pub¬ 7, 619 8, 408 789 lic schools. INCOME AND EXPENDITUEE. Whole income for public schools _ $799, 217 $706, 152 $93, 065 Whole expenditure 724, 862 638, 009 ! _ 86, 853 STATE SCHOOL FUND. Amount of pprmanp.nt fund $2, 512, 500 $2,512,500 (From reports of Hon. Leon. Trousdale and Hon. W. S. Doak for the two years indi¬ cated.) STATE SCHOOL SYSTEM*. OFFICEES. A State superintendent of schools, nominated by the governor and confirmed by the senate for a term of 2 years, has the supervision of the public school system. He must have literary and scientific attainments and skill and experience in the art of teaching. County superintendents, required to have like qualifications and elected biennially by TENNESSEE. 241 the county court of each county, exercise a general supervision over the schools in each county. Three school directors, elected by the people of each district for 3 years, with annual change of one, have charge of discipline in the district schools. OTHER FEATURES OF THE SYSTEM. Separate public schools for whites and blacks are free to youth of school age (6-21), to ascertain the number of whom a census is taken annually. These schools are sus¬ tained from the proceeds of a State school fund of $2,512,500, bearing interest at 6 per cent. , an annual poll tax of $1 on every male citizen, and a State tax of 1 mill on $1 of all property subject to taxation. The revenues from the first source are apportioned semiannually among the counties according to scholastic population; those from the other two are retained in the counties where they are collected and are distributed among the school districts on the same basis as the State fund. If the means from these sources do not suffice to keep up a public school in each district for five months in each year, the county court must either levy an additional tax for this purpose or submit to the people a proposition to do this by vote. The same court may levy a tax to prolong the school term beyond 5 months. Teachers must have duly authorized certificates of qualification to obtain employment in the schools and receive pay for teaching, which pay is to be the same for men and women doing the same work. The studies to be pursued in every public school are definitely stated, and include the common English branches, with agriculture, elementary geology of Tennessee, and history of the United States, to which may be added vocal music and such other branches as may be provided for by local taxes or be contracted for at certain rates of pay. Where the number of pupils is sufficient, schools are to be graded according to the advancement of pupils. To further this, public scholars are allowed to be taught in higher grade private or corporate schools at public school rates. Such are called con¬ solidated schools. GENERAL CONDITION. The statistics of 1880 are for 91 counties out of 94; those of 1881, for only 89 out of 95. Taken by themselves, they seem to indicate retrogression rather than advancement; for, although there were 86 more public schools, 40 more consolidated ones, and 17 more private, with 926 more teachers, to meet an increase of 1,013 youth of school age, there appear to have been 12,687 fewer pupils attending public and private schools during the second of these years than in the first, while the number in average daily attendance fell off 13,539. School property, too, is rated in 1881 at nearly $200,000 less than in 1880, though there were improvements reported in school buildings (520 log school-houses being abandoned) and there were two more public school-houses. It may be that some of the loss was apparent only, growing out of lack of reports, since many of the superintendents describe the condition of the schools as good and report popular sentiment with respect to them as improving. Many of the school-houses are said to have been supplied with better furniture, and progress is reported in securing uniform series of text books. The thing most needed to bring about a better condition of the State system appears to be more local taxation to supplement the State distribu¬ table school fund, thus making possible longer school sessions with better pay of teachers. Much advancement is looked for consequent on the action of the legislature of 1881, which extended to all incorporated towns the privilege of levying taxes for such purposes. AID FROM THE PEABODY FUND. The trustees of this fund in 1881 furnished aid to the amount of $5,500 to this State, which was divided as follows: Normal college, $3,000; teachers’ institutes, $1,500; edu¬ cational journal, $200; Jackson public schools, $800. — (Report of trustees of Peabody fund.) CITY SCHOOL SYSTEMS. OFFICERS. For cities there are boards of education, varying in number of members, elected by the people, with partial change each year. City school superintendents are elected by these boards. STATISTICS. Cities. Population, census of 1880. Children of school ago. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Chattanooga . 12,892 3,224 3,044 . 9,745 2,334 1,984 1,401 1,458 34 $20, 796 15, 699 41, 560 Knoxville . 9, 693 29 Memphis . 33,592 43,350 4,367 5,845 2,578 62 Nashville . 14,512 4,371 97 95,609 16 E 242 REPORT OF THE COMMISSIONER OF EDUCATION. ADDITIONAL PARTICULARS. Chattanooga classed its schools as primary, grammar, and high, and accommodated them in 7 buildings (4 of which were owned by the city) containing 36 rooms. There were 1,480 white and 854 colored pupils enrolled during the year, a gain of 149. The schools were taught 158 days by 5 men and 29 women. School property was valued at $39,750. The high school offers a 3 years’ course, including Latin and German, and had 6 graduates in 1881. An enrolment of 350 in private schools was given. — (City report and return. ) Knoxville had 5 school-houses containing 31 school and 2 recitation rooms, with 1,541 sittings for study, occupied by its primary, grammar, and high schools. The schools were taught 196 days by 5 men and 24 women. Private schools reported an enrolment of 120, with 100 in average attendance, taught by 2 teachers in 2 buildings, with 3 rooms and 120 sittings. — (Return.) Memphis reported a school population of 5,837 white and 3,908 colored children, and had 10 school buildings (4 belonging to the city), containing 64 school rooms, with 3,780 sittings. The schools are graded as primary, grammar, and high, the course of study covering 8 years in the lower grades and 3 in the high school. A class of 21 girls and 3 boys graduated in 1881. School property was valued at $139,050. The schools were taught 164 days by 6 men and 56 women. — (City report and return.) Nashville divides its schools into primary, with 3 years; intermediate and grammar, each with 2 years; and high, with a 3 years’ course. It accommodated them in 13 school-houses, 9 owned by the city, containing 5,950 sittings for study. The schools were taught 182 of the 193 school days in the year by 15 men and 82 women, with special teachers for music, drawing, and penmanship. The scholastic population re¬ ported shows an increase of 2,052, while there was a decrease of 253 in enrolment. The superintendent distrusted the census and thought the apparent decrease in enrol¬ ment due to former inaccuracies in keeping the registers. Private schools occupied 9 buildings, with 24 rooms and 1,500 sittings; employed 23 teachers; and enrolled 500 pupils, with 440 in average attendance. — (City report and return.) TRAINING OF TEACHERS. NORMAL SCHOOLS AND NORMAL DEPARTMENTS. The State Normal College , opened at Nashville in 1875 under the sanction of the State of Tennessee, constitutes the literary department of the University of Nashville and is supported from the funds of the university, from the Peabody educational fund, and from State appropriations for scholarships. It receives from any State students of either sex desiring to qualify themselves to teach, and is substantially a normal college of high grade for the whole South. The course of study, covering 3 years, with an additional optional year for advanced work, is strictly professional, and includes instruction in the manage¬ ment and organization of classes and schools. Students completing the 3 years’ course receive the degree of licentiate of instruction, and may teach in the public schools of their States without further examination; upon those taking the advanced or baccalaureate course, the university confers the degree of B. A. There were 56 men and 105 women in attendance in 1881, of whom 61 graduated; 6 had received academic degrees and 59 at once engaged in teaching. — (Catalogue and return.) The Summer Normal Institute at the University of Tennessee , Knoxville, held in June and July, 1881, was well organized and successful and did much to elevate the standard of public school education. The whole number of students enrolled was 218, while, many others were in attendance part of the session. The regular students were from 35 counties, nearly three-fourths of them being teachers in the public schools. Instruction in the branches taught in these schools comprised the regular course, while optional courses in languages, natural science, and drawing were offered. Instructive and inter¬ esting lectures on general educational topics were delivered and were free to all. Of the 65 persons who entered the examinations held at the close of the session, 17 received cer¬ tificates of the first grade and 19 of the second. There were 12 other institutions reporting normal departments or normal courses, viz : East Tennessee Wesleyan University, Athens; Humboldt Normal Institute, Humboldt; Warner Institute, Jonesborough; Knoxville College, Knoxville; Freedmen’s Normal Institute, Maryville; Maryville College, Maryville; Le Moyne Normal Institute, Mem¬ phis; Morristown Seminary, Morristown; Central Tennessee College, Nashville; Fisk University, Nashville; Nashville Normal and Theological Institute, Nashville, and Winchester Normal, Winchester. For statistics of normal schools reporting, see Table III of the appendix, and a sum¬ mary of it in the report of the Commissioner preceding. TENNESSEE. 243 STATE TEACHEBS’ INSTITUTE. The fifth annual meeting of the State Teachers’ Institute, for whites, was held at Nashville, December 27, 1881, J. Braden, d. d., of Central Tennessee College, presiding. The following papers were read: “Methods and illustrations in teaching,” Prof. D. Moury; “Courses of study,” Professor Tefft; “Normal school work,” Prof. A. W. Farn- ham, of Atlanta University, Georgia, and others by President E. H. Fairchild, of Berea, Ky., Prof. A. J. Steele, and Prof. H. S. Bennett. Brief addresses were made by Dr. Ward, of the New York Independent, Ex-Governor Washburn, of Massachusetts, Rev. W. S. Doak, superintendent of public instruction for Tennessee, and Rev. O. P. F. Fitzger¬ ald, formerly State superintendent in California. — (Indiana School Journal.) INSTITUTES FOB COLORED TEACHEBS. Superintendent Doak reports 3 normal institutes for colored teachers held by aid from the Peabody fund; the total attendance in these was 120. He also reports the holding of 168 county institutes, and considers these county meetings of great importance because they are the only special means of improvement within the reach of a large number of teachers. He advises the State to grant aid to these institutes. — (State report.) EDUCATIONAL JOURNALS. The Educational Record, published at Nashville and Tusculum and edited by Miss Julia A. Doak, issued its first number in August, 1881. The aim was to publish a lively but earnest home journal, devoted to the educational interests of Tennessee. Dr. Curry, agent of the Peabody fund, offered some aid, and the trustees of Greeneville and Tuscu¬ lum College contributed the use of their press. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State report does not give statistics for schools of this class in 1881, but the cities of Chattanooga, Knoxville, Memphis, and Nashville report high schools. The first, third, and fourth named had 3 years’ courses, including Latin. Knoxville, in a return, gives 6 teachers and 194 pupils enrolled, with 177 in daily attendance in its high school; but does not give the course of study, which in 1880 was apparently of 2 years. OTHEB SECONDABY SCHOOLS. For statistics of business colleges, private academic schools, and preparatory depart¬ ments of colleges, see Tables IY, VI, VII, IX, and X of the appendix;; for summaries of the same, see corresponding tables in the report of the Commissioner preceding. More consolidated schools are reported, where instruction in higher branches may be given if the trustees so direct, and some high school instruction is probably thus re¬ ceived. SUPERIOR INSTRUCTION. COLLEGES FOB YOUNG MEN OB FOB BOTH SEXES. The U niversity of Tennessee, Knoxville, made a State institution in 1879 and open to men only, reports a preparatory department with 3 instructors and 92 students, and 9 pro¬ fessors and 141 students in the 4 years’ course of the university. The degree of B. A. was conferred upon 9 young men and that of B. s. upon 8 at the close of the year 1880-’81. Of the 16 other colleges reporting, 9 were for both sexes, 7 for men exclusively. Two reported themselves non-sectarian, 4 were under control of the Methodist Episcopal, 4 of the Presbyterian, and 2 of the Baptist Churches, while the Roman Catholic, Lutheran, Protestant Episcopal, and Christian Churches were each represented by one. Two (Cen¬ tral Tennessee College and Fisk University, Nashville) were for the colored race. All in the State gave some preparatory instruction and had substantially 4 years’ collegiate courses, though in 6 the plan of separate schools was adopted. Fourteen had scientific courses or departments; 6 prepared for business; 11 made provision for instruction in modem languages, 5 for graduate and 6 for normal study; 10 offered biblical or theologi¬ cal instruction; 3 had departments of law, and 3 of medicine, 1 of these last, Vanderbilt University, Nashville, adding dentistry and pharmacy. For statistics of colleges reporting, see Table IX of appendix, and a summary of the same in the report of the Commissioner preceding. INSTITUTIONS FOB THE SUPEBIOB INSTBUCTION OF YOUNG WOMEN. Of the 20 universities and colleges in the State 10 admit both sexes, Maryville Col¬ lege having a separate course for women. Besides these, 20 exclusively for young women 244 REPORT OF THE COMMISSIONER OF EDUCATION. are on the lists of this Bureau (of which 16 only make report for 1881, however), all but 3 of them holding charters from the State and most of them presenting courses of 4 to 7 years. Most of them have arrangements for teaching music, drawing and paint¬ ing, and modem languages; but comparatively few have had. libraries of any extent or much school apparatus. For statistics of those that report, see Table Till of the appendix; for a summary of these statistics, a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. No catalogue for 1881 has been received from the State University, Knoxville, which is also the State Agricultural College. In 1880 there were 5 technical courses of 4 years each, viz : civil engineering, mechanical and mining engineering, agriculture, and applied chemistry. There were also partial courses of 2 years each in practical agriculture and in applied mathematics. In the former, students alternated their studies with work on the farm, for which they received pay and were thus enabled to earn their board. As tuition is free to all State appointees, it is hoped that this shorter course will bring to the university a large number of the farming community. Courses in science are found in 13 of the colleges or universities, while Cumberland, Vanderbilt, and the University of the South, at Lebanon, Nashville, and Sewanee, offer courses in engineering. For statistics of scientific schools reporting, see Table X of the appendix ; for summary of statistics, the report of the Commissioner preceding. PROFESSIONAL, The theological schools reporting for 1881 are the Theological School of Cumberland University, Lebanon (Cumberland Presbyterian) ; Nashville Normal and Theological In¬ stitute, Nashville (Baptist) ; theological departments of Central Tennessee College and Vanderbilt University, Nashville (both Methodist); Fisk University (Congregational), also at Nashville; and the theological department of the University of the South, Se¬ wanee (Protestant Episcopal). An examination for admission is not invariably required in these schools; in the Protestant Episcopal school it is demanded by a law of the church. All report courses of study of from 2 to 4 years. The East Tennessee Wesleyan University, Athens (Methodist Episcopal); Southwest Baptist University, Jackson; Bethel College, McKenzie (Cumberland Presbyterian), and Burritt College, Spencer (Christian), all offer biblical instruction in a greater or less degree. Legal instruction is given in the law school of Cumberland University, Lebanon, as well as in the law departments of Central Tennessee College and of Vanderbilt Univer¬ sity, both at Nashville. The first was organized in 1847, and reports a 1 year’s course of 40 weeks, with 45 students, of whom 32 graduated; the second, organized in 1880, has a course of 2 years of 32 weeks each, and had 4 students; the last, opened for instruction in 1875, has a 2 years’ course, each year of 39 weeks, and had 53 students, 13 of them having received a collegiate degree. It graduated 18. The regular medical schools reporting are Meharry Medical Department of Central Tennessee College, for colored students of both sexes; Nashville Medical College (a de¬ partment of the State University), for which a new building was erected in 1881; and the medical departments of Vanderbilt University and of the University of Nashville. Meharry presents the regular 3 years’ course of study, with two lecture courses of 20 weeks each, and offers an additional year’s instruction without extra charge. Nashville Medi¬ cal College requires for graduation 3 years of study, 2 full lecture courses of 24 weeks each, and attendance on dissections during the year. Vanderbilt requires 2 lecture courses of 20 weeks and at least 33 months’ study. The University of Nashville has the same requirements as Vanderbilt. Both offer, but do not require, a 3 years’ graded course, with examinations at the close of the second and third years. Vanderbilt University and the medical department of the University of Tennessee each have departments of dentistry , requiring attendance on 2 lecture courses of 20 weeks each, with approved dental work, both operative and mechanical. Vanderbilt admits women to this department. The department of pharmacy of Vanderbilt requires 3 hours’ laboratory work daily, with attendance on 2 full courses of lectures of 20 weeks each, and a thesis, for gradua¬ tion. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Tennessee School for the Deaf and Dumb, Knoxville, founded in 1845, reported ,60 boys and 40 girls under instruction in the common school branches in 1881. Shoe¬ making and printing are taught and agriculture to a limited degree. The articulation method is used. — (Return.) TENNESSEE. 245 EDUCATION OF THE BLIND. The Tennessee School lbr the Blind, Nashville, in a biennial report covering 1880 (the last received), stated that the common English and some of the higher branches were taught. Special attention was paid to music, all but one of the pupils taking both vocal and instrumental lessons. Instruction in piano tuning, calisthenics, and various industrial employments was also given. INDUSTRIAL TRAINING. Miss Emily L. Austin, in her report of the Knoxville Industrial School, established by her in connection with the colored public school of that city, says that the sewing school completed 329 articles and sold one hundred dollars’ worth of goods to the women in the night meetings. A kitchen garden had been established and one of the scholars sent to a Philadelphia school of cookery, that he might be able to teach a class in connection with this school. — (Circular.) EDUCATION OF ORPHANS. The Church Orphans’ Home, Memphis, under control of the Sisters of St. Mary, founded in 1867, is the only institution of this class reporting for 1881. The children are taught reading, writing, and arithmetic, sewing, and house work. There were 46 inmates at Easter in 1881. The Canfield Orphans’ Asylum, Memphis, St. Mary’s Or¬ phan Asylum, Nashville, and the Nashville Protestant Orphan Asylum have heretofore reported. For statistics of all such institutions reporting, see Table XXII of the appendix. EDUCATIONAL CONVENTIONS. TENNESSEE STATE TEACHERS’ ASSOCIATION. This association, in connection with the West Tennessee Institute, held a very interest¬ ing and profitable meeting, attended by more than 60 teachers and superintendents, at Humboldt, December 1, 1881. The address of welcome by Hon. W. J. McFarland was responded to by S. Y. Caldwell, of the Nashville city schools, president of the association. The subjects presented for discussion were “The necessity for normal training,” Super¬ intendent J. C. Brooks; “ Character building in education, ” Prof. J. W. Conger; “How to keep our educated young men from leaving the State,” Superintendent J. R. Deason; “What shall we do for our girls?” Miss C. Conway; “Discipline,” Dr. W. A. Smith; “Public schools of Tennessee,” Judge Turner Foster; “ Education and national pros¬ perity,” Superintendent W. S. Doak; “Practical science,” Prof. N. T. Tupton; “Pri¬ mary instruction,” Miss Nannie Rea. Professors Newhardt, Goodman, Jones, Davis, and others took part in the discussions. — (State report.) OBITUARY RECORD. GEORGE STODDART BLACKIE, M. D., PH. D. This eminent scholar, writer, and teacher, great grandson of James Watts of steam engine celebrity, was born at Aberdeen, Scotland, April 10, 1834. He began his edu¬ cation at Edinburgh and continued it at Aberdeen, subsequently studying medicine at Edinburgh and at the Universities of Bonn, Berlin, and Paris. The degrees of A. M. and M. D. and the highest honors were conferred on him by the University of Edin¬ burgh, and later he received other honors and was made a member of various scientific societies in Scotland and in this country. After practising medicine a few years he came to Nashville, where he continued till his death, with the exception of two years spent in teaching in New York. He was professor of botany, chemistry, and natural history in the medical department of the University of Nashville, 1857, and after his return from New York in 1874 held similar positions in the Tennessee College of Pharmacy and the Nashville Medical College. Upon the organization of the medical department of the University of Tennessee he accepted the position of professor of chemistry, which he retained till his death. An author as well as teacher, he published, several works on botany and other subjects, besides contributing to English and American scientific and medical journals, and for twelve years he was one of the editors of the Nashville Medical Journal. When the publication of the Southern Practitioner was contemplated the po¬ sition of senior editor was accepted by him and much of its success is said to have been due to his deep culture and great ability. He was a freemason of high rank and a contributor to the literature of freemasonry. He died in Nashville, Sunday, June 19, 1881. CHIEF STATE SCHOOL OFFICER. Hon. W. S. Doak,1 State superintendent of public schools , Nashville, [Term, March 25, 1881, to March 25, 1883.] 1 Since dead and succeeded by Itev . Gideon S. W. Crawford for his unexpired term. 246 REPORT OF THE COMMISSIONER OF EDUCATION. TEXAS. STATISTICAL SUMMARY, a 1878-’79. 1879-m Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (8-14) in State. .. 215, 102 242, 027 26, 925 Counties maintaining schools _ 154 159 5 | _ Counties reporting statistics 145 132 13 City and town systems reporting 13 18 5 School population reported . _ _ 192, 654 186, 786 5, 868 Colored youth included in above 50, 330 47, 874 2, 456 Number not attending school b _ _ 49, 136 51, 424 2, 288 Colored not attending school _ _ _ ell, 987 w POPULATION. <5 - o 253 1)1, 034 Dl, 287 Dl, 076 76 00 41 89 31 1, 904 1, 345 3, 249 25 45 24 48 32 5, 393 1, 487 6,880 10, 917 (26 59) 33 3, 083 T, 278 4, 361 (X) (x) 34 678 3,741 4, 419 29 76 16 84 35 3, 208 2, 184 5, 392 29 18 24 92 36 3, 079 1, 208 4, 287 4, 287 027 96 028 70 37 2, 721 7. 198 9, 919 7, 065 035 39 025 21 38 (102) 102 84 06 68 19 39 346 | 687 1, 033 33 00 26 00 40 35 425 460 91 13 61 27 41 (175) 175 200 65 00 50 00 42 59 118 177 177. 79 88 57 47 43 Z128 236 2164 (230 67) 44 270 295 565 j 35 00 1 j 22 00 45 149 205 ao443 e52 56 e37 50 46 231 239 270 (260 23) 47 48 66102 6613 6659 e50 00 e50 00 6628 667 e50 00 e50 00 1 o In normal schools, academies, and private schools. p Six months only of 1881 reported. q For white teachers ; for colored teachers the average salary is $19.82. r These are for colored and private schools ; in private schools only there are 80,362 pupils. s These are for colored and private schools ; in private schools only there are 207 teachers. t Exclusive of Philadelphia, u Number between 5 and 15 reported as attending Catholic and select schools. V Includes evening school reports. w In the counties. x In the counties the average salary of white male teachers is $34; of white females, $28; inthecities the salaries are, respectively, $47 and $37 ; for col¬ ored males in the counties, $29 ; for colored fe¬ males, $26; in the cities, respectively, $33 and $32. y In the counties; in the cities the average salary of males is $93.85; of females, $36.25. z United States census of 1880. aa Includes 89 of whom the sex is not reported. bb Number of schools reported ; number of teachers for them is not given, 6A l 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 aT 61] cP dli e SI / S' 9 Si REPORT OF THE COMMISSIONER OF EDUCATION. Table I. — Part 2. — Statistics of the school systems of the States ANNUAL INCOME. 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 J ersey . New York . North Carolina .. Ohio . . Oregon . . Pennsylvania Rhode Island ... South Carolina . . . Tennessee . . Texas . . Vermont . Virginia . . W est Virginia . . . Wisconsin . . Arizona . 30 $130, 000 1, 490, 328 215, 597 31 o$128, 212 1, 343, 306 1, 068, 205 (104, 530) /363, 677 134, 856 1,000,000 5,769,538 /741, 672 250, 000 235, 979 Dakota . District of Columbia Idaho . Montana . New Mexico . . Utah . Washington . Wyoming.. . Indian : Cherokees . Chickasaws . Choctaws . Creeks . Seminoles . 241, 000 «200, 000 88, 196 437, 573 1, 017, 785 2, 750, 000 4, 087, 446 1, 206, 242 ;384,070 177, 000 613, 258 1, 515, 621 146, 806 <81, 410 127, 839 /678, 603 112, 671 564, 795 229, 814 59, 706 115, 323 4, 594, 207 2, 796, 299 915, 738 373, 077 2, 163, 330 824, 959 96, 811 76, 380 724, 413 7, 393, 890 5, 663, 326 91, 569 7, 746, 931 <434, 566 513, 404 342, 161 6745, 701 548, 762 1, 750, 430 551, 325 84, 008 65, 793 12, 286 32 $258, 212 ’2.' 833, 634 1, 283, 802 104, 530 498, 533 6, 769, 538 4, 087, 446 1, 206, 242 1, 125, 742 427, 000 849, 237 4. 594, 207 2, 796, 299 1, 156, 738 2, 163, 330 913, 155 96, 811 513, 953 1, 742, 198 10, 143, 890 352, 887 7, 178, 947 238, 375 7, 746, 931 <515, 976 641, 243 454, 832 51, 310, 496 778, 676 551, 325 " 84* 008 125, 499 127, 609 s.l! §1l .a.S o fl5” ® 33 $138, 014 ' *293,' 592 ’’ioo,*6i2 el7, 962 624, 138 234, 622 2S0, 094 45, 235 26, 297 o69, 008 512, 301 385, 748 <7936, 245 6190, 135 c33, 844 23, 253 100, 000 170, 000 244, 675 48, 346 fl, 051, 793 12, 449 44, 623 1, 350 39, 137 199, 354 2,577 33, 036 8,473 10, 000 7, 500 rom poll tax. lduaes balance on hand at close of last year, aid out of general fund and not included in State expenditure. 1 1880. ate apportionment, tate appropriation. ilariesof connjy superintendents only ; salaries of other superintendents included in ‘‘salaries of teachers” (column 41 of this table). Increase in two school years. % Included in “salaries of teachers” /column 41 of this table). j Local taxes and subscriptions. & Includes compensation to commissioners by the State, interest on county surplus bond, &c. (Rents, &c. m Includes expenditure for repairs. n Supervision and office expenses. STATISTICAL TABLES. 325 and Territories, showing the income, expenditure, 4'c. — Continued. ANNUAL INCOME. Increase of permanent fund in the school year. ANNUAL EXPENDITURE. Revenue from other funds. <© o H P O s rP o a o tH £ 1 o H Permanent. Current. .s| 5 ’fl 6 a ro'CJ m a . si *g rt 5 e. 3 E ° a m ® ■p.S a G •3 £ 34 35 36 37 38 39 40 $1, 253 $397, 479 710, 462 63, 680, 161 6708, 516 1, 482, 025 147, 360 139, 710 498, 533 7, 922, 169 4, 480, 306 5, 006, 024 1, 740, 593 1, 194, 258 486, 790 1, 089, 414 1, 608, 274 p 4, 851, 567 3, 645, 328 1, 679, 297 716, 342 64, 020, 860 61, 320, 449 138, 640 586, 139 1, 914, 447 10, 895, 765 6698, 772 8, 129, 326 323, 201 8, 798, 724 £582, 965 452, 965 706, 152 6891, 235 454, 832 61, 335, 984 855, 466 2, 178, 219 58, 768 t>363, 000 555, 644 54, 609 94, 551 w32, 171 198, 876 127, 609 w;36, 161 2/52, 300 2/33, 550 y31, 700 2/26, 900 2/7, 500 $11, 884 $29, 505 204, 850 32, 049 $95, 126 c48, 339 $50, 697 46, 914 $0 111, 905 9, 477 30, 000 d2, 300 8, 021 '17, 218 0 528, 493 197, 979 812, 025 (616, 856, 975 339, 626 25, 231 ,450) 13, 359 24, 533 g72, 977 0 0 683, 956 254, 257 *68, 516 hQ2, 713 (i) 25, 209 14, 555 100, 163 £12, 760 95, 347 • ml74, 684 803, 441 708, 630 225, 800 68, 327 121, 511 (221, mr8, 990 19, 667 28, 370 «40, 138 159, 314 (i) 16, 600 12, 607 113, 717 183, 072 5, 280 336, 728 136, 811 143, 265 151, 585 6217, 159 7, 985 20, 937 40, 982 506, 875 69, 895 705, 704 13, 317 159, 242 385, 748 21, 981 12, 720 16, 383 965) r2, 520 1, 803, 348 29, 443 27, 996 31, 267 75, 000 105, 704 0 80, 099 25, 316 14, 373 38, 557 114, 600 6, 394 154, 805 8, 575 sll2, 000 10, 376 18, 445 13, 076 12, 648 170, 517 I, 467, 361 27, 225 843, 696 44, 610 II, 207, 011 46, 394 17, 334 58, 852 27, 565 r»32, 613 135, 453 100, 126 261, 313 2,425 210, 312 603, 102 11, 436 23, 163 582 9,302 £45, 238 1, 837 4, 440 64, 909 35, 229 0 24, 138 37, 753 228, 435 1, 786 2, 732 13, 433 44, 927 ull, 725 61, 075 17, 958 u8, 616 10, 860 0 1,742 0 120, 533 2, 151 0 4, 476 6, 067 3, 000 73, 377 (54, a;14, 292 859) *300 x2, 883 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 o Amount paid cities and towns only; the total income from this source for 1881 was $138,775. p Exclusive of receipts for school buildings, per¬ manent improvements, and ordinary repairs. q Includes revenue from other funds. r Storey County not reporting these items. s County supervision, expenses of the department, and part pay of teachers’ tuition in State normal schools. £ Includes income for evening schools. u Salaries of county superintendents only. v 25 counties reporting ; it is estimated that a full report would make the total revenue for the year over $500,000. w United States census of 1880. x In 1879. y Total income not reported ; amount given is that reported as expenditure, which, it is stated, was derived from tribal funds. 1 2 3 4 5 6 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 _ ! alx ] ] 5 In cln 3 ^.2 © §?2 Qj © rt P K >>ftft W ANNUAL EXPENDITURE. 0*H © 3°S« <3 e3 ® .g-a1§ .ll-s g c3 “ S fn © £ ®;rt 'P p rt © cj © ft H P £ O c3 p^H p, © O ^ ^ ki Pnco H ©'S rt cl's ® ,P ° ©-S ° >, © bD®4? 0 2 ^ fl-'S'g^s g p. S'.© rt >• o ©°a^ft h u o-S **ri B ©:0m-rt § £ § S II g S H © © a ft 2 wu ®.s P p-* III <1 o 22 o •J w»© © H 45 46 47 48 49 50 51 $2 33 dd 65 16 95 21 43 10 58 ch8 12 i OOCOOCQriHOinHN^iOQl °o2b jo sjbOaC 9X J9ao J9qranjq; •92b jo 8jbo£ 9 jopuu aoqranft COt-eOO>< lOOOW OOOOr^OOMOOirtOJiOW^OSCON^I t^^WN»0 ^»o«ooownoo UOCOOOiOt>t't>HH®Offl©O®O©O!0ffl®(0«5HH00 00 00 00 00HH ■(0881 jo snenoo) uoijupidod pjjoj, iCOMinO!N»0(»fflONHON05Nt'®Wt'0«OffiH»01(n'. ICQ00l0i000(N(MTt sH „ cs ®2 bl so ®-g g •J§2« ® s-gS-g^g -col tl ^ . 2 'ft is* £ P (g« p p 41 § Wee ® >■ ® >, 3 W9 .g • tfl *?i s js|l,S§| |i^|”W.2§ Pfc> §t> ^ ^ -g . . o_ .,J| |og|5o,so.gggs. . , . *a^|g.p|SS3 |"-S| || =|33o 3 5 &o g lkO-2-d'gOS > g .wVg | Mg ^-.cf g-S^J&S Jko Srlail'r^ fe’fe'3 © S § 3 3 3 S 1 • : « J uoq° g g §<50 « . c3 -£g-§0'3 ® - &s -gag, ihnwnwmnnnnnww STATISTICAL TABLES. 329 192 185 196 177 188 198 175 196 196 196 194 177 198 198 192 189 190 196 200 178 197 197 179 188 195 188 184 198 190 210 188J 178 180 jllllsRs |S3S 200 190 200 180 190 200 180 200 200 200 200 180 198 200 195 195 200' 200 200 180 200 200 180 190 200 200 190 190 210 190 180 180 slslfsalssssf IBS illlallll i • r-T J 3, 000 1,334 1, 200 790 750 665 570 912 550 150 350 301 600 *1, 750 400 400 120 200 856 200 3, 000 640 ill i S 200 150 50 269 300 iilllisggSIigisiiliiiassiliisfsiiilsqaaaiiiilalis rHHMrfMflVrf "Hi 8 gsses ::::::::: :ssRg I lain 11 WN slsslssll Tfi'eoVNco-oror^m- IlsilsgllllsIssilllllllSlllBlslss W»OMWVTirooVwMWfflMO^NCO®WO^»OHH i i im in is i ill is i i i i is is i i .. , : : j del j,-r j j^Tc-r jr-T j j : : : : § ssssaaaaaasssaasaaaaasassasaasassaassggsssssssa J)^u4cocoti!o«55i)tiitA«5«o«iciiL4iAoiAioiAiAi£liAiAoiAii<^«!) g eff §J ® $5 ^fcd hidd t A JSSlffPS tJjf| gad % li|fs g jj III 51? I £ Ji 13 S Si pW g£“J-?sWHO iCOOOOlftt^CO OC0OOC5C0 05 03G0) . © O © < - WHNNHNHn • H coco©coeocococMiH© I^OOlOt>OaW^HNOO DCM«DDHDDNlOH^H^t^«»OXiC(MOOHOCOOM ^DHCCOlCCOOOOO(MtOWCJt>HlOt^t>H(Nt>^MDt>CQ{O^COH<^ OOiOCOOOCOOCOt^CMOO^COx^OH^CMOHiOOOlOOHOCOlOOCOCM CO't^CM" cm" CO 00 CM* r-T r-T 00 00' CM* ©" 00* r-T cf cf 00 CM** ©" L>r ecT CO CD" cm" cT CO ©" rf* CO* rH CO CO CD r-l IrtCQrH H H H Cl CO O CO H H NHHH HHNCON :jjjg8 :® : jj? ' ^ o 2 8 ' fc» '®c3wKr e p® B Sfs.ah8 'g beg ^ ® O g L . _ _ OOOJOOOQOJOJCOOt'Ot .OOiflrjiinHKOOiCl ■ OOOOOO05OOO< |(N(NIM(NNOO^lOOOOOOOOOC:OOOOlO^OrHOOOiOCOOOCoooor-a)Ocooooo'?t‘^ooooooocDO ‘'OkOOO^O)C>^»CMCOOCiOOOiOOhO(NO(NOHi.O - - “ “ • - “ - ■ NWOOiOMW COOWHO^ IIO^OOC^OJIO’ CO CO Tfi CO 05 05 T WtOCDOOOOCOCQOlfi(OWlOO(M^OOOCD(NlOHOCOCOCO . OOOCOO(M«OOOOO(Mt-Crit-H0W‘OOC'lWrHH/MinO aOCOt>-COOt>i-f_~ - - - - - - ‘ '050t>t^NO( ooo)como^i> OSCOm^Ot^CO^OOCO 05 00t^CX)O^OC-05C0 WHHHIMOCOHIOt I CO ooiococococo H (M (M lO lo O a Ci ^ iQ0OI>OCDO»O(MN C5 CC CO i — I O Tf lO CO t> iOCO(MO(N(M’ (NCDOlMODCOt'COHCl^X^OoOO^ I CD C0C0(M t>*0 0' CO cq CO Hr^t> . 00 P > co i lO • O 05 • OO '10 050 • CO O ' Cl 00 lO ^ • oq T-H • CQ CO CO WIO»OOOOOOOOOOOHHHHHOOOOOHHOOIO»OW COOOOOOOOOOOOOOOOOHHHHHHHH rHr^rHc^CjJOjicqcqc^cqc^cyoqcjicqC'ioicjic^cjJoicqo-ioqc^rHrHrHtH ( h^hhhhhhhcicicicicicicici .■OOCDaJCDClCOiONCOiOOO^' I 00 O CO CO O ' cMCHOOHCOOlt>^0^00)0(MCOCDt>HiOOCOrJCO^CDT > OO CO H CD o H H CO CO CJ r 1 A M ^ ^ ^ M ^ ^ ■ Dt^rfiOlOOiOOOCOCOf lOCD^COHOOOOHt-CDiOCJCDCO I Cl CO H H lO dOCJHOlOriCl .23^ b-2; H o t-. a o a ® . ^ jc a 2 % r r-4 sal s §5 •^©ss^ • • ‘ij .Ed tc^ S m bO"g © o 2 ®cf . hj • g^J§£jlJ!£23^iwa0 £p3op^prgc$pp p j> p w^d'I^Ooa s^hip §p>:p'p Si,§g4| g^ aWd a >-c^wd §3 -£pq © *-d :p g 2 :Q I *0 N i • >> M o 03 ® . §gO -4-^ ©rQ *Z &&& g Si BV° -02 1“5 g^ iw’d a^'S^pqd IWhj^^Mdwd^ow^oo^dfi d te ” I > © 1 25 ■Sa£ w -H MfOS§CI|«|§f=i i! 11^3125^51 § o'S^.-gp k- - *-rf5| - «2g S 8 g. B fln8 ^ 9 2 fl n.O ? s-§ §i gxj-sj i |t-g>a§* i i l-s •« *il1t-5* ^ ■O £ (-■ O *-g So og'i^-as'3 S ©rSa ^C3M W) flrg £ © c8 a -T a n - - ^r— 1 jjs skills I! IJ! 111 IISHIII OHNmTtUO©t>M010HfqM->j(intOt>M©©H(NMT)(IOfflI>MO)OHNM^lO©t>©©OH(MWr(nO© T^rMT-li-Hr-tr-lrHrHrHr-l01irqeq(5CICONOt*OQOOOlCtOMMOO< 0 0 050 'OOOOQO(MOCCHinOO(MOiOiOOlOCgCOOOiOOC “ OOlOCQ OOO^CO^OOfMWHWOQCQiOOOHOO^OC © r-T CO“ rH~ rH t-T ^ OoTc^iH rH t> rH lO .2 a o g.§ A © •S^U9UI qojH9 gq.'Boqdnp gaxpiqoxQ ‘peqoa -U9 J9qnmn 9ioqM 5 CO 05 «0 HHHCCOC0l>C0lMC005C0Hl>> liflODOoOOC •03b JO 8JB9£ 9X J9ao joqmn^i •oSb jo ejBOiC 9 jopim joqum^ 00 rH rH IO rH CO Clioo t— 05 CO CO •93b jooqoe jBSei jo joqxnnu xbjox lOMNunc-t'OTjioooNoaffiooO'ijooooax i'OO®HQOT((00fflooiNwofflffl'>ii«r Ot't'Ht'WOOfflHOCiHOlOlt) ' - — ■ n i-h m O ‘OSv JO SIVOA. 9X J9ao jQqran^; •oSv jo eiE9i£ 9 J9pun a9qnm^[ •oSv jooqoe I'eSforj C J CQ Cjl Cl Cl Cl CQ Cl Cjl CQ Cl Cl Cjl Cjl Cd CQ CJ CQ CQ Cl C4 CQ Cjl C<1 lOiAiOiOlOiOlAiOiOlOiOiAiOlOiOlAlAlOiOCOCOCOcAcOCOCOCOCOCOCO •(0881 JO sneugo) uoi’pqndod i^jox i CO in I oo sf co" cc i fl . - O fl £3 bfl a 'u'P £□"0!^ o ^ is o d ihh •H j ps^ p)5f-'©ca ropp^ g$sa,Ml?WOo|ggg •g ©, s © ■p‘43 9 o'® 3 2"® § J|^ iwa^ i*2* I. *W S l^pl t* 4A yi pi . • \x i ■ • — < -i (H k. n i* . .p-5J33fcS>lIs*& fells ifs-i §1 1 §1 d- §3 g ! Iff if* J nil ill I £i1f Jllf ! If Ilf 1 I • O Q ■ ' 1 1 ’ . . .-H.SOO • • o • ' • rd Jo *22 • O ^.2-l°.°oo|3g & oc§ rtg « Sr= pfg-S 1 ° h r; „ ~ o.- ^ 0 Cf^ * OOOCOC^O! UCCDt>COOC rH (M rt^i0C0t-00C5OHNM C^Ob-l>l>l>-t>-tSCOC ) CO 00 00 00 00 STATISTICAL TABLES. 333 183 190 195 193 195 192 195 197 200 193 168 187 220 191 197 160 196 200 187 173 166 201 208 189 220 186 189 200 165 178 s glsaSss|i j ;S 190 190 200 195 200 200 200 200 | 200 193 168 198 220 198 200 ICO 200 220 187 180 176 220 208 208 220 198 194 200 168 178 200 200 200 200 200 197 180 200 171 193 0160 205 is 300 *200 880 0800 450 600 2, 000 500 600 03, 500 500 900 350 200 200 75 1,500 400 300 200 40 400 1,300 260 277 795 150 3,599 is 0SI OSS 500 0360 1, 000 1, 000 490 1, 100 IlsSsSsSsslIlsslIllllllils i iiiS§3i233S83iiSigiSlS ooVnh'»«nn«VnnV'nh^ioVhhnh 132 100 161 187 156 101 66 30 100 48 42 139 127 SB i 2,300 25 45 10 165 50 S iss j 1 i is j ooo • © i ° i j © * © © © 3 • • © • © • ggsssssis co to to to in m t> in in il :^r j il i • ! »’ ; 8, 319 I i N ; :S8 : • t> • 1 CO j imi •odoTeow 8i8383i3&813388 ! il is S i rH | HHCq j jjij 2,122 • l>- • . • |iH | illll it”"* 850 150 il ill i : * : e*v# : il • r-H* ©••'©• j • © • . © . • © S < WNH •9Su JO SXB9,£ 9X j9ao joqumjq; •9SU JO SJ/BOiC 9 J9pun jgqraujsx 00® .00' •oSb xooqos x^Sox jo J9qumu X'K^oi IQCOOJlMiOOO^WlOlOOHM^ cN®OOI •9%v xooqos x'BSgq rH r— ( rH rH i-H rH O O O O O O O O O t>- 00 r S § g g rjp'ra &SP. a a , , .Jrd ^ k (Zj S ® ^ fl 1 T> o :CO .sjuJ I g!/J|| LOCOt-COO)OH(MCn^lO(Ot>OOOOH Prom Report of the Commissioner of Eduoation for 1880. a These statistics are for white schools only ; for those in which colored schools are included, see Table I. Table II. — School statistics of cities containing 7,500 inhabitants and over , for 1881, o CO •0 rH ■9FK w Cl CD CO ss CO GO 00 05 * •OX'BK © w Cl O rH - Number of sittings for study in — •Q^UATjd pun oijqud ‘g'jooqos xiY © •s[ooqos puqo -oird pun gxbaijj QC « •sxooqos oqqnd XXY 1,750 1,680 6,462 1,954 3, 000 3,400 4,318 — r IO lO •sxooqos arcuiurexQ « C* o iO lO O rH o CO CO o Jg 05 OWXt>t-t- NH rH rO •sxooqos SuruoAg; QC •sxooqos xbciiou H •sxooqos qSijx; © c )C fx l t 1 CO City. H ★ < C E < i c I i-5 F r « >’2 i fe i P > < |j ! > ii 1C cS C c ! r. > C il jfp ! i >«: ! 1 , _ \6 j| Ii > ■+= ‘c «*- c ! c > C F > f- i| il ■5 > > 1 ) ;c ' c !c >4 i*s [4 p p 1 c ;c i ^ r c ! P il i£ i Danburv. Conn* . > p i P . c 1 > if p P P c C 1 j. \% -S ■2 P i £ 1 1 ic 1 1 * > p ) p : F ’ •p !! ii ; p ! S ; £ i « i a: ll ’ > ! 1 f F 1 o F - p ■ = l b i| 1 » C 1 J 1 : : . H \e p M F F I a D a i§ - c9 !0 § p 1 e3 O - P .s cc HWC0r}-i0?Pl>0005OHWC0 HHrHH From Report of the Commissioner of Education for 1880. a Used also for day schools. b In 1878. c Including Monroe County. Table II. — School statistics of cities containing 7,500 inhabitants and over , for 1881, fc. — Continued. 336 EEPOET OF THE COMMISSIONEE OF EDUCATION. STATISTICAL TABLES. 337 O O O O iO WNHHHNN CO CO CO C~ ift of cf 1 co o o ro o o N O CO c^coTcf CO oo o o o ^ CO l>C0O00iCiC0500»0000ii0C0C0C0C005iCrH(M00rHrH0> f-i f-t COCOWCOHCLNHriCDiONrlW OHCOOO^ MONOHWOW * FromKeport of the Commissioner of Education for 1880. c These statistics are from a return for 1880. f From semiannual returns to June, 1881, aEstimated. din 1879. g Theso are for union schools. b In primary and grammar schools. e For the Portland School for the Doaf. h Used also for day schools. Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1881, <$c. — Continued. 338 REPORT OF THE COMMISSIONER OF EDUCATION. Number of teachers in — P3.2 X •oiBrao^ 35 fflwfuot- m m oo co co • rH CM in cm © • 1 15 1 rH rH CM CO •0XBR 34 M © j • © . 5 74 3 rH CM CM © Primary schools. •9XBUI9£ 31 l > © © © © in^HN© in © rH m © «’ H (N H CO rH in • CO © OiHb- .* © ©HH . rH • CO H* CM • Tt> CO H . • © • • . © CO H< © CM CM CO •9XBK 30 • © © • © • rH © • CM • CM © • CM © CO • • • Number of sittings for study in — •o^BAiid pue orxqnd ‘sxooqos xiY 05 « HH • CM 00 © *00 CM © | rr ©~co • cm* ■ © • m i • © • © • b- Ol oo CO © rH CM CM*© •sxooqos jBiqo -oxed put? 9xi3aijj QC © © • © © © • © © rH • • m • tH • CO 009 © H- © © © •sxooqos otxqud xxY V Cl *HrHOOCMCOCO©©©©©H<© 00 © CO CCCOHCOOrib-OCOO t> 00 CM T* CM © ^OH©^XTt< •©©00©00©©©©H<©©©©CMH< '»n©cM©rH©©©in©^m©THH^in •©©tHrH©CM©©Tit©©t>l>©©t> ■ i-H lf5 CO ?H r-i 1-4 H Irt CC r-T r-T CO r-l ci- 00 •sxooqos SuiuoAg; 9Z © © • • CO © • . CM CM • • on • i HH 1 • OO • • CM* © •’ © . •sxooqos x^rajou jfcqO GZ : :° : © ! 1 © • » © . . CM * © • CM * rO •sxooqos qStjj tz \ CM © © CM CM rH © rH CO © •^CMHHIO © © 00 © CM rH © © © rH CM CM • © .’ • CM . • rH • 220 oo I I © • . • © © Tf © • © © 00 • CM © rH « CO © oo . ^ 00 • rH CM •sxooqos jbuiuib.i£) i,Z 2, 285 994 1, 176 850 4, 112 © © © in in © © © in cm 00 © . o • • © • . b- . 549 © • © • oo • :© • © © © . CO © Ht> . 00 oo © i °°~ 309 630 1, 147 •sxooqos -LiBanij © t- CM © © r»< LO tO H 00 CO © © cm" cm" rH in 700 1,760 1 © © . . • CM • . 00 • 2,959 o • tH © • 2, 380 32,556 975 1, 600 1, 193 1,152 1, 899 Number of school buildings for — •OlBAIld puB oixqnd ‘sxooqos xiY 1 21 m co co CO CO rH CM © 00 • oo ' CM • 00 •sxooqos xejqe -OXBd pUB O^BAT-Ij; © Cl 00 CM rH rH CO CO 1-t • 00 •sxooqos oixqnd XXY 19 t^rHCMco©m©i>oo^-t-ot^in©m^^^cMooi-H©cMmcMrHmoo^ CM CO H CM CO CM rH rH HH rH CM © Hr rH CM •sxooqos SuiuoAg; 18 HH • • j : i : ; •sxooqos xeuuou jfytQ H ..o* © : • i • © ! •sxooqos qSiH © rl rH rH rH rH rH rH rH 1 jrH j, - i j | rH rH rH •sxooqos*jBmuiBJ£) H t- m © cm CO W CO • • I o i 50 I ^ ! CM © co © •sxooqos ^jbutUjJ H oo^Mn in © rH CM rn CO CO T© “T" © $s, • CM • CM © • n b- © w © © City. H Springfield, Mass . Taunton, Mass . . Waltham, Mass* . Woburn, Mass . Worcester. Mass . Adrian, Mich* . 4 § o rO H H P H -P o -i > 5 > w rd o £ 4H o s43 ® East Saeinaw, Mich . Elint. Mich . o g m P .'P g o Muskegon, Mich* . r>™4- IT - IfnL a u 3 1 21 H kl 2 CS ■ICC Minneapolis, Minn . or. .raui, minn . Stillwater, Minn* . Winona, Minn . Yicksburg, Miss . Hannibal, Mo . JAansas iJity, mo . St Joseph, Mo . St. Louis, Mo . Sedalia, Mo . ■gj o e : e ! * . > ill si n 5 s 3 Sc Dover, N. H . Manchester, N. H* . STATISTICAL TABLES. 339 lOHNHCOtM^ » O T* OkCO S §0 S 00 O t> H H 'M O ^ 1 ift CO H CO O OOOWOOOiCO^O si: III 0 ® o I O O 0Q H C l o o UO CD N Irt Cl O Ot^OOC3 00l>OOOiOOOl>lOCO(M< CO O » «W ®'-g o m.2 ®.st* > n ” •S ® * q >• © • H ® ® >, O _ CD r-H slgl •e %> JH © o = sj.2 n g|£| &1I35 S23 § cfi |«||S| "*• '■ •F.2^ * 2 g fe C ® 2 S ” SWSjS o£ pi 2 Swwt te § ® “ fcfja 2 •§ ’uo.2°CoO-23 g jg ® £ £ S-2*S © qo^rS'S ^ ^ ** .p*© p £ & ^3 ^ ^ g ^ J§ g ^3 -g ^ g -g g > q ^ 0 s-g T3 43 H.2 2 « © p-. O cC *3.° Rr! ^ ^ b 0 o " " biB>H © o o ^6,-pc c « S fefcOWHsfcfc©fcfcH^«lCQM»oHtflHHMHWSzifcOOP£pHooOOC>neH HQiO»OiOkO»OiOiOiO>O0 CO CO <0 S • e-i e § •9^019,3; •9IRH § ° MM Ph « •9^019^ •9IBK ‘ (M 'fijooqos SOTU9A2 o ■ OS • © ■sjooqos iBrajou jfytQ O ' lO • o •exooqos qSijj O O Ift o o •exooqos aBnmrea*) •exooqos ^auanaj; o \n © o oc o O O O <© O kO o o HHWW O O to lO CO 00 •oyeAijd pnB oxxqnd ‘6[ooqos \[y •ejooqos jBiqo -0JBd puB o^baijj; •eiooqos oiiqnd \[y •exooqos Suiu9Ag; •exooqos x'Bmaon •exooqos qSijj •Bxooqos aBoiaiBif) •Bxooqoe i'a'ealiaj o 3 2 03 !l a a c3 o a .2° •S-go o° - oO g&Pn c3 «* Ah aS»C4 rfrf-S “1<8 cS .2 3 yO & * * 3 (f PH =3 : g3 £ £ Ph - jdjg §"| (g1 'g'CJ p3^1'cSrQ a"3 bjcg'3 &P, bP® _o g; = 33 S3 g S3 pTfi'g !>oi^§ S a- 3 S3 S3 Slips g3 J ® E3^-‘C §3 g £ a'C S ffi 3 n £ 3 3 -S Is ® i=i®. 2 h ,q £ P p 35 ce g <& 3 S® So s 2 d^3 « « ®l2 ® cl M^HHNP^^PQOOfiHHWrfafcfcPk&PSsoaQ U3 )I>0005O-JNMrHl0C01-0005OHNC0^l0«0^a(3)OHW«'^ >000000005000500C50500000000000r-i*-r- • b- • co* ; 1,130 300 5, 517 1,544 1, 720 • rH • CO 922 4, 250 o o 00 § o rH* 1, 804 1, 285 11, 582 1, 670 700 8, 594 • i 1 * i i . rH 1 22 1 rH 26 j 79 14 17 ! co CO C5 CO o Cl lO©COrHlO rH CO tO t^- CO CO CO 00 © CO 05 CO 05 05 WJ tO rH rH rH rH CO IQ • rH • • ° i CO i os ! o o j rH • ^ : - : j j * : - CO HhH ^ ; • CO • • CO • -• ; © rH CO tft ■fgi 13 j CO • j CO • Ift CO tO "" to CO b- rH 1 Shenandoah, Pa . Titusville Pa . Williamsport, Pa . York, Pa . Lincoln, xi. x' . Newport, E. I . . Pawtucket, E. I* . Providence, E. I . it bio o c £ * t § |6 \ a o 0Q 1 :g i © H <£ ‘ bt o o 1 "S s Knoxville, Tenn . Memphis, Tenn . Nashville, Tenn . Houston. Tex* . San Antonio. Tex* . Burlington. Yt . . > •■d a 1 c3 > £ 1 M s 3 % > 6 *> 1 c3 t> bi ■ 3 -d o a > Norfolk. Ya* . c8 > bi £-1 - d rO f-4 © © Portsmouth. Ya . Eiohmond, Va* . Appleton. Wis* . Fond du Lac. Wis* . £ T. a m d p O c to £ a o .2 Milwaukee, Wis . Oshkosh, Wis . Kacme, Wis . Watertown. Wis . Georgetown, D.Ch . > Washington, D.Ch . 5 W?Dt-000)OH03M*t'L0's0^00C5OH(MC0'Tfl0C0l>0005OHCH =»-< •Sd . ® rt ® 0» c8 S'gg.g ®'o fl!® M HH ■« VS Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1881, t>^)COOLOCO ^C5 Cl ■ O • CM Ot>^rHCOiCrHt> UOCOCOCO^iCCOOO - • • * Ej ^ o 2 a -!bi^ So^h'SSbh „ ® §>.S 11 J .©’"I |l §15 ^.g aZs ..g s?'2' ►2fr>£> g £§“§ oWM §P a-^ £ gr£g.g 3^ © ® * © § j PuS-ts1-’* a H .. a ® p $2 £ -P f g s 1 t^SgJ p./ - , ■ g • ao 5 o I* g o P § >sgM "Is n * §M gg g &aTi s S g ^ O !8 1* H ^ * 2 H t> ® H S-H ^ p!P f=tfcf,S^,o:d;3i! oP oot wi'3'3'3 £ §-3 a 3 > a> o^o 2 S £ § p^> £ 3 ^ P'S SJJpSS ® ,p p A® £ p § ^ ® :£ § 3 o o g, >• o £ c3 c> j3 -2 § ® ® 5 o i? ® M j? ,® 2 13 § ® © o ® o ® p ® g g s oc>oPP PM^OPPHoPP£P&«MPM S:!illin§l|a « i “S* ^2 Soa-S g g p c« I CO CQ 03 05 CO CO CO I INn^WOt-OOftOHNOS^lOffl * From Eeport of the Commissioner of Education for 1880. c In primary and grammar schools. e Including Monroe County. a Average enrolment. d For tho winter term. f These statistics are from a return for 1880. t> Includes special teachers. Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1881, • • • 1,590 . 2,209 1, 762 • co ! Eo ISIS I i oo o OXXt'OUOr-irH 'HXCQO ■ t> r-i 05 CQOlOHHHntO 05 0^0 • rH CO CO • O H< 05 H 03 r-T rH* tH of of CO* r-T of ' rH* 00* rH* r-T • !>* iO~ CO* • r-T of rH* rH t> .CO • . 03 •paxxojug; T* *3 ^CO^OOCOOOQOO}^NWOOOHOHOOOC005HOO^OO»000»CM ^Ot-OlCOlCHOONCOWTi'^OOOCOCOOOOD^lO^OC'QCOOlO OCD?0HThrT05 00 O00C0OO0)C0^C0l>CD(NCQC0C0T-(l>HC00)iO CO^OO^of^TH^rHrHTHOfeOCOHOfcOrHOfcOrHrfofocTlOofrHCOOfrHnO 05 rH lH rH <*> CO 03 Evening schools. •oou'epuaxi'B j£p«p oSuxeAy n o § oo to CO 05 05 0 44 1, 229 •poxxoaug; e* «9 960 ‘91 CO CO t> 03 o co -00 H< • CO rH • 05 City normal schools. •90UBPU9XX13 iSp-ep eSmeAy H W3 tO CO rH O • ’ co • • P* •paxxoxua; © «3 00 CO 03* Tfl o Ci to o j • o High schools. ■90UTjpiI9Xi'e ^pup 9^X9Ay © O H< tO CO SSI CO co o* fO 05 rH co CO to CO co CO 131 68 81 1,047 ■P9Xl0jn3 <20 t* CO tH HOlt^ l>r^c rH 03 CO CO CO Hi* 03 rO CO rH O O CO Ol rH tH CO O o 'H 03 tH o co co no 00 00 05 03 rH 03 rH Grammar schools. •90UBpU9X'i'B ^Xl'ap 9^'B.iaAy * 17, 660 CO to IH CO 03 to 05 rH t>- 00 05 O 03 CO rH CO CO* CO CO CO tH • O ' . o . oo ! co co o of CO to co m 00 03 CO o CO co 00 CO to 03 of •poxxoxua © tP 03 o of 00 00 ^ 0 0 71 to s> co CO 03 o* t> 00 05 o co tH ic 03 CO to CO rH CO HCOHC5 to C5 CO rH 05 Hi CO 00 of Primary schools. •99U'BpU9X^U j£pup 9S«J9Ay k3 TP 35, 040 1,178 1, 341 764 606 784 00 03* I> 03 03 to co * C3 o CO CO of 2,061 | 1,521 2,110 | 1,500 1, 168 859 29, 530 1 22, 665 1 •pgxxoxug; 1 ! tP tP 1 2, 013 1, 149 969 1,433 CO o to* to 00 03 t> rH o ’H oo co o CO a 05 CO to~ 05 05 rH Number of teachers in — ’O^UAUd pm? oixqnd ‘spoqos xiy W j TP 1 »o CO 05 CO 03 03 . CO Hi co • co to Ol ! ° "S^OOTfOS X'Brqooaied pue o^aij et TP CO CO to 03 03 ! o o to - rH rH tO • CO All public schools. •gx'enmji H ^^OOCOCOOOO»OOCONLOC5CO 03 CO O OH-OOI>OtOCOOOC:i>t003COO COi0 0303Ttt>0305rfrHiOH»H<03 03 rH rH CO ^ lO •9^ © TP COO3O3t>O3CC03t^H00rHCO ^ 3 03 CO CO tO 03 H CO O CO CO H n H 03 Evening schools. -ex'Bura^ © 03 00 03 tO o • CO • o o • o . . 03 •9FK (2D 03 CO o • • CO *00 • ■ s-^ • C3 City normal schools. •ex'euia^ ir 09 o CO j ° ; • th •9XBK © 03 l> •O J j Ol City. H > £ i 1 1 i rtz || i£ '£■ r oi II !C !>■ ifz r d 1 f- i‘i £ £ li il [1 it= i i* i}z i • i c !| Sti '■> r2 » c ! | is *«* ill ® e S.s g ;Mh & > •0 il r « S > p 1 i-s l| 1 ?• ijz tgj i£l In! i^C Oswego, N.Y . Plattsburgh. N. Y . ' « fl :! ; & ; 5 Ip: 1 !> Ilz h 11 Cvb 1 © c ■ PS ;> :!z ! oc i :| 1 © ® 1 a g iwd 1 ri* |lz L> il ' !i ; c \xr. Syracuse, N. Y . Trov.TSr.Y* . . ;{z ■ '•rtS it)^ Raleigh, N. C . Akron, Ohio . . Canton, Ohio . . Chillicothe, Ohio . Cincinnati, Ohio . NM'^lOOt'OOfflOHNtfl'<#iO®t*00®OHNW^in®t»00®0 niou5inininioioo®t't'i>i>i>t-t't>co HHHHrtnHrtrlHHHHHHrtHHHHHHHrtHHHHH STATISTICAL TABLES. 347 siiSS :3S83SSSSSS98 ^rTrT(N.H WNfffx'NIN aiiisiisisssissasisisisii r-T HHrl(NC0HrHr1riHl>lO?O HHNrlHrlHQrlH 3^ IsIllllassIgsIsISlllBlIIllllsIsSSIslIslSlsalllS ■r^r ccf co CONH 3s rT 1111 MH Bill! a”'~‘ 3188 rT HN 11 rT rT 8§81 cotT 31111 ddr* rT S1S1 H H rl CO d§ J3 1111 tT|> r-T 38 00 • r . ic * From Report of the Commissioner of Education for 1880. d Includes special teachers. ’ // In the Orphans’ Home. a These statistics are for the- Kingston school district only. ^ e For city and county. i In primary and grammar schools. & In corporate schools. ‘ ' /These also teach in' day schools. j Humber registered during the last term of the school c In unclassified school. • g In colored school. year. Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1881, $c. — Continued. 348 REPORT OF THE COMMISSIONER OF EDUCATION. -go M r* o •0oubp.u9^;b AjlBp 93«J9AY •pgnojua; lanriO) h-iftffl'^'iftiO'Koscqeoect^.-ioot-KMooirscjoooO'#' OTiiL-SOONOlOint'r-.OOaiMM'NOON'N^'aiOOOO C000t'W^WNO0Cl®OC100<0«rf®0>NHMO TjTlft r-TrH r-TcJ r-TrH I-Tr-Tcf Idf r-T cf r-T Op i-T irf cT N" i-T '9DUBpU9P)/B AflBp 92BJ9AY •paUOJug >lO ■+» ® O ■90trepiI9!)pB AfTBp 9I)BJ9AY ■panooug; •oouBpue^B Ajrep oSbioay •panojng; •oouBpua'WB A[tBp 9UBJ9AY •payxojug; cti o |2 (H O ^ * •oouBpuo^B Ajinp 9Sbj9ay •panojug; •ojBAud puB otxqnd ‘sjooqos ffY •eTooqos iBd pub ( XBiqooiBa puB apBAug •9XBOI9g •9IBK COlOC0^C0r»»T5iOI>5OC<1^00lAQ0rHl>< fi S ° j® iJ3 > o H * '9{BTU9g •9IBH • ■ ■* . . . . TS'S ::: ki -2 q o HH ®.2 J*» rf.ca «s^te: m-fe.S d?2 a § 0 go *9^019^ 2,5'S<1-S <3 ° ph S 0,2—. * ^.2 S 2 o © |li gin 1 Esi si si I"!|li| i| i05OHNCCn» CS c3 Hi •eiBinojj; SMHlOOt"# rH e rH •®im •f^ae -pas^mjedne ;uBp>'ie8y •^U9pU9;UU9dn8 jfylO oooooooo oooooooo lOOO^OC5b*ON ■gj. ts.9 ® o JS ® c3 P< a b0 a Cl 'OS &a ® ® > •eiooqos oqqnd qy •exooqos Smu9Aa; •B[ooqos jbuijou •exooqos qSijj •sxooqos JBoiuiBJf) •B[Ooqo8 si Q, C3 O Ph ^ d x ci o <1 J •BOUBpag^B -£qBp 93BJ9Ay •pgnojag; o ri o a.s e« « e3 3 .►a '99nBpU9a^B iqiBp 93BJ9Ay •pgiioaug; From Report of tlie Commissioner of Education for 1880. a Monthly salaries. b These are maximum salaries. c Including Monroe County. Table II. — School statistics of cities containing t,500 inhabitants and over, for 1881, fc. — Continued. 350 REPORT OF THE COMMISSIONER OF EDUCATION. Average annual salaries of — Assistants in grammar schools. •OIBUIOJ w h IfO O • t> CO • ^ CO • <& e 4 HO O r* CO t> CO 400 0 10 »-0 T*< oocooooocooooo HoOfNOWOOOOOOO ^ O ^ CO CilOCOCOCOlOCMCO s « « <3 s s e • 0 no • 00 ^ • TJ1 O t •optH « $360 650 405 • 0 0 0 • 0 • 0 0 0 « 10 . CM co no • H- : ^ « ; « ; ® ; • no no Principals in grammar schools . •oprnag; H 006 0!Q$» 1,496 450 400 OOOOOOOOO • OOOGOOiOOO • l>?Ortl>COW(NO • C5 - - • $ e • 0 • 0 • co no O • O * rH CM O • rH • CO hho 0 co no Tf t> CO •9IUK © $870 a675 1, 400 I 1,660 540 009 700 0 0 0 0 0 CM e ' ’ 0000000 O 0 O O 0 no to O rH HI H 0 no tH rH CM O co co no H t> C5 Teachers in primary schools. •opjraag; 9i © OOOO CO 0000 rH rt< O rH no nO CO 00 CO CO co 10 O CO CO iH O O CO O O O O CO O O l> IO rH 05 O O O '«0 (M H O O t- (N oh oco-^^iococo $ S ^ 0 0 ^ O 05 • CO O • CO ^ • •oiuK S9 $203 O no 0 no ^ . 0 500 O no 360 /360 — » - 3U0 -pua^uiaedns ^ue^sisey 67 C $450 1 350 3, 000 • O • cm" : « • iO ' • OO • • CO • i's : •^uopua^uijodne ^313 66 $1, 800 1,800 2, 520 1,500 4,000 1,200 1,100 1,600 1,600 OOOOOOOO OOOOOOOO lOHOlOHlNCOO ' 1 ’ 1 e 111 ' 1 ’ 1 1 1 ’ ' 2,500 a3, 000 1, 980 1, 500 1, 000 1, 400 2, 500 1,600 Average daily attendance per teacher, excluding special teachers, in — •sjooqos oqqnd py © CO OO r> 05 CO CO HiOCO^OOHH Tt T#1 ’Tt' ^ CO ^ ^ to CO CM 05 rH CO CO CO in no oo CO TtitO •spoqos Sutuoa^ 64 O •sjooqos pjuuou £*13 63 O ! 05 ’spoqoe qSijj e* © O "c l! !? in i '* flh U"! £ as ^ 1 h - a : <3 a 5 1 N 3 a 1 0 •1 eqC'i'M co cococococococoeoco-*<''f^<'*''»i<'«i''**-^-*'-'f'»ouoioioiA STTAISTICAL TABLES. 351 o o o © o oicoowoo O o o CO o 10 050 t> o © CO c* CO 8 o o o o 100^0 O o o o o o o o o o o o o o o o o SaoS S?£ CO CO T* lO O 04 of CO *Erom Report of the Commissioner of Education for c Monthly salaries. /These are minimum salaries. 1880. d Maximum salary of superintendent of primary schools. a These statistics are from a return for 1880. « These are maximum salaries. e Maximum salary of principals of primary and grammar h Salary of directors. & Estimated. schools. " t Salary of supervisors. Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1881, $c. — Continued. 352 REPORT OF THE COMMISSIONER OF EDUCATION. A >» eh| & j £ ■»I«K *9{T3tn9jJ •^U9 N -pu9^uiJ9(Ine ^ub^siss y I 55 •^U9pU9^UTJ9dnS i'JIQ •epoqos oxiqtid \\y j ^ b- uo © O O < OC O M> c OOWiOOOiflrJ'OOiflOOOOO COWt»H^|T}-Tf*^<'<*eOOOCOO©*OlO e e $ OOOiOCCOOO :g JOOOOCOifJOWWOOO ^CUCCOOOWOCCHI.OOW e oooooooooooooo oooooooooooooo 00l>C0C^eQ©iiisii in •s . " : 8 Ni Teachers in primary schools. •epsuiog; © © is pi is HSlSlf ii sill llf ii ■3 s” * ! in i 00 © i . $350 1, 865 is ii i j 1 j is|IS i i 8 • ; 8 ; • ia Is ! i •^U9 -pu9q.uu®dn8 pre^BtBBy © i i i is : : ; ■ : : :« 2, 200 •^uopuopiuadne ApQ © © iiiimigii is NHCiMWOSNWHrtH j C< i mini ii :_r 1,800 300 1,200 Average daily attendance per teacher, excluding special teachers, in — •ejooqos opqnd py © ! ig i •ajooips fioruoAg; Tj< © » '< '• a is ; O I • o ii i •ejooipa psuuou Apo w © => i '• i is 0 SZP 0 •ejooqos qSiH © i i{ sssss 30 21 24 33 35 30 28 34 4! 8 j |S •s^oogoa «ranm{) H © fi’N 8 : ig •ejoogo* AjBuiug; © © ! ! ( ig : : 8 i ;S Number of scholars in — All schools, pub- lio and private. •eouepue^'B Apep eS'BJOAY © i i is i : ; • • • ' Tt« • £ i Ms Cf ; . ;ci is i i i • : r-i* e li®! ; r-r : i I 750 900 675 is • t-T i§ il :5 i i r-T ; j ml s§ S' jlll pi :3 ;? 11 1 1 j' S' g o ii iifili il o ■;88SS S : § 540 264 :~S : ! ^ ! as® 1 II *is : i i i| | i « • i h • • 1 si ,-r il i~S i « 2, 000 al, 300 500 1, 200 1, 000 1, 400 1, 500 1, 800 800 1, 500 al, 750 1, 200 al, 000 2,000 800 a2, 250 200 500 1, 500 1, 500 1, 200 1, 500 2, 160 i i i ; 350 100 1, 120 1, 080 1, 080 720 1, 485 iiiiiii ; rf 3833 ! :3 ;3 :8 : :3 is i :S83 j i: 533 i is 3 i jg j ! o ; jss i :« I o ! is i 3 i j 88 NMH j; 8 i is j :§ i S j is is :S i 5 j 888 j: 3 1 j3 : i S i :S :S • t- • Tj< i® j 8 : i \\ § 838 : 8 j is j is i g i is is |S • io is i i i rf j ii jr-T :§ i '•C* : ii i jrH j 4,811 1 ii i : 2,000 ! is il i jco ; i :3 : i«“ is i • rH • i d j 6,345 ii 5 CO* i i -r : • O • • ^ • i | : is is i il i l i il i i00" i i i ji is is i Hi ia i Ii il • • < : o I H • 9, 500 Erie, Pa* . Harrisburg, Pa . Lebanon, Pa . i . Meadville, Pa* . Hew Castle, Pa . . JN ornstown, ±Ja . Philadelphia, Pa . _ L y Scranton, Pa* . Shamokin, Pa* . I Williamsport, Pa . York, Pa . JLincoin, ±c. l . Newport, R. I . Pawtucket, R. I* . jrro viuence, _la. jl . Warwick, R.I . | Woonsocket, R.I . I Charleston. S. C* . Chattanooga, Tenn . Knoxville, Tenn . Memphis, Tenn . Nashville, Tenn . Houston, Tex* . san Antonio, Tex* . Burlington, Yt . Kurland, Vt* . Alexandria, Ya . jjanviue, va* . Lynchburg, Ya . jn orioiK, va’ . Petersburg, Ya . L >ce.i ||i 0 a CO 00 •paxxoiug: © VS o lO 05 00 \ City. * C 'i c ’? p 1 a ° e - i o it :Pj if. 3 W>, 3 8 =3! | Washington, I). Co . j Kaon T}< SO lO H H e Table II. — School statistics of cities containing 7,500 inhabitants and over , for 1881, $c. — Continued. STATISTICAL TABLES. 357 P T*WE •enp3.rBddy 00 00 •oanxitun^ h 00 •sSuipuag; *09X10 JO SpUU0J£) 00 OOOlOOt-OOO LOOOWOlOOlOlO CQ05lOXOiOOiOO) o o o o •O lO £1 © © J2 O €©-0 o O o o o o o o o o o o o lO o o o o lO 10 cow o o 1C o (M lO o o 1(0 o W O'! o o o o lO kO ccfcT o o o o o o 00 o *dxi[8ii'Bnin9 j •SttUA'BJQ; •oienj^ OOiO O O CO OO 00 rH •ee- •9 fcJD 2.2 « ® 0 O -g o 2 t>*5 I ■sn^'BJBctdY •s3 trip [in a; '89^18 jo spunoj*) oooooooo ooooocooo. _ _ oooooooo o©*o©o©o© NWC'OOIC wonwojooooonoi T*-C0t>O© l o o I o o -o o Ot>-OOOOOrWOOOO *OOOOLOOOIOCQOOOO Hnoaoiocoeooooioco Tt^OOCOr* 0 0 0*0*0 OCOOIOO © © © © t> cc O CO - o o o ^ O lO o o o §§M drqffaBaruQa; •gtltAi'BJQ •otsnjf o o o o to to a m *g.S ® *g S> © CQ EH •opsraaji ,0FK •-< o ■9.1 a o p.® •II •epjraa.i ® 2 o aA •opsine^ > O O L" * — > TJi LH“ W 1 <*00^0 yiONh oooooooo 00CQ*0*0*0O*0*0 *'>^^050*0*0 e e - < t> © © ^ *o > ^ io co r > *o *o *o » STATISTICAL TABLES. 359 o o o o o o MOlflWNWOOOO imrjt^oioot'oooo HCQGOt>C540riHlO Ph 0 p,oH KMW-^inOI •OOOJOHINeO^iOO 00000 O O l> o o o o o o o o o O O i O O o o 5 o o o o o O ® ® 60 H •opBinox ,0I*R s-S •&1® 11 •9^109,1 •»TO O O O ITS O ( •SJ9 -2 § §■§ •epsina^ O O to lO o o CO O N O H o o ^ r}< 00 o C O 1C OlOOlOO o o o o § r-r 3 s«d o & 5 p-9 yj-S J g 1 1 W M as a STATISTICAL TABLES. 361 iiiiisiiiSililiiliiiiiiiiiliiiiiliiiliilisii ill II r-r^H ioeo ' I- !! Is § '-'S' « «r §M sS S||| ag _CJ8_ II ll I gg s' s J I 1|5 I I s s' lillll III llllfPl¥ ~2S2"S °r >' III III oVo II "¥ II ""I =1 III CO tH III g** III s'-s mu iiiiiiiiiiiiiiiiii in s's‘sS'3_ls¥^g'"'m“¥5¥l-'"> sS'S I ' " "" I I lllll:-lllllllllllllllll|S|laS 2 $f | i gf 8 ~g £ 1 g £ '2 g" ; S^gf g Si S? § g $ >t>R^tl£oS£!3!zio£iPHE 8eS£gS5§8gg5!S$33$5:3g.g538SS8gB8gggSgSiggSgggp!gg»ggg * '3'0^ Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1881, $c. — Continued. 362 REPORT OF THE COMMISSIONER OF EDUCATION. •mox O O O O m ' < t>- o m 05 co c i o o t> co ONHCJTji, •8n4«jBdcIy •ojn^rajnj •s3uipxing[ io epnnojQ o t> o cq m < • o o oo o co > CO CO I o o o o o i o o o o o iooooi>o cq co o o oo m m m o o o ’% © © » H •Gt’craox •9 T^TC •9p3UI9£ ©13 .2 a •ei«K P.P TO © .2 - <)3 •9^ni9x O O O O CQ o 05 1-1 in O (M o t> h ^ t> in co j o o m o o o no m t- o o m s t>- m ^ oo co 05 o o in o o m o i— i m CO CO CO pO •9I^K r co oo co co o '00NHCQ® ’ _r_r_r_r 8 42§ as Ph3 '9XBUI9X ■»I^K o o o o in in ' CO 05 i -8 S-S.2.2 :ao :ogggia|: •s'gsq^p lo||-gSoi-a fl- o" S § £ •9 § § O * ' , 3 fefd c« ©5 Tr^ 2 ^2 CC5 30 -T rt ® o ® L ■ u>® -© > S-p-S P, liiilllllll fei&ssg § Ji ■OOOOHNmHUftCOt'OOClOHNMTinO1 )00000>®0)01®ffl0)0010000000 (HHHHHHHHHHHrtNNWNNNI STATISTICAL TABLES. 363 «TrH 4,000 I § : l> ; illll i ; nm : 2, 250 ii 0 150 800 1, 500 500 0 1, 680 800 600 500 2, 000 2, 000 5, 390 11 I 1 111 £ ©H 12, 000 I 000 lfl 19, 400 47, 000 4, 700 5, 000 000 ‘IT 2, 200 11, 400 10, 700 ill i ‘.r-r : 2, 250 4, 000 500 17, 063 isssss< : eojg «o“ cTj£ 100, 000 90, 000 700) 200, 000 20, 000 48, 300 98, 500 ;i • t> • rH 1 i 27, 500 96, 000 135, 000 in ii jsfs : 1 40, 000 500) 11, 500 200, 860 45,000 98,700 59, 500 70, 000 90, 000 440, 500 100, 000 55, 000 22, 000 688, 235 000 ‘OS 60, 000 . i (259, 50, 000 15, 000 7, 000 30, 500 is \s j :< i\ 4, 000 31, 500 48, 000 ill ii j ideo" j; 15,250 | (52, 3, 500 40, 000 15, 000 22, 000 7, 000 17, 125 10, 000 202, 300 30, 000 25, 000 12, 000 181, 225 is |i 1 j il ii 1 j is ii ii ii d ; ii •’3 i i 1 i ! jt ill! i i 1, 150 425 296 al, 200 is S : « ! jo l! il jo" 1, 350 il • of i i . I 500 (MO) 1 ; ii 1, 050 a700 al, 000 is ;p 8; i g i i§ is if 633| 583 575 500 767 a450 600 i § • CO |S in i ii il :2 is ;1 -r ; of j •B99j uoijnij tUOJJ P9AI909J ^UUOTUY 1 H • •' t- : :S : ;,-r It :°S? is * r-T i il i is iSS°S8 • y-t cf . <*> Amount received from taxation. Twoi; % $26, 700 17, 600 103, 722 376, 537 26, 679 148, 605 41, 453 40. 500 it 13, 209 157, 807 i is! i §c Isllll "SW” •9TO § $10,680 20, 625 65, 015 484, 416 15, 725 : ill : is ii 5, 028 22, 387 i ii 3, 708 «4, 221 1,210 el, 580 4, 753 Amount received from interest on perma¬ nent fund. TK>°T £ j*3 560 1, 563 • • * o • •jfjtmoQ 1 :S i . i ($3, 075) i- i i ! i o i •9J13JS 2 is i is ; • O 12 of o' i i m i i™“ i i i° i •xeoi! jooqos jsiq UIOJJ pUT!q UO 90WB[«g[ % $64 5, 026 12, 438 40, 904 29, 222 83 3, 785 9.471 ! • • • il iff i |ss . . of isill ’S’4 * Tax for school pur¬ poses. 'OUJ'BA p9889S -eu JO jnnop J9d spiR « © I OO l> OO ! ci ' r-5 c4 n ‘OUJ'BA qeiso jo JBflop J9d ejUK 2 ; i irnoS i i i^^ i Total taxable property in the city. •UOIJ'BnXBA P98898SY H & $5, 340, 000 7, 574, 926 28, 691, 610 253, 545, 476 *6, 000, 000 23, 000, 000 11 720. 503 5, 185, 300 3, 300, 000 3, 590, 067 45, 558, 490 8, 938, 214 6, 033, 687 4, 669, 354 46, 523, 907 6, 450, 028 5, 306, 506 13, 349, 295 6, 648, 145 7, 810, 731 23, 500, 000 3 isass l iiiii' -r ;S-v=rs- •9UIBA qsno p9j«mijsa 2 iis isi 46, 000, 000 is i if: is : il ■ oo" i ii i if ; ijf. 20, 000, 000 22, 834, 620 4, 250, 000 City. - i Little Rock, Ark... . Los Angeles, Cal . Oakland, Cal . San .Francisco, Ual . Stockton, Cal . 3 r lii OO^ 6 r^ ti J 'Tj' u. w > CO CO CO CO CO cc -i (M co ^ m cd c- aj o ri cr: rr c Including Monroe County. Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1881, $c — Continued. 366 REPORT QF THE COMMISSIONER OF EDUCATION. Expenditures. Permanent. •soiJBjqix © ** i : r i i il ;5° : •SUJBJBddB puB ojujiuju^ © H Ij ; i :°8 is : ; : «> j j il i i il is j is ; ; ; j j j • r-T • • c il il i ; i° m- : : : : •sgaipxmq pan ’seats M © $13, 432 0 58, 931 215, 360 1, 100 if ills illSlfi . t-T .^cio • ©" . . ^ • i i— l 1,002 355 2, 068 is d626 400 100 100 is §1111111 i j ,-s e ; 311 96 2,782 1,722 5,258 483 1, 250 1,993 940 398 383 300 1,204 5 3, 926 (9, 504) 42 700 1, 100 75 397 1,299 1,200 * O 1 S’ 0 22, 500 is i"‘ iliil ii itfs i : 33, 154 30, 000 250 27, 923 9, 751 10, 649 9, 960 5, 843 0 6, 000 § i i «r : : !! i fc— r-i » ii ii ■ c-~ :« • rH • e3SSS»SSS8E1883g§S8iS§llSllSS883iiiSiaiS«SIS?i sfs 3 § S3 §S § § § S 55 8 ^ * From Report of the Commissioner of Education for 1880. c Includes expenditure for repairs. e Estimated, a Appropriation for day schools, 1880. d Expendod under the supervision of the committee on /In 1879. b These statistics are from a return for 1880. public property, and not included in school expenditure. g Exclusive of Gold Hill, a Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1881, 00 JO "cTtJT 00* •gjdl909J JBJOX 05 O t-h I )W00C0 05OO00C0C5( co ^ HOC rcTco*cf •gGOjtioe jaqjo i £ UIOJJ P9AI909J JUUOUIY j % •899J U0IJI11J UIOJJ p9AI999 J JUllOUiy fn H 12 o o 2£ <1 8 A m A •§ g . o 2^ 9 M 03 S |l« a -5 « qw>ori •»ws lO 05 CO O 05 CQ CO •»WS S * JB9xC poqos J8BJ niojj puBq uo oouvpig; 05 lO lO*CO" ^ 00 CO CO tO CO tr— tO 0^00 O Cl O lO lO CO 05 oo i> to co o cuot^ co- irfocf OClh O — < rH O O co* co"co O cq t>- 05 CO CO tO COH050 of ccf to" co* O CM 05 tO CO lO ' HlOrJiHOOm' CO H H d O b* f 00 Ovf cf of* < O O 1-H r^OH co o t>- o o o o o o O O CO 05 CO O 0*00 cT to co" of ^-^co o 05 O 00 CO 05 co" co" rti" 05 CO CQ l>» CO 05 CM CO CQ C1 tO !>■ O CO CO tO 05 CO O r O (M CO to ^ cm" to" to" oc" co" Cl O (M Cl 05 O HOC5tOOrt t> O 05 O CO 00 co" of t-T cd* co" co* oog 00 to" CD 05 O (M tO O tO CO 00 to O co" co" 05" r-T o 05 CO l> CO O H Cl CO H LO > CM 05 CO < " o" o" C O 00 T & OO H OOO O to ** *■ :3* ' : '35 -feSzte ^oOp !» ji i-i §1 1 &£ g^-gSoll-ags.® ,®£c£ ■J M’S b w 25S'2 §[| 2 g'^T-'S'wia S.i 3 a B-g I II ^|k|. 111! IP § 2|S-3 g d32 o e^a.9 S g & ©m®5 000^ SS.2 STATISTICAL TABLES. 369 ■U !! : : ; ;9 : :g . in • • o • • o • : : : : : :** : ; :s* : \ ; jl ! ; j j j i : en ; : : i i ; ! !’ f N ! i : : ef 05 H ID* •sguipprnq pUB S9 Jig eoi o 4,500 1 886 1 _ 0 21, 000 725 0 8, 610 731 2, 000 1,212 13, 586 ' ID O • GO O . oo co ! » CD • ^ •ejdtoooy; 1 *Sjdt909J: JCJOJ, © H $15, 701 33, 548 95, 610 cl7, 591 22, 550 18, 827 CODOCOOCJHCOCODlCOOO^lOH 00 OOOO^ON^OOODHOOCOOH CD ODHimOH^OOCOOOOlOHCOCO 04 io* 04** of t> 05* oo of cd*cft>'ofod‘L''rcd*cd* of i-i OdddTHWO^COH 05 H CO ^ •S90JU08 J9qj0 n'B raor; p9Ai909J juuouiy j 101 $0 8 615, 436 o o CO J CO rH* . •S9@j uoijmj raojj P9AX909 i qiunora y 100 1 $1, 006 416 ... • •O^ONO • • H © • • Tji (M d O ID CO t- ID i-i «o ■ o ■r eo • 00 Amount received from taxation. qBOO'J 99 $9, 000 16, 494 76, 502 O CD l> O O CD O O !>• rH O O Di O 04 id a id ^ o o t> co* iff h* o' id~ cf CO rH rH t> 20, 503 2,271 28, 700 190, 110 33, 000 27, 200 8, 403 495, 385 •ejBjg 98 $5, 695 «16, 630 3, 672 _ CO H 04 CO CO CD ID 00 rH CD t* l> CO 05 ^Tf-T»crt> cd~ co^rf* 04 rH ID • t> o . rH H , 04 H j CO CD CD ID rH ! j o Amount received from interest on perma¬ nent fund. ■{BOO'I 1 16 s O CO ID CD • o jo o • I » 00 • • CO . . CO o 2,577 •ifjunoo © © * o • o o ! ; ! ! CD O o cJr-T •Qms © o •ea- lOd 04 00 ID CD rH* Of rH 187 16, 043 14, 461 100, 886 10, 948 3, 231 4, 526 0 Tax for school pur¬ poses. *9U[BA P9S899 -su jo jBqop aod sjuk 93 ID cicuo 00 • ID • 05 > 04 • ^ » rH 04 » a> ! oiooo . 0-rffOO-^c4«5COCO • •9UXBA qsBajo xenop aed BqTpg; 92 CO 2.8 ! ID • coed 05 ! I o • • cd j j Total taxable property in the city. ■UOTJBnfKA P9S89SSY 91 1 $3, 674, 188 12, 650, 030 15, 300, 000 c5, 000, 000 8, 436, 556 OOOHt>OCD O 03 O id CD CO O OCD0^05(Ml> cdoo* o'^cd'o* cd* D H O t> t> M D lDt>OOiDHl> O ID CD O T#4 05 O O CD dOOCOONHMO O H'ClDOOHWO U- cq id"* i> o* oo** ef ID* cT 00" rH CO CO O ID ID o CO H s ID r i o o o o o o o o o cTcT'cT ID o o o © O O ‘ rH OlN • ID O CD • ^ cTocT • O rH • t>- CD • CD gg 04 !> O CD* CO CD • O O O H4 '^OOI> i 00 o o o ' i> o* o oo** ■ H4 O O • 04 O O rH O O CD co o o NO t> irfcT oo* ID O CO HO ID h 00 CD 04 rH <^H c4 • Ci 1 . ID oo cDr cd • ID CO CO CX)OOn(MCOinOOl>OOOJOHN«^WCOOIX)050H • © C5 CO © *05 05 • of • r—T • CO f-T • to* 1 o • • ^ • . • • CO ' s •spdnd jo osn j-oj papd -dns 85[ooq looqog 116 $762 23 4, 763 25 • • • • rH © • © • tH • • © • rH . rH • 05 o • ys © in ® ® • Hifl o i— ( ■ I— 1 i— 1 ICO | •8IIBd9^[ 115 a$616 1,259 . 600 1,354 46, 506 185 1, 414 CCCOHt>lOH©fC©HH©^0 t^©COCOCO©©r-^^H©CO©05© rH©^©C0C005O5©T*00O5'H4© rHrHrH CO rH rH CO ©" rH © rH of 1,624 | •9oaBxnsui 114 © • to ^ • © 05 *05 © CO CO © © © © Cl m © © © © © Tt< 05 © rH 05" th" [ 748 | •jua^; 113 © O © -ee- 3 O • 05 O • TH CO • C- w • • • ® to • • 1 Ojl t- © • © © ' I © • 00 © . . 05 ‘ ^ CO ’ • •pnx <9 H H a$462 377 O CO fc- lOCDO H* © of CO Cl 940 © © rH ^ © ^© 05 © © CO © © t^©050405c0^C^Ot^C0©C0© GO © 00 © © © GO © rH 00 tO © 00 co" yH°\ 05 05" ©" 05" rH 1,093 ! •sSurpnnq jo sjojnm ' jo j£bh in $180 1, 659 50,843 © 04 to © © to © CO rH COU0©00©©©-^ rH © l>» © 10 05^^©©©© © 05 © O0 ©©©© OC rH CO HH 05 ^“rH 05" Of CO" CO 05" rH th" 1 3,137 | •o?s> ‘SJ9SU9S -S9UI ‘S9UBJ9.109S ‘pjeoq jo ejoogjo on 0 . , 881 2$'° . 00 • CO • © • rH © © © © 00 00 © • © © © IH 00 © • 05 rH rH © CO 05 • ©©©©©© © l>» © © © © 05 © © t> CO © HHC5 © Tuition. •§urqoB9j joj pred junouiy i 601 a$15, 761 10, 435 a20, 953 41, 535 17, 250 581, 962 13, 738 9,192 15, 021 20, 000 17, 100 8, 827 13, 935 8, 169) 27, 029 !3, 352) 17, 829 25,714 59, 660 39, 379 134, 867 26, 958 13, 800 18, 129 s © 05 •uois -iAJ9dns jo jsoq 108 o o o © 00 00 •6©- 8 © © © © o o o o lOOCIO 1 CO ' 1 ' 1 o o CO CO CM © © © ^© © © © © © © Tji 05 © 00 HHH rH 05 © © © © © • © CO © © © » © CO © © Ol • Nl-O CI5(N ; © © © 05 Payment of indebt¬ edness. •(j89,i9JUl Sat -pnpui) Suipeoix 107 o ; : ^ : 0 611 3, 448 542 © © ’(JS9.I9JUI Snxpnpui) spuog; 106 © •€©■ 14,240 80,955 (2, •O *05 .00©© .© • © 1 •© •© rH © * CO 03 © • * T* • • of • ©" . co ccf •©"•©“ • i Cities. C d < Columbus, Ga . MnoA-n H-rj 0 d k n 2 l J c w. :== o,2 !|H fgt : at 2 ‘Sc? 111 . Ill ‘^anqeapo | Joliet, Ill...’ . | Moline, Ill . Ottawa, HI . Peoria, Ill . . . Quincy, HI . Rockford, Ill . Rock Island, HI . Cnr-irurfinl,! Til kjpililgUVUU, -«-AA . Evansville, Ind . Fort Wayne, Ind . ; . Indianapolis, Ind . La Fayette, Ind . Logansport, Ind . Madison, Ind . : : 3>- .r; 5 PC 2 - 3 + . 2 3a ! Terre Haute, Ind . STATISTICAL TABLES. 373 :S jgSS 8 : :§ ;88 • lO • CO CO O to • • CO • o S&3SS ;S j3S£S£ ; jSSSig : CO rH CCOOOO ;« :SS«COJO-: ;|0050 sSlISS llslll s 8888888388389888888888388818883 8“ Si S ; 8 : 35“ S gg“ 8" g S 3*8# S’ gssg g I S g“ 8" s il IPS 3 illll 1 773 378 132 462 975 75 056 902 600 965 810 640 275 555 369 961 ’ 072 580 577 848 932 751 170 830 148 003 700 •of jrfr-Tcf cf • r-T rf of uf iff rH rtH irHgT ; rH ; cf rH rH cf cf r-fof j cf cf rH* 166 212 17 755’ i°i issii in il l» isrsssss i iaissi : rH IhV Ig : j Clf Of j jcflff rH illssS 1 i isll 1 gissiis isssss il i : iisisiiiis ii§i • r-T rfcoN* rH j j^cf cf of Iff cf cf ; r-T oo‘ ;ef j ; ; cf t>" rf ^T«f rfeo“ i> ; of cf 378 300 727 170' 602 200 010 360 213 s :°g : : j j js : : : j i i i j :®g is is : :§ :§ i ; h h j j i is j i « is i i i 1 tr= *|8 : j i j j j is j j : :§g j i i j°g : i|° rH ® : : : : i : i : i : i j i : i i : isiisi 111111 1 iiiiiisisiisi il i issiiiiiisiiii T* rtHH -*r-T cf r-TrHrHCfof of j rf j g.cf rf rH Iffcf ef rHrHUf^ « rf rf 886S8S 1 i ip 8388812118381 il iSaSsslilamiS” rfrfwVcf of j jrf cf cf r-T Of rH rf of gf I rf ; Oof rf rf O rf rf cf cf CO f» «T cf rf 883833 11IS1 1 1 ss*l i ill i il if ini il ; i ills iiiii cf cc : : j jr-r ;«r : : : : : : ; ; : ; 111 3 8 SilSg i 150, 018 19, 634 6, 830 229, 998 13, 207 9, 500 28, 202 12, 613 17, 366 23, 516 59, 415 9,110 476, 462 1, 112, 932 19, 136 128, 816 (42, 729) 15, 282 4, 858) 4, 811) 26, 057 31, 143 37, 764 30, 319 56, 685 65, 821 26, 966 14, 887 21, 675 _sas'_s‘ § is'ss 1 s \ of of gf iio iiiii II i ill innr ii §”f! ini im jrfcf ^ : : i^vr gf" j j j rf cf Iffcf ■ cf rf rf of j rf cf cf | cf rf •©•••• 1 HjT °s . ! i j i ! ! i ! ! 1 ! i ! I ! *. ! i 0 0 • 0 | illlil i i iff is 1 °l : :§ : i : : ;° : : : i i i : i i :°° :° i : : : : isT** :5f i i i is iff cf j jiff • | : :::::::::: : j j j j j hS! ill = « S | 1 M § §|P-J a. a-a ® f B - ■=' gi fl Is II IS t H! a I nit! Iff |! £| J J|J §|p| o|.s § > * £ £.? fi 3 £-3 SPh^S fe-S -5 £3 § § a ®. 3SS£gg 8g'88SSSSSSgSgg2SggE:g2gg53SSSS8g&88SSgS8SSSSSSS * From Keportof the Commissioner of Education for 1880. d These statistics are from a return for 1880. h Salaries of all officers. a These figures are for city and county. e Total of items reported. i Based on average number belonging. b Items not fully reported. / This does not include amount paid for indebtedness. j Includes repairs. e For all incidental or contingent expenses. g Fuel and incidentals. Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1881, $c. — Continued. 374 REPORT OF THE COMMISSIONER OF EDUCATION. Peg •oouBpuajjB Afrep 9^'B -J9AB uo pgsBqWsaodxo juoScnjuoo jo jejuopioaj ■ 9 ouepua j jb oSbjoa'b uo pascq ‘uoij -onjjeui put? uoisiAjadug •9JUJipuadx9 X'BfJOJ, lAMGJ ■ CO 00 ‘O © 05 • 00 lO i iro CO ’ CC OOIOOMOOON I OOOOOONOOHHI> iNeWHOWNOOt-ON !00C0-<^C0(NO©05O H^lOOCOCQOOt>C371H^(N^TfO) i »c co o o cc m (MlQOJOH 1 h- CO O Tt CO »o t-HOOCOCO ^t>OCDCOCD 011010^0 05 COlOOlHHO O to o t> t> CO Tt O Ol CO (M 05 COIOOOOIMO (N00 00 C5l>H ONO OiO < O fr- 10 CO r0(fc ic IO CO W (N »o o o o o o o OCO^lOOSCOM^OCOOOOOCUOOOO^TjKNOOOl •gniT[0'B9{J. joj pred junouiy IC5C5COIOCOM H>^OOOt^N > co co t- a •aoxs -TAjodns jo jsoq OOOOOOOr-f O iO o o o o o OJDOrfOOO IOOCO^«0(M •(J69J0JUI Sin -pnioai) Sdrj'BOX^j; o ® +5 G ® ® * ( J89 J9 jut Saipnpui) spuog; C0 05Tt t> -*i •p a? a S ^ ^ k .-s ° s %hro :.g . aT 5a ^ o ^ 3a 9h § & don7(3 tTl^l (M CJ M CM C'J Cl CM CJ STATISTICAL TABLES. 375 § tH : | 10 22 | 13 26 16 59 8 24 13 09 12 06 25 88 13 16 13 93 13 32 13 C6 13 51 20 78 11 40 15 58 14 81 16 27 12 80 14 56 14 63 19 75 14 25 14 21 13 47 11 82 15 11 14 68 14 42 20 24 11 06 13 97 14 76 8 47 14 99 11 75 14 69 15 63 Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1881, OC5N« iO^tJIOh^D^OOHN^C ■■ ~ )doca»Oif5^cox^^’ 1 CO 00 00 ' -xo ^n9imo pnu 89txddns J9q^0 xiY t'TjllMUlOOOrtlOt'O oiiNoa^otoot' ftflOOWHOHOien tOCOr-lt'-t'-aOiCiM •epdnd jo 9Sti JOJ p9i[d -das sxpjoq looqog •sjredoy; •oouBJasaj •ju9g; 'I9nil •sSaxpunq jo ejojiaxd’jo jCbj ■01$ ‘SJ9SU98 -8901 ‘89TJUJ9J098 ‘pjBOq JO SJ90IJJ0 •Satqo«9j joj pred janoary •note -TAjodne jo jboq 00 H< 05 CD CD lO 05 CD IXM ^-CO H(MH O ® 05 CD < l>- rH »D ( CO CD CO ^ ( CDiDt>00lDO5COCOq000 CDCDOOJCOOCOi-HOrH 050H0 50t'^»000> O O rH I O 00 - ^ O 05 < rH rH ID ID • t> rH CO 00 Tf 00 t>wco CDWOOCDOt"^HOHOONOO^iOaOHi CQOCOCOHOOCO^^CiODHCqT«(NOOt^COl OOOOrH^COOlD) _ ® ■ ■2-23 .2 o 3 ' eS * ^ ® > -P o Ph r© S £ r§ - ©Ph go -r 3 $ o 5 i a _r >5 ® p £3 bcq p§ § s.® § gj g| Ii'as" o' 1 §3sg| g sg a ®l>©aOHMf5Tjnn®l>MC)OiHejM5W®h-C02OHMW t~t-t~00 00 00 00 «3 00 00 00 00 00 0>0>0i030>050s0305cft0000 STATISTICAL TABLES. 377 Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1881, #c. — Continued. 378 REPORT OF THE COMMISSIONER OF EDUCATION. gj •oouepuawe Afrep -joau no posuq'sasuadxa juaSuijuoo jo jejuaptouj •90UBpU9XJB Aiyep oSniOAB no paenq ‘u’oij -onjjsut pun uoisiAjadng ■ojujipuodxo jbjox m *3 © <0 •43 a am © © s S? Ph •eosnod -xo juojjno pnn soijddns joqjo XIY •Sfidud jo 9en joj paiid -dns aqooq tooqos •sjiedoxi •oonujnenj •jnoxi •sSmpTinq jo sjojnm'jo i'Bj •03> ‘sjoSnas -69TH ‘S91JBJ9J09S ‘pjuoq j'o 8J90XJ0 •Sntqonaj joj pred junomy •note -lAjadns jo jsoq *(j89J9jnt Snt -pnpui) Smjebxq •(J89J9JUI Suipiqout) epno7 «s> g ’I "§ S 8 City. Johnstown. Lancaster. McKeesport. Pottsville. Wilkes-Barre. Columbia. Austin. Dallas. Galveston. Wheeling. Eau Claire. Salt Lake City. © H Pennsylvania. . . Do . Do . Do . Do . South Carolina . Texas . Do . Do . West Virginia .. Wisconsin . Utah . City. j Millville. [Randolph. Brookhaven. Flatbush. Huntington. Yonkers. Wilmington. Bellaire. Lima. Mansfield. Youngstown. Columbia. State. Hew Jersey .... Do . Hew York . Do . Do . Do . North Carolina . Ohio . Do . Do . Do . Pennsylvania . . . City. North Adams.! Salem. Westfield. Weymouth. Jackson. Kalamazoo. Lansing. Concord. Bayonne. Bridgeton. Bridgewater. Hoboken. State. Massachusetts Do . Do . Do . Michigan . Do . Do . Hew Hampshir Hew Jersey... Do . Do . Do . City. Hyde Park. Jeffersonville. Hew Albany. Burlington. Atchison. Shreveport. Cumberland. Frederick. Attleborough. Beverly. Milford. Natick. State. Hlinois . Indiana . Do . Iowa . Kansas . Louisiana . Maryland . Do . Massachusetts Do . Do . Do . City. Mobile. Montgomery. Sacramento. San Jos6. Windham. Dover. Jacksonville. Alton. Aurora. Bloomington. Cairo. Decatur. East St. Louis. State. Alabama . Do . California . Do . Connecticut . . . Delaware . Florida . Hlinois . Do . Do . Do . Do . Do . Table III. — Part 1. — Statistics of public normal schools for 1881; from replies to inquiries by the United States Bureau of Education. STATISTICAL TABLES. 379 •0IBH •0^X09^ •or®K •sjojotujsut jo .loquin^r wjvq£ xooqos jetq eqj xii peqojaQ sjidiid jo ujideo jcod uoijTstjdojddu ' 9 jejg •Aid ’AjtraoQ •ej'Bjg •UOtJ'BZIU'BSjO JO 0JBQ[ NWOOfflCO O in cs co cs co • ® co w t> i" co cs 1* ^ o ’ CO 05 O CD in • CO H CO CSCOCO WO : ^ ^ 1=1 - (j H o os -i* ft 3 O Pjj _ O ft CO CO in rH - l> (M T* CS .3 .3 o o o o o o o o in o o o " d . o . gs §■§) i |§l|s |fl 0hl ^.2.5 ® . ® bft ft "S © © V ft ft o a, •c a ◄ a ©’<■§ . _^l| gH«T§ 02 ©41 a. ai U.% ft' C* 03 © c.g-d'Si ‘g £'E>3 > ^02 dft CSft ©r^J . hPP WHP ^ £ p -£ © p -So © 00 00 00 . ^<1 3 of ft ft;2 d PI g d cs © 02CCPQ d a S£ ei a d.2 cf ftft M CQ CO S3 ^ - ® o a £ ft !"p *03 J >s© Hft « |pg rg . > d'Sft III oil S.£:i ^ ^ r-ft M o >ft^ a a g gj ss ©ft'2’ a 02^ ©■ ^ 3 a §ft a wl' ft t^.© ae o|||' Jft ^ll ftM .ft ;«2 .fc *© .3 d g cs H , , © a ^ a br C3ft O O CS'H ©•9©^!! 3 a 8o.2 © g J © -g H O [z ft ccra S CS +3 cs ft © ft © t>5 d ft 3 © © >rt S'? .1 g§ .& ©ft ftp pioM ft cSftft 58 g^'ij ftgHg ga§& © PftrS ftg-'CS 2 u>2 ft d-d ea ^ft-lg g i 2 Pft co!2ii-lH^ M £o !c/2 ftft-9 ao1 -s. logpa-pifto SdOwSbtgo^ o9§iP<1gl§ OPJZ5 coho S§ o © © rH ^ ^0^45 ^ p O «2 ■X CS45 o ^ © .g p ^ w S ir- S oT^cj ri© ClCO^iO «x> Table III. — Part 1. — Statistics of public normal schools for 1881, tyc. — Continued. 380 REPORT OF THE COMMISSIONER OF EDUCATION. Other. •9X^019,1 14 o . • © © OO • • © to © © © CQ rH © . • »-H 00 00 CO cc o •ex^H 13 © • • rH © © « ‘ © tO © © ^ rH © © • • O-^ H CQ © a a (1 o •9XBOI9^[ 12 O OHOHb. HCONHrl CO (M ©CQ © © -^©OC© CO ©COr* 00 CQ © t> CQ 00 rH © © © CQ rH CQ CQ tH •9XBR 11 r-4 >NH to • CO Ss-3 . © ft Oft © WW Wof> Ogci • d H i-s 3 . g 3.2 2ft £s<2l? 0-< S-iM 0 s . A«i0 .s s-g ft,ft © H cj ft 18G6 1870 1876 1863 1873 1865 1876 t-T* © © © 00 oo oo HHH 1879 1869 1878 1864 ! i| . ,f> Bfl fe f g es MM o«B ' w m p ' ®rH ' | ' m ;.^3 :WW :|£©“ ,5h1-1j _;"0 1& 1-3 ’ 0-Jf ft^ft Oft © CO geo ‘3 : o - "3 jo 6 u CD'S O 1 sp.#!fl o to^O^csS ® w J fl (D g-W briftM5 nog gtbft'fl o •s® § §.s” I u 1*331^3 H hhHhI^O s§ II .g ft -§ H © -2 fl tE1-? * H W 2 M SH.S *35 ©^•H i§ ll£3 ^co ° ©^ rH CM© 00 CO • t- CM CM rH CO CM rH rH rH rH • rH M© © © CM CO © 00 rH CM © rH CO tr— © CM CM ^ © lO HH©iOt^OO©iOO OO -»£ © CM © rH r- CM © L- ©CO CO tJ< CO rf CM 00 © © CO © CO CM CO © ©©00©COt^^CO© CO © © CM rH rH CM CM ^ rH CM CM rH CO CM ©© rH © CO 00 tH ^ l> t- 00 © CM 00 ©CO rH rH rH rH rH H H HHHHHCChHH tH co r> H1 rH © © CO • © © © 00 rH © • © © © © CM ^ © ! © CM CM 00 oo 3 CO • © CO CM CO CM l> h* CO • 0 9, 228 0 tO © 0 0 .■■••©!. 1 ^ CO H* •••••©»•* n h • • • • • tO • • • •..I* oi • • • © © © • © © S-is : © © © © © • © • © © • * • t « • • t • • • • • • © • © © © © © ..... © • . Q © © © j © © © © © © © I>- © CM CM 00 CO © rH ©" © CT rH CM rH rH © © © © © © © © © . © © © © © © ©©oo©©©©© © © © © © © © © © © © © uo _ © © .©to© ©© © © © © © ©© © ©©oo© ID©^ ©0©©lH O O ■ © L- to ©© ©tO©©© ©© © XO © tO tO 23 £2 cm* of co cm* ocT w to*'©' icTr-Tod* ©oo cd't^‘00‘00 oo* ©"ocT cm" cm” ^,rH rH rH HH | rH rH CM rH HHHHH CM rH Anna C. Sullivan . Ellen Hvrle _ Sarah E. Sprague . Daniel B. Hagar, PH. D . Josenh fi-. Scott . E. Harlow Russell . William TT. Pavnft \r. a Daniel Putnam (acting) . Edward Searing, M. A., pres¬ ident. Jerome Allen . Irwin Shepard, A. M . William B. Highgate, A. M . . . Rev. A. Hatch . Richard C. Nor ton, president . Miss Grace C. Bibb, dean . . . W. P. Nason, president . F. Louis Soldan . George L. Osborne . Robert Curry, A. M., ph. d . . . Henry P. Warren, A. B . Jane E. Johnson . W asbington Hasbrouck, ph.d Rev. Joseph Alden, D. D., ll. D., president. Charles D. McLean . Henry B. Buckbam, A. M . James M. Cassety, a. m . Francis B. Palmer, PH. D - William J. Milne, ph.d.,ll.d. Thomas Hunter, PH. D . Edw. A. Sheldon, A. M., ph. d . Rev. Thomas J. Morgan, d.d. George A. Bacon, principal of high school. Hon. Kemp P. Battle, LL. D., president. S. L. Sheen _ .. .. _ Charles W. Chesnutt . Frank AT Smith George H. White . N. C/ English . 00 00 00 CO 00 00 © (MOO 05 O O 05 CO tO CO (OOb-Oh- 00 oooo oooooooooo 00 00 oo oc 00 00 00 00 00 CO 00 OO 00 00 00 00 00 00 05 C* 05 ciS § aa-s ® 2 ^ . g'llfel I & rd a .2 a J § 0 . - m .a % Sd-s !3r || § §! 2 p d 0,2 HHO tv ia is O v-a a t- 2 ^ *S a *z 5 /i g; a © ^ o £3 *• O' O O § t>> ft -•■ d a § t2 nd d §£3'S§*|.8g ©ri-»l> ©2?.® sdoSfieSoS, i-jWcz^Ph^HH WWO^OiziOPHQQ o fco jjjs !ils§ a ffl a t> "£ N >5 C3 > P s a 2 © ® .°*o I* H A® ,o o 0^3 5 a o cc ® ■fc Jl -g1^ tl ^ § g-y © fcjr£ d a eg ® ® 3_§ '•d§ Od . ,—4 S © y>® a -g .a a-gS^M ,§,«Hr £ a bi © ■ .Sfc Pi ^ ill H go .2 13 ^•g®«5 ’ ^ © ^73 >U2 a -S6.P - J.S 1 2 © EHcc X -m «* a? 5 c3 ® c3 : g a'Zsb'yq :5 2 bc3 © i£ §.a.2| t‘1«5 CO CO^'cS Hag © d^-s o 'a 'a co a d a a&pco o o »®-a fc&S-ig ci P O gco^ a g Jco O C3 H* CO W C3 o >, a • CO II Id f^J ^^©5 d •2 2d g _ _ _ , .. £ P'BQOjS © © © d ^5 i-5 co co ^5 ^ I2! £i co & a00 ft5 g3 .2 oj 1 M £ ® §*? SWjji3& H gHHH *«S 'ca H 'd 'd 5 a a a a go u ^ ^ ^ fin o o o o © © © © © © a d d dH d o +j-p^-p-Pu; co co co co co A bfioJO .5.3-3 d d o *2'g| -d-dp « d-a I d d d 'd'd S a 3h o o ® 55d d d f-1 d ® 14- £2 = © o CO o is © d 1 a .g g cc5 |C0^g _T5 m _ . 5J o ^3^ 1 |S|a| & d as d g © © £ Hcofr^Jz; (Dt^COOSOH CO CO CO crp ^ (M CO lOOb-COC5 O ^ ^ ^ IQ * From Report of the Commissioner of Education for 1880. d $25,000 for building. g City appropriation per capita. a Exclusive of appropriations for permanent objects. e Appropriation in common with other departments of h From Peabody fund. b Exclusive of lecturers. the university (see Table IX). i Includes $200 from Peabody fund. c For salaries only. f For two years. Table III. — Part 1. — Statistics of public normal schools for 1881, ^ — Continued. 382 REPORT OF THE COMMISSIONER OF EDUCATION. •9FJTC •9115 -5t< CO CM (M t- ■ O O Oi 0^0 •Aid •ifqnnoQ ■9WS o o o o o o o o o o o 40 O CQ to O O a| m & u Jp P^ 11 •-3 fi • © ■ cs P -P . © P«2 ® -H d Pf-I © Cg © PlJ §pW‘&« 0-^0 k P © ^ "5 © p Ol-S 1-5 P Ja M a .• o Mo ' o - ® A 1=1 fcJCfa o ® .2 2 :.C8 .P;© fa 'P o©° ®S u g-gja&gf o.g © a © > hT o .3 ®P a© c3 cS pp _ cf-'P a~ Sogo 0^5 3 -g pTP © _ Peg P § P ® P ? a*B . ■ ^ O,^ C5 03 ciM^PP CbH © - - - 5 © be a ca g fa u © 2p ®^1 a ® a '© t~ © art '§rH,3 ®° 1 a a pH* ^56 pp opmM pS s p $%&§* p § PP *§ o® “.P'S <~a ® fl _ O 4-3 15s CO ds ri o gj o .2 © “2 © t> •Hfl® bCCO PrH 1 a ci ^ Sfc Pr ci S? l|-§ , O O H i o o o C5 CC +j ® a a«2 ii © a Mo g| ©-2 02 e g?-s o rag?-c&?! -So® a ©^3 ►T.HP Ci © POO PP g H a 5s O -4^ -4-^ ij gocotoP Pa® © S'© OP r! £> a ® « p p ial School of Texas for Colo] STATISTICAL TABLES. M 10 10*^10 00 (M CO oo HC4CO i cd co co ^ bJD O G »0 o »D 1 CO H CO iO CO Cl CO o OL'-XJIHHOGOOO rH (M CO OOCK CO CO O o O t> LO 1 & © Fh © Ph cc a 0.2S.S9® s'©-* : : C3 P^ H t3 Q COl-1 ft M. | r© JL © .3 SB ® e. -<| w.h ©^ g © fl-Spq Sill *s§fig£s&'Si“'5j a .isswgHass^M? '§£ H xAtiriZa&S&ntiA SZ ft ^-§ OO 00 00 00 00 00 00 00 00 00 00 00 OO oo oo ,© 2,2 p< a 0 ‘>53^43 s: a* sb,s Qjq^, ® tg § 1 © -g j>.§ & § & A H £ 3 'C § fl a s fcC <1 I'd I1® 9 I O « o ll-g’i M2 gfgsg* o ft o o 9 ®br 9br © r-‘ ci Jog a |5S O'S^H © -ft g e3 4f ® a gjl i?5 Ilf M2 . o : M2 ! 'S ■_ :gj •tom _ _ $|ll; 1 |r ® ^ o 2 ® S'-S -ifu-p S43 a ^ _=fM2 *-§ « 3-9 M2 M2>-5M2W rd+3 is !l ^.i— ^ ,-H M r-H r-H O O O © O O rj O Ofe: o Oc^J o © O ©“jg gw’g 2 c a a 0 a So g ii 'of-5 M2*M^ G5°®« O {Sr- F0 3 : 0,0 «2 Pb^'« © .0 9* © £ -0 -2 3. © 2^ t © © © ^ cl ® © 2 a (ft ’ =3.2 &tg5a §* »33 © «-S^-3 ©0-9 ”§2 5 a^li ►s'os-s^-i o © o Hif© © © © SB K - e ©°1^ (ft® «*■ - ® > © H n fl 33 no ’ft ^ >0 O © Pq H m O £ le-EH H H N H 1 u'S « \ 05^; •«» •** 383 384 REPORT OF THE COMMISSIONER OF EDUCATION. S ©4 a i OS t>s os Jb g © 5 It.'l-DI-sSt-S a a >© ^=1 1“3 .a S a a 3 § t-5 hs r" • • O • O Cp lO rH . * to O • CO CM CO tO • . L^ (M • *(M • • t • O • . io • •1B9j£ Xooqos jsbx oqj at osnaiouj © « • •OOO LO o • • * o o o CO • • • HtOH • to • O CO O O • to to (M • *M 00 (M CO * (M Ph^2 p< rt *■ ^r§ 02^ i«2*8* te-T! a fc<« rH © 2 © g g^ a „ -gS.2 a of-3 a'*-« « w 55j2iH;EH^ pq froft .*l?ggg S-*3 © a © a § §o2 g a | « 2 &2S| a|^2 a ©Ffi ^ ’"“j 4-> ,_- CC O rr) Q-P^n ©2 2 gM © Sa a ©.20.3 a a cM « ° 2 a-^rS © Jsi a a a g.9 1 1 g a-9 g-s^^'a g § 3 r r, 3 5 5 c3 l2 £ ri M CO tO CP l>O0C) O rH — 1 9 "5 l"5 *“S 1-5 xxxxxxxxx X X X X X X XXXXXXXXX X xxoxxxxxxoxxxx Ixo 0 xxxxoxox ooooxxxx 0 X 0 0 0 0 X 0 X 0 O 0 0 0 0 00 xooooo 00000 I 0 0 1 X X 0 0 ,' 0 0 X oxoxoxxx XXOXX XXX 0 0 x x x 0 x ; ; x x x 0 x 0 0 X oxoxoxxx X x | X X X X X X X X 1 X X X 0 X 0 0 X • oxoxoxxx XXXXXOXX XOXXXOXX 0X00 000 xooooooooo 0000 X X X xxoxxooxo X X xxxxxxoxxxxxxx X X X X xxxxxxxxx X X 0 X 0 0 X xxoxxxxx X X X X 0 0 0 OXXOOXXX X xxxxxxxxxxxxxxxxx XXX XOO XX xxxxxxxxx 0000 *— 1 rH 00 *00000000000 :rH^ ^5 g S S S I § OOOOOrfOOO MO OOOOOOO 0 ~ 1-0 0 • 0 10 • 10 0 OlO • 0 03 0 O *10 03 • !>• O O C^3 1 t>- ^ • rH • CM * • rH 0 O ^ 00 0 0 0 O • O 03 iC kO iO rH • rH • 001 1 . 1 »?... 0 CO 0 0 CO »0 lOOJH (M r— 1 iflOO • CQ 03 .00 rH IO * rH -rf • CO • * 03 O rH .000 . 0 03 • 10 0 O . CO CO • 03 03 • 00000003*00 0 0 0 O rH 03 *0 rH 03 03 rH 00s ‘l 1 0 0 0 0 t> C l 0 0 0 0 10 O H IO H d ca 0 co O O ~© O rH • LO (NOOHOCO • ^ rH O OHO | lO CO* rH l& 00 • 0 0 0 0 00000000000 OOO 1 O O O O ^ OO^HrHOOOOO l>CO 'COOIOOC OO03Oi0C0rHi0i0 CO * . rH^ rH* rH TfC0(NMTj'CqrHiHP'a5i-lP'Tf,-* lO (M r-l CO IM P) . IH © Pj © 4) ,-h t/2 o f/2 o £ O W3 2 bB 2-2 a-g a 1 So HftH P hf P ©_, o 7- ° P P rt P-P^rP p-p SH-Ho P o g g 2 ^ _P 2, 02 © Pl2 p 3 p © Sf3 ^"r^i P H P .© .9 a © ^-3 1 0.9 fe pg<2aja£g£“§£ ^“JljSSS'gl 2 c? ^ 3 p p §, |aigffii3ssaJ p f-i p_72 |§B- OrP P ?«: -P e3 ® a II o o rJ1Y\ ^-S g. MfcHaQSaDfcfciaSpqSi :w : § © o P © o +S ■ -p ‘3 pa jz co _ , , o .p o W ©02 ti®« 02 a^ a p a«2 « ® P fH © ^ rrt P 1» <5 bC O -P O i — i —• 4) p br ® ry- O 73 © •p^ S^cp p p ?-S ® P ®-g g£ 2HoqOo2H^ hi!p p.SM®“P'3 12123'* I ^ ©s^ © ©H!-2 ® o-pjz; s’g'5 ®h^ co ®®cocomp >® beg g © a C.b02 a a « -p r-> -*a *5 e=l ■ rd "S as 43 © ;-r|> ■ o P ■Pb .CO m :d :© • © '2 ! "p ! 'g :® I'© 'op 0 0 pd ;p® p : p© p 0 02 _: S^s® O CD r-M KH O ® cj ^ ^ d ~Q£> g ore r H r- ’d a i 3^ ■a*1 O.o, t> -P 'o J—1 TJl -. O.M o P „ _C0 ® SS3^ -r- 2 5 cq d S M r— , <0 H W K C3 H C ^ ® C3 ^ ^ 4- ,70 H . C3 p g g g Sp^^'g1-1.^ ® 2 s a« s a g-g P'3 © ® be)p © © © *S bC § a «8 ©■Si| S||^ O 3cococo^H^?i ,M .rH » g Q Q ^ TO hH^COCOf^^ii^^HQQ W 5J !M C\l (M ( 25 E iO o o o o •3 g|®| S, sl51 »S § J.g *8 -+-i rs ^3 ® ^ rt d !3 ® 4-J m S« ^Sg| ^|42 2* j £-ie®&9 ^ ® OH O g s O § 2 ®M‘-g iS^S^i-gg O ct o ei © 08 f_j © et ©v3 ^ h m cS Si,©' -p^ O ^ O A II . . . i p 2 © g.p.2 m ^ go-g 1*8 O ^ M © o ®i2 ® "o M T1 U _ , r-i ©-©A <2! t-3^ 5 S3 S © S 9 %? kT .0- p^iPOpTiP© n^©^©©®© S’S'S^^S 2'9 2 ® ® ® 2’^f ?=!” 9A ® ° l© < ® g o o- 'sill's h^3 > «a< C o © P'S Pg O §.§ . m •r25®2 Z 5-3® *g ac| 0 5 p ® _ 5 w 0 .2 5-2c3i3«. ® o as wp « a a ©slssa 6 , ei os ,— ^ • 1® 2*1 2 § - g.^^p-^5 0 'p PS ■'- += _ *0 "S -s &3 ► SjjB |< Ts ^ o J © © «g si ii yi |S§S5§t§£ p p o o o o o PrmHHHO H * 53^5 «T3 o> s Table III. — Part 1. — Statistics of public normal schools for 1881, $c. — Continued. Note.— x Indicates an affirmative answer; 0 signifies no or none; - indicates no answer. 386 REPORT OF THE COMMISSIONER OF EDUCATION. Time of anniver¬ sary. M June, last Tues. June. June 17. June, last Thurs. Jan. and June. Jan. and June. Jan. and June. July. J une 23. November. July, 2d Thurs. June. June. June 29. June, last Thurs. July 6. 1 uotjbui -ttrexo aeq^juj jnoqyiAi sjooqos uomraoo ejnjg ui qonb j eejenpra*) M xxxxxxxxxx fO rO © © ;©©©x xxxxx iesanoo jo uoi jeyduioo no eeyrogij -J99 jo Bsuitqdip 9AI909J sjaepnjg W « xxxxxxxxxoox xooxxxx xxxxx l uorjujiya -tn eqj oj peqoiqjB jooqoB ppojq 9 « XXXXXXXXXXX© ©XXX XXX xxxxx l umieuura^S « 8969986 od looqog w © : © © x x x x © ; © © © © © © © © xxx ! © j £ jo^erq X8.iujbu jo raneemn BS98S9Ssod xooqog « ! xxxxxxxxxx©© © © © X o o © x ° ; ; j snjBJBddn pun jouiquo pBoiqdoeoxxqd 8 89889880(1 xooqog GTS 9 xxxxxxxxxx©x © X X X X X X X 1 0 l Ajo JBJO -qny [Bonnoqo 8 80S89980d xooqog OD 9 xxxxxxxxxx©© © X © © © X X© X x.x Is music taught? •X8JU9mUJJ8UX b x ! © x x © o x © ; o ; o • x © © ; ; X xxxxx •XBOOA CO xxxxxxxxox©x xxxxxxx xxxxx X Sui AVBjp puuq 99 JJ joj 89xdra8 -X9 pU8 ‘8UJ8J8dd8 ‘8J880 ‘8X9 -pom jo uoxjooxxoo 8 xooqos oqj sbjj 9 Ixxxxxxxx 1©© © x © x © © x x© | ; © l jq3n«j SaiM/Bjp sj 9 xxxxxxxxoxxx xxxxxxx xxxxx •uotxmj joj juopnjs qo89 oj oSisqo x«nuuy W e< ©©oo©©©©o©©© © © © . He* • 03 OJ 00 © © © . Tf to T*1 O to •U9q8J S9UIZbS«UI pU8 8X8Ujnot x8UOij8onp9 jo joqmnjq 9 9 01 f .01. _ 03 to © CO © rH CO • © ^ 'to • 03 » Library. •sqjOASL XBOiSoSBpad jo saranxoA jo joqmnxj fH 9 O • O • • lO © CQ • • kO • O • • rH rf © • • • rH • « • • © © © © to • • © • • © CO ' • © • • CO i i go * • •xkq£ Xooqoe j»8x aqjtn ©bbojouj © « A 11(1 • O) • • • 1-^ ON © • © « • • i CO to © lO • ^ H • • • »N W • r iii» • to 03 © © ■ © © ! © © © • © . 03 © to • to • 03 *03 •89mn[0A jo jaqumjq H 1 988 " 1,806" 1, 800 1, 000 500 2, 347 cl, 200 («) © to 03 © © rH 001 0 to to © © © • © CO 03 © © © « © Hl> rH © tO • ^ j *J89A oijstqoqos ui sqoo-tt. jo joqumjq QO H o©©o©oo© ■ © © © • CO rH to to 03 ©© 03 03 03 03 03 03 03 ^ Tji •jJpnja jo 98jnoo x[qj m sj8»A jo joqmnyi; H •«* • ^ ^ CO -t CO rH • « «OCf Of • of of of CO CO ' H H H 03 03 03 to 03 Tf co of Graduates in the last year. •Suxqo89j UI p9.o8§ -U9 9A8q oqAV joqmnxt © iO 'IOCOH© • 'co - rH 'Nmr«lO • • *H • ; cq • ; ; © • © to t*- • r> oo i> to © • CO 03 • 03 03 rH »H CO •jeqranu eyog A\ H r> i> © oi rH oq co to • 03 rH CO 03 iH © CO CO rH • CO • o © ' CO © 00 rH 000000t>03 • tO 03 03 04 rH H . o o o . o o o •43 43 43 'OOO .WWW ; wsfccbc . a p a :'gp "3 ' '3 '3 '3 H gHHE- 43 43 o o w w 43 o W *3 2 be bJO .s .a -si 1I51S21 poppp-k.pp-HPco^.tf *W P e« 3 fcg g cS'3^'3 c3 3 a a a a a? a sh >p OOOCc^OOj-jSo^ g u ®og SSSBS g ® © g >| ® g cicecacSceoc3",^2‘?3",c4 43,3 o o &W W>_ PP 5 ”o "3 a 43 0 02 -g 3 O 0_ c3 O “•SIS* o 3 C4MJ P & I a -a l£|„ ®ll5^ d +? 4^ _ I go I S' P^ «3o.Sa°5 £ fe^2 2 >>;§ ^ .a ,2 cs’ © ca P o ee o i o o » -g ”3 so _ . .'cf ® Igsj £ ^ ' a.a s| S O £ 48 slip £■§-§& 3 Wznw ®fcq S’es'3 ” ® ® a a^l ©02 a © O O rt "5 cf££i ^ -P © © oq ^3 ' 3 -2 4^ iS ® 02 w w W o State Normal School, fifth i 26 i 20 i 3 , 42 , 1, 500 STATISTICAL TABLES. 337 i .a -g > Ah A, * *8 H fe p p Pi2 >*© £ hP 5 p E rP Sc-tH ^ 00 . c q pa a fl - Pw5 53 PP ' ©©©©©©©© © gqpppqppq P P P P*H 53 p P P P ppppppppp P ^ ^ ►-a ^ ^ ha h5 ^ X X X X X O X X X XXXXX X X O X © © © X X X XX X X XXXXX X x x x ; x x x x xxxxxxxx ,x ooxx ; x x © xxxxxxxx© X X X X © x©o© x© x©o© .© ©©©©xxxx©©xx XO© ©xxxx©xx© © © I X X X X © © 1 © : © x x © x X X XXXXX XX ; © x x © x XXXXX : © © x ; © © X © © © , © , © xxxxx ; x x© © © © X X©© X© X © CO lO © © © © © iO © © © © © GJ © © © rf pjo^ a in 'C p pCrt ^ o © s ^ II •III © H © © © CO CO JoUMfr cocoR fl’-' ©«M _;CO O o'S'2 lag co o a S 9 I R 5m o -+=> * |r? SO «-a s*!§ ; ® ®h _, a ^3© sSu © ©.9 fc 00 00 00 Oi cs eo o . © m Z* u aj II Ml I§ * e >>>» i:co C3 *o "© o ti P's ® a fl£og 3rHco iO O ^ « ■sll o »-g W) oc S3 CS 00 'O ^--5 Hrt 2P ^«ag Isjs I 111 gpco © «Hg+>§ IS§§ C3 fl ©«M §2^S S3-4-1 O <3 ff)43 rl C a v >s ® ^ © S®§ .2 © ® to ;P 0 O Oy«S 'gs, Table III.— Part 2. — Statistics of private normal schools for 1881 ; from replies to inquiries by the United States Bureau of Education. 388 REPORT OF THE COMMISSIONER OF EDUCATION. © 05 P ffl . So® •Smqoisaj m paSeS -U9 QATjq oqA jaqnm^; •jraqnmu otott a\ i r~i C4 t- O CO CM T* 1MNH GO •ejo^oiLixeni jo j0qnmjsi ft J" ©S q^sa o §° CD >• © >■ J! P . w - ffl g ® £ Slip sgS g|o l>‘ 3 pHtf •uot^ztubSjo jo eject ft& a'sfi *•) ^ ft 03 -tT -fe Pi m caiS ® ffl c&p t> ® 3 < |£ gg njW £ ffl ® l^rn'-' . ^ - c3<]H^pdr^S g'op c3 £ £ _g| . . ^ . ..phQ . t-i©C3 OPH^W^PoH PPP 00 00 00 00 CO 00 pH ► ffl- PPi wl •^,y -rS ef i.s8f IhWc TO rj O P -ffl ■ o > • © P‘ P S 05 ffl 'ffl os £9g © _h k St> O ftp« :g’dj jj :p ^ 0G5*P c3 £ M.H g H g ffl'g S §o -355 S£p3 P.H ss S © g O«Mpp: | | g>| "a. S3 "0 -9 | -a|| rp » ^3 ^ 3SI3 >» Is © 05 £ fc ® p u $fp-§ *3|& °-H s Oft O o o. •'S h ; i jl a : : p a © M ■ ■-« o^> o o ^2; ® ffl'd : p © : ja«3 i«2l : o p .cp :S o © a ai o P O I o o ci Q O ifflgo o a p ffl-g^ po Icq It3 be rlPS^il-rgJI ffl ® ffl I g «|H ®*ao 5 Cn3P3 0^.hZ pP3 p^!z ® 'cJ'p'p^ a §o 2 _S ^ 2 ^ 2^ a a a ® ® p otS a'^-g BS^a^Pb?-1 fn p 0000P>-0000°ffl ^ ^ ^ w w <1 6 ^ a h a^ • C _r ffl © e3 bCP g . ffl ^ g Pft! © o o o fer^ 5o®m p^ ®i? i i°i P O P O pgb.t O p 2^ p 2 p^fpg > g 0^02 lal Kindergarten Training School* . I Indi: STATISTICAL TABLES. 389 CO »H 0(M CM CO 00 rH • 1-4 CD rH rH • CO 6 -co i to Tf to « 16 ^ CM O rH tO CM CM CM kO rH O CM 00 CM rH ^ . CO CD • 00 O rH CD t>* C3 CM rH O ! to . 00 0 ! ooth ! to • rH Tt* 0 CO • • ^ : : . CD . C3 • CM : * CM tH * 20 00 I 0 . /500 25 10 10 (l 426 00 . ^ • CM O • 43 OWDWTfHO tH ID O O 1© 0 O CONOCO i^riOCOfNo CD T* (M • CO rH CO CM O CM CD rH CD , ^ w MOO O • CO rH 32 • 00 ^CO CM • rH tO ^ ©Or^lODOOO tH cdooococdo CO H h CO t>» O O t-l 0 o* O (M O O ^ 10 00 CO t>* CD to CO CO ri H T}1 05 00 H CD 03 O CD COCO 03 Tt« rH rH rtOHHH CQ rH CD Ob* rH CO OCO^HI 03 to rH rH CM CO O t> 03 rHO00CDI>^C0 O CD CO CO • lO CQ »© CO CO t>- C© *0 £*• tO ^ rH POCQrH rH 1 rH •»» C^J w ©i • l> rH CO tO rH lO ^ g^-g eja S 3fth^ft|« a © ^ ■ -«»„ . © fl £.J ®^i . 1 3 -S ®^w 09 : t^e* :Sg i ^ *_0 a«*s‘Sp;,S s>- a^a q'L fl I o ® ft t-^Oftft 4S © 9 3 ■ a a es a ®iii a hj . OS^ d>r •3o§^ P i-t r_T a.® © o- (5 a p,® • 3 © ^ £ rr" © ^1*8 ft 6 © m |1 l| - © >3GQ ll •2 a 1 © •a a ©.5 © C f£ © 3 *» /I ®+> >> a -is © © a 21(3 ?la 5Sft S3§ |-d m S 4 fl o ^3 h. O __ © £* ro a 05 p. <© © l-o f“< L, ft® ©ft & ft a .ft © §^3 C3.2 ® > > > LS^Sk ® ® ® ® « ftft ftft ©3 ^ •g © £ aoa Sflfl r""® "2 S-©§ o -d a .a -a 3 lO®lOO>n ,co t~ l— r~ oo l 00 X> X 00 00 .00 £*2 -da 33 pm & -m3 a &a'3 c8 a.® Tt< 05 CO 00 00 00 Pi P M ^ M~ O ^1*2 b- 00 CD t> oo oo C5 CC CuC ic D ! 03 O © -CM co . t> 0C CC 00 .00 a c35 o . t-o fcMHI g oo 3 ^ cf a ~ - w r- . ^ -©pS®w-3 §WgM^^t>- r/^ ^ ^ - § 2 a 3 S -3 X £ M a c8 Pi-5 „ C3 ” ^ 1l5|ft4« -§ o®g33t! 5sfl®555 &®3S3 xn - o - o »» til IP o s S ® 3 fl^l lls"S20S2 3 33-© © o a © 00|aS^g§ ^ ^-2 a L® © 3 a 3 a 3 It: t: n , k M © 2 _ ost- £3* CD C-- CO +J a.a ; SO ' , . ,B MS S : ■ • 3 , . rt - co I be.2 ® a~3 ^3.a^ a ^ t ft^. 3"§ ft n c8 3 ©^3 a -tzj © 33 2t2 ©l^-o ®o®33 5a^33 pq Wo2!zi a ® a ro o2.§ a •rt ® •'3 O III I S ©J3- a g a 3’a . ^ i 33 a © © a-2 ® ® -^ „ © s-i rp 2 a ©re O g C8 ®rP e & OQ 3q « s. • a k.W S ^ 39 • 3 3° © a ® V'g ^3"^ o 3 © -e rp © « - 0^3^ i33 © 2 a a ft a ; g i»! ' a a © | 3 -2® I*®: t W> 0 b s« 3 a g a !s$ S © ^ - - - 'iiisi! a .2 a1 a © a co IIs 33 a a P ®» ea^sl © © c3 ® t. '©r© a£^, ■g -g a t a ■ 00 L ' &3 ao 3 a a § t-2 a t>» a a * ® S^-P Kr © 2R © ^ a gw3 \§ ja ; ®-g a >> -*3J © . ^ g g* a^ o >a ^iO^CCCC^^i CO «W§a 'S-a^S lll^!e-| g| p s g^lggja?* tej3ra S bcS a^-r^-j'S 8 a a >% g g j2 a3 1m a a s s g ® 2 ^ | p,©m q g pPh ft© ft 5 ^ g ^® iSg5'3||5g§|'allM- a ®-S a aS'St ® §5 a h 2 © ^ ©i3 a « © o a § ©3 im ^ . © $7f-i 43 .QrS O ■a b g ^3 a ■§ is hj (, a co |3 ©3 • ■ Cw a "(0 gm a a -3 © oj ri cS Jl a aa t at 1^ a® sS§g& si a°l £ph!z;oo pi 4» CC A '3 e o ‘ a :N <0 p ® o 3 '*■' O as bc_a ■S6 .S ao a a ^ *2 H.a 3 58 ^ a ®w © ®£a a > © © O-gM 3^q § 3 2 | ® WSll ©©©© © o © © 4)43+3 *3 © © © © * aaaa »tttt tj a a a a © ftpuftft a © © © © -e ^ »e S« O © <*H © a3- .2+= 3§ § a | a g| 31! fd ©a .9 .s ri M ^ 1 a a a © S 2 £ S 'd o o o o ftg © g Ph p,^, a 2M O oM ft!^ * e ■s i h a ^ t-< >s . a a ^ © a p-3 «2jg Cm1^ p. Ore ©" +3 © H §■?« Ill a,® © © ©M rO Ci^a Table III. — Part 2. — Statistics of private normal schools for 1881, Sfc. — Continued. 390 REPORT OF THE COMMISSIONER OF EDUCATION. Graduates in the last year. •guiqouaj ut pa§nS -ua OAeq oqA aaqumj^; H CO CO b» * O w^ooo CM »H •jaqumu Qjoq a\ 11 to t> rH 00 O CM O CO t>- O O CM CM H Number of students. Other. •oxBuia^ 10 ! XT 1 t- CM 106 b- O CM rH - ^ ‘OH r< ; ^ •9IBK a CM * *o • CO CM 195 CM O CO CM CO CO ^ • GO CO •s • ^ Normal. •axuma^ X ■<* 7 91 IO IO tr- rH CM l> CO IO CM CM CO CO CO (MHC^H COO r* i-H ^ rH ^ r-H O *9IBK h ^ O CO CO O CM CM rH lO CM CM lO 00 lO O O 00 ^ '05 MNH< CM O O rH CM O rH O CO CM CM •lujox CD (a) 143 14 83 211 23G 1,401 67 111 1,782 375 74 110 61 j 309 103 142 13 •B-ioionjjsfiT jo aaqranj^ l>OO05tTjj u © pr P.J ◄ &3S «J ® ◄ 3a- S i fcr 2S§§&2ds oM & | ^.S.2c®'s5 *5 •4 o_ - o'® os t- O S^O 0'S 60 CC 05 _ „ ® © ® o | =3 S a .5* 4 ff-g p J>3 '05 *® a ri o 5 H -*£rd gj £ -M felisls« oond SWW^33^1 ©P ®?!® • • .L:PHd •noi^BZ|H'B§jo jo qjbq M oooooo oo oooooooooooooo25 ooooocoooooooooooooo & S3*i Sf-g a *3 O g8* o| £ c3 §® y1Vi'& w - - :od I* £#gfc§fc S2~ _ S 3 -3 atj g ?f jg '2" © _ $* x i £ tic-S -2 o 3 *2 1 fcS’^'s © S S © 3 5S3Sl'3irr’§'§& fc cSHPhPMHPh .2.0 Co ■ rO : £ ' :e- „ ' sxAh ©“ . _ b ■SflOcoSa- ; .3 c 50 -'q'aOoN^* ipp-IUJJ&’s? d ? H S JJ rj o® p o ^2 3 M S-3 ^ o o-g ^ Sfo o-= g III «ig i J i I ”1 ^cclz; 02 o OrP O o 2 E a o O-S <»j§.g JlsS 1^! IJ &UH ® o a © o <3 S°c © a So. © o P3 O 02 ©-- • ©§>1 O c o o cc— . a ® ■algfc egos 0 fa *~Zp _rt 50 o > eJhIO > 10 CO CO O) 1 CO O CD CD © ® Colored Youth* . I Pliiladelp] STATISTICAL TABLES. •OOCO^OQO . m co co go o lOCOONOOflOON CM O CO ' O O 00 C* i *<-3 : f- '5 +3 q. So 2 ®- g «go ©12 s d d o ◄ •a 13 ; : Q : a* ba H -4-5 § 3 :o. .as lA*2) -03 ,1^.2 | .gcoHsHa-gfi'J $fcr a® : o . jg :w« a od • ^+3 •< g ; §o o'! :-go !® d d ® 2 -d 3 dcq-n SO S * . O^I-SOp s£«3*| : w> *2* M O | C~ £ .2.2 o a 3 spn “ £3.2 c^m-^oooioioio-^oo t-01-e003M>t-l- ooooooooooooccoocooo (S © PH =® d Ph Ph 00 00 OC 00 00 00 „ .do dH fl 2 a 3 J P do : , . d -Sags g ® 2" © .2‘i .2 f ® 9 ®~“P 'S” 1 H f H H H H | h'h □ _y H c-« si c3 • h P ^ 2 r L CO S^to O & d Q ^ S -2 r2 r2 rS ©* gel’s! §§S 1 g bbba 5^a«ljaPM.90's2S2^‘d9flcScjc3fflo2 P4 £ (5 ®OOo£Wt?MSSSSSp PS :« CD* ^ > ss§ oc oo M H © ^ S*> 2 « >, SP^I " ©PP R |s 2 "a 'S 3 G "» © a ® 2h ® d +2 S'P'So3H5 to a o«w-_ d G 'rP a°«a® K-G — □ -2 R •gf £§§2W g >.« ©3 St> i&ig'Ss® ^52222^ in <1 P ^ p H H 2 to •3 ® “ o o © adS 2 >> S^-i Sh 3 Ph ■ a-a'- p ■’:*:: :££ dag : - ©©■tJftldO^csS- > > 3 .9 >■ © .5 ?, £ © ,, _ ©io 5-3®-= s-d ® &- £(^ c« ar d'©tr a wrd^^j os >« ^§--s§ . - » 2Js §■& oo Pfi bt to .9.9 3 Id ® © eS c8 ’ d : : : : : : : i : b i i • • • • S • * • « t • © • • • .3 • • • • • • 'S • • • X. CD : s : a -3 •••• _3 * » tn ! .ii.2 . . ::::■§ ^ : : : : : 1 3 : -bb ® d bs ■SM =3° §ci 1 all i iOjbP ftp a a ' © d ©^ © ?c2 Bd © — ~ a o^1 V a^l b® 3 w ? >: 3 'C is i fl 8 5 5 ® o g c3 >. C.5 IS 1-S HP 1^75 ” d 2 3 ® a ill zS.% SI- a g © PP; Y ° §•§*« ©CC C mS o © Ep ft5 O ® p-© O a 2 ^ P O £ 9 e cr S‘C © 'd-n o § g o g-s! 'S 5(2 .* § §|g|o re rj © M ^ ftO d d © © . © !^£-i © 'S *; 2 2 P3P3CC«)P P £> W ©2 ^ d _, d OM O’— *■§ .2 66 ®l -- ro +3 a 53 II &£ «M«W o o d d © © s a t3 "£ cS c3 ft ft « © 'B'd n © o pp b3®^ hi! ^ ■g g « ft g cs g-d^ ” 1-d“5® I c« d-d g © .afla ^ •PTC d © 1 rr m „ O’-'O ®« « 3-dk-;3 a © 22^5^ 3 1 — 1 03 M TT U O M "13 33 d 3 d P -® 2 © - a ® r© ' P^'-G •gs !®l ^ - -j C3 P a a© d 3 to . d OrtNM'#»( 3>3 2 ® 2 H’i a^l p ®-P mcoh cvd-- © °* . o £ p ® ® a-; 2 rJs! .2 ft Sw a ©2 p< ©-d o d rS^H © ft -d-E-a >> © d p-° t-nd d'd 53 d32 3|«|| H P^ ■©> « -d 391 Note. — x indicates an affirmative answer ; 0 signifies no or none ; - indicates no answer. 392 REPORT OF THE COMMISSIONER OF EDUCATION. 'd Time of anniver¬ sary. H M May. May 28. May 27. June 15. April 14. May 28. June. August 10. May 27. * June, 3d Tliurs. August 19. August. i uoijeu -luraxa jaqjinj jnoqjm sjooqos uomraoo ajeijg nx qoua’q. sajenpBJQ © M 0 0X00 o o O O O I o l asjuoa jo uoijajdraoa no sajeopij -aao jo SBraophp OAiaoaj sjuapnjg © X X X X X X X X x X X X O XXX i uoljnjtjs -ur aqj oj paqoejje’ jooqos {apopj GC « O O O X X X X X X o o o o ; x i umiSBUOLfS v sassassod xooqog 5 1 o o o o o X o o O O O 1 o l A'jojstq XBJnjeu jo ranasnui u ’ sassassod x00tl0S © « 0 0 0X0 X X X X xx : i® j enjcandde pus (jauiquo X'Boiqdosopqd u sassassod xooqog « 1 Ct 1 O O O X X X X X X X xx x x ; l £jo jeio -qtq XBOimaqo B sassassod xooqog « O O O X X o : X X X X O X X o Oe~ "m ■+= H w> S s •XBjnanmjjsiix M e» | X X X X o X X XX X X XX XXX •Xbooa e* « X X X X X X X X XX XX XX XXX l SniAABjp pueq aajj joj said -tnexa pire ‘BUjejuddB ‘sjsbo lS(a -pom jo uoijoaxioo b xooqos aqj sbjj s o o o o o X o ; X o x o x ; o l jqSnBX SatAVBjp sj § 1 ; o ; ; ; x x X O X X o x o x x o ■nojimj joj juapnjs qoisa oj aSjcqo i«nuuv © 'faOCriWOlO «©■ rinOIN e hh CO • lO CO CO 32 36-48 52 38 32 10 •uaqBj sauizcSem pun sxBtunof x'BnoxxBonpa jo aaqumjq; 2 ! CO « to • CM CO o ■ r> o O CO lO | Tt< Library. •sqjoAS. x'B°5^°^‘B -pad jo samnxoA jo jaqranj^ h H • o o o o • CM CM m o o o o CM WO to * o CO in CM • •jua£ Xooqos jsbx aqj ui asBaionx « ! ! o * o . • o . o • • rH » rH o CM MO CM o o lO 25 100 0 •saran]OA jo jaqum^; 260 200 400 (6) 3, 000 o o o o o o ^ tJ* O CM 00 O CM ^ Tji in ^ ^ rH •Xpnjs jo asjnoo xxnJ ui sjb3.£ jo joqranjy[ W ! ^ CO ^ rH • ! co ! u H ) s ai 3< 5 ' 3 £ n : ; 5 « 2^ g ’c 3 £ “5 » 3 r i ° . a 3 t 3’p sL; 3 f 34 1C 4 C- > C q 3 ; c : : 5 ^ 4 (. i c XC 3 C a e y ? 3 : > 3 3 ) 3r- = s s a a y \i ii l t \ l IP i? c3 .9 S © cc "m r is*4 ; ; rC 1 ii • • ■ c • MC • ' t a a l g ® = 2 .2 §4 5 OH C aj= Hi 5 +s ca + j Sh C. 3 a o o < 1^5lziP 3 5 a 3 2 3 a i a 3 a ■10 a i a 3 2* 5? 3 « ii y Morris Normal and Scientific School . Teachers’ Training School and School of Individual Instruction. Central Normal College . Fort Wavne College, normal department . Elkhart County Normal, Classical, and Training School.* / r-l(MCO'>l'lO«Ot-OOOOtH® tal Kii STATISTICAL TABLES. e i • © s co *T 0^’2 co -g |«N 2 s^s^sl 3 S S fl © p 5 t-5 >-5 ht, CO 1-5 <1 bb h> § § P3 oH . °? 43 06 . .«4oo 2d . ©^©©©kT©© pXi'Bflaffflfl P0S0 PkS 10 P © © © p p a 003 OO OOOO X O O O O O *C^ X X X X X XX X XXXXXXXOXX ^ X X X X X o 00 xo xo xo X 0 0 00,0 o 00 o ; 00 o : o xoooooo XX X X X X X X : o x o o x oxxxxox X xxxxxxxxo xxox O ! X , X XXXXXXX X X O X o o XXXXXXX ; x o x o o x o 10 • a co 1 10 C4 00 » o 00 1 o _ o o O ^CO Tti o 00 O iM t- O o o o o o o o 00 o t> CO CO CO CO 1C 05 CO ^ CO CO CO CQ 05 ^ CO lO CO • S3 Is VJ p bJjo" O too® OrrjrP p g rt00P0 a o sllasls HlE g p a o g o I® aA © p P © 2 ?«g a g ga| « 5 P p~ p-3 p r] ©HH id ~2££2£ p P « © p © sz 255 as. CO tp © ft P £ o H S £ 0 2 CC^ r3 O P O SCO 5*a fg p^ to p p 0* H - ® p a © 3 s 1 SL-b a b ©^ m tn o ss** 1 p u fc © LJ 43 Soil's -C,P a p mho g ® Jp s Jglg;3 g,p 3 § Pq «wgp Sl^L — ® ™ p ’q ,p ci t/. o p «« 5 p< p 'g © oS ©.o'? £ 0 oO o 2 > o _ ■e p ft ^ P © gH xh d? ’d' ' P p o'- s^KlglS >>h a nr? Ps^o-t^pOoif®*3 Z E: a g « S-d §M § I'sj pa a bra p-p-h-® a p 2 >.j p a-gs^ at H *-^c5 C HA^-H C ^ s ^ ac rt ^ - |jfs RsITS-B s ss-g g-g ss « 'p o 2M^-r fc'P? » p © b 0 0 co Hfl o'pxs g III' y p i Is 1 a Z a^ Jr^ § 2 g a a § ^ a g °3 fcJD □ be 11 II bCp © a Ell p-® s A 2^ b 3 as-s S ^ C6 fp © 0.2 »j K © • « tJD w >5^0 tJD • 4S « -3 ,2 ®'®.2'c 'o © a ^ ®©P 'p^tJ Pc if llo-g i b f^P0^ppco|^ Hoco£i>-3 Mq-S «H ©H «t- CM «W B © o 00000 ’aopP ©C p p p p a gt-Mn * a a a a a^ «©■ s 0o'S"££'6’£ p ©p S gpppppp'P-OS ®pftftaftgfi0o POOOOoSrtrbla g-'p a«s1 ©o'© | PPPPPPOPPP 0OOOOOJOOt. iNK-^oot'XO' iinwioio iniowmioioooooo 393 * From Eeporfc of the Commissioner of Education for 1880. cZ Diplomas after one year of successful teaching. .(/For board, books, and tuition. a Incidental fee. e See Table IX. h Diplomas after two years of successful teaching. b Xo separate report for normal department ( Table VI). /Includes report of Bellcwood Seminary, with which the i For rent of scholarship, c A department of Jennings Seminary (Table VI). Kentucky Presbyterian Normal School is associated. j Are aut horized to conduct Kindergarten. 394 REPORT OF THE COMMISSIONER OF EDUCATION. © 3 © © at H « P* SO £7 p cc I s Time of anniver¬ sary. tH w June. May, last Thurs. June 28. June 8. August 1. June. July 20. May 25. December. May. June. June 22 Mar., lastFrid’y. June, 2d Wed. 1 uoijbui -nrex9 joqpinj jnoqjLM. ejooqoB uoramoo opBjg ut qoeaj S9jBnpBJ£) © W o o o o o ; ; • © ; o o o l esanoo jo uoijajdoioo no 69jcoqij -J99 JO SBiaO|dip 9AT999J BJU9pnjg © et XX XX XXX e X X x X X O X X i uotjnjijs -ux oqj oj p9qoxqjB jooqos ppojq 00 e* o o o o o ; x XXX X X © © © X X x TUni8BUUL£g B S98B98S0d jooqog b X X o o o ; o o o ; o ; © o o i .£joj8iq jemjBU jo ranasnm b ' saesossod jooqog © X X O X 0X0 © x : : ; o o o jsnjBJBddc puB jguiqBO pcocqdosoqqd b 89689S8o’d jooqog Vi « O X X X X XXX ox; x ; x o x X i j£jOJUJO -qnj X’Botmoqo u saesaesod iooqog T* O X X X X O X X ox; x 0X00 X o<^ ss If to 43 qB+nanmjjsnx M 0* XXX X X O X X x x ; o ! x o x X •jbooa e* e* XXX X X O X X O X X o ; x x x X iSuLABJp pUBq 99JJ J0J 89[dtHB -X9 pnB ‘enjBJBddB ‘SJBBO ‘8J9 -pom jo aoijooqoo Bjooqos eqj sejj C* X © p> : O X X o o ; o x ; o o j jqSnoj SuuiBjp 8j © 5* XXX X X O X X O X X X X X 0 X •uotjraj joj juopnje qoB9 oj oSjBqo jenauy A T-i 00 o o co 18-22 88-48 O O o ~r CO 6-16 16 100 0 100 100 24 21 9 CM •U9JJBJ s9Utzb§bui pnB ejBujnof XBuoijBonpa jo jaqnmjq QC H o • CM • CM • ! o O CM • O lO ^ •earanxoA jo jaqnmxt H o • o • CM • CO j 256 4, 500 • i co 1 1 lO 100 400 3, 167 550 600 250 ■JB9j£ oijSBjoqoB ut eqaoAL jo joqmnyj; ** WH05 CO O CO 00 00 CO O o o ^ ^ CO O o CM O CM CM CO h* (NC5HO CO CO CM T* CO CO •ifpnjB jo OBJtioD jpij ux 8jb9j£ jo jaqum^i « H co •*i co* co « en os •*< -corn io “ C i 1 .p 1 1 Northwestern Ohio Normal School . Ashland College Normal School . . . Ohio Central Normal and Kindergarten Training School. Geneva Normal School . Nationsil Normal University . Western Keserve Normal School . Normal department of Mount Union College . Ashland College and Normal School . Lycoming County Normal School* . . . Lycoming County Normal School . Centennial Kindergarten Training School for Teachers. Institute for Colored Youth* . . Philadelphia, Training-School for Kindergartners _ Pine Grove Normal Academy . Snyder County Normal Institute* . Avery Normal Institute . 1 Normal School of Claflin University . lO CO CO 05 O H (M M in ffl t» 03 a OHN93^WOI> COCOCOCOCO C~ l> t> C- C- C- t- t> C- D- 00 00 00 00 00 00 00 00 STATISTICAL TABLES, 395 rP © ^ §8 S ci U « ,ctd w o a a h g o"S "o U ® a 2 la ^ 5 © a *1 A ■ iiaiH agn O g ffl •gH S°fflSa j, n W Table III. — Memoranda. 306 REPORT OF THE COMMISSIONER OF EDUCATION. a © © & © • 00 . 5 oo o _o _P "o m © co 3 a s a « 0«© J p a w|S c3 on O *P ce^ 'wr5 O «S 1 © ' §*J 0 9 oS-o b£o O © -ij,p '©'com p3 © bO . b£K 111 | !“!»* E>pp>i>>t-g©>,S ® 2 g^S © © ©«-2'5© 9 © O^BgS-JooagoSo o'St: S £ g £ g ©Jp £ © £ ■+■> p {3 75 w M W W g 0 M ©o®020229rP2c3° ^g25'-S:S:§tS IASI'S « © a a a 2-§^ go? ©Z a . ® g C K.o5toto,S^,o 0te CST" „ r— _ C O S* Cl_ i tt-, o O g © ® I p | a .go .a a ^a a a Se^os®S©ooooo'3oso ePh ofc^aaPSfcfcfcfcfcOfcWfc . - . — . a . ©©© .^ a© O'©' ®©®-g® ©a® 0 rSS o i=i o © is a cs .2fr 3© “ © © b9-9 5'© © 2 « « a © © .9 £ n §1! a a a | |©J ® Card'S “H'dri'25 .9®.9§||®1.S.9 © ® c S 2 g ® c o o !3o!z5P3o2a2C><}!zi!z; ’ © «s © £ i c3 c3 to hJhT © £ p £ . h m © o oo 5 >? - ^ _juW ru cC ® - P P >o . . ~ - © © . jr © s ® o-lo : ^ ^ . t* **-C ' ’£ ^ W - ^A JT *T © Cg £ M22r- ■^-©'O^arS.H0-^ - t> P rP ° iHfc> a mb ®s §§> © > t: c ’> r2 §*£ i-Soc-3 ..o bS®o p ^ £i an 0 g bl C.5 b F WO o co -'03 M c2 0 CG P b P an (h »a ©cb©©;^©,^©^^ a © Cl, U © © P P © -0 p s^“o6i?l p a ? bc2 S g § g"3 Q - - - J 2© [] Sofs 5 b ^ C3 Spp I© © w © p p, p, p ■ u ^^©^©©^©jzitg l!|.sg113"s 9 ^3 t? .a ® a p 2 -p .© C©c?^ctCOO ofT o P ® gM|p ^ gS-gg'a S > I ©fep^a^jlap^ ©^t=5si©ot>® 'sff 02®a®!2i^.S^^ _j r--1 C+h O t-H Cj’^'^r© « £ 20!^ §2 -S g S 1^355 ll-agg PB.°P5 9 Table IV. — Statistics of commercial and business colleges for 1881; from replies to inquiries by the United States Bureau of Education. STATISTICAL TABLES. 39' In evening school. •opsum^ 14 © : O 05 O 15 O CQ •©inn; 13 o 27 cq m CQ rH 48 o 09 CQ o •IBjox rH o 27 CQ -Hi CQ CQ 05 o 00 to OO o CD lO 122 In day school. •OJBUIO^ li o 61 CQ rH CO O O Cl CQ 22 35 o 40 123 •9IUK OT 130 H O CO O CQ Oi O CO w O O OO T— 1 rji r— \ rH 88 265 98 165 CQ 218 152 •pjjox Q 130 OOCOH 00 05 CQ CO rH O O 00 t— 1 OH rH o t- o co rH CQ 00 05 o IO H o CQ CQ rH -H4 O CQ CQ rH 258 275 •sjuQuqojua opeoqd -np gmpnjoxo ‘sju’op -n*e jo joqranu jbjox OO 130 l> O 00 CO CQ 05 CO 05 tH rH CO CQ ^^5^(74 CO 00 t- rH LO rH rH H CQ ^ CQ CQ 764 124 130 380 275 •6 JO!* -otujsui ojemoj jo joqrnn^j; sjojonjjeut ojbuijo joqxnnj^ > iH CO W P e? o^.g £ P-g a 3 t3 ^ S -S o 03 4^ .r- ^ HHoHm O O-ta Mb/)© 5? rt 8 O -U O -4 tc © bn < (3 © (3 , o H © ! MW OO OOP •V> o : & © &.* ^;2 g>«$ ’ ©o!®^ &f® .g ©° ° ® S’ 5 © ® "p 'o n3 M-S«1°0 © g-sl 3 » fcq§ p g © 2 5 p S -3 os" p.-^ g © © ©,2 a » o © p^f§ © i bt® < g s ©2 © S <3 n“. O n3 as go S ©2 © P • © M P . C cS ■O £> 1 «»§ ! g ® :j§£ tr m p © s c ” •£ M o =3 P gO-gM W-g-3 | § 'S W©-2 S (2 ® © eS fl E|g&| p.g E'p © W § ©--Q ’ &p a © : a * a © O SP ©1 O § ® © 2 M P^ b o . P!2i sS- ;o2 fO <44 a© p © a a ll .g n P©©©S- ©©©Mpfe<'5w)© © g 5 ®^= g gj® © g 'S P p © p od fl-i © © S‘43.S P Ooo WSooo >P3 o OO ' lO CO t>000 OHOC CO t*« CO lO t> 05 |> 00 c HO ^ rH CM CO H H H CO O r *8I0J -onjjstit eyeuroj jo joqumjsE •sjojoiujein 9XBTO jo joqam^j < CM CO iO CO : D BQ . ' ^ 1 p : *1$ '■ f§ ' rf'o • 1 1 P rQ +3 | 1.0 t ©1 2 g a g|d®3 a rj . 2 .2 OoCQ ® G © d «tH O dd ^ rco d^d £ dSd ;sl "as g © i ||| d»-H dP id 2° 'G a *-s si d ©" i -p iS jS ■p ! © . © . o ; © 'S i § • cS<|PH ■P be . . .2 o s ® 'C O OiO ID CO 00 cc cx> 00 O 00 00 t- ID LD 00 00 00 00 > l> CM CM CO • co ^ o t- ) 00 00 00 00 a 3 ®- s «ro g HrH Q © a § 0~ SD © O c8 ®iq o 3^0 h :ph id ©CO '^o^ro'^'d'd ©3 ^ « o ®3 p p H H © B--W ^ _ 2 3 ®" .0 ” 2 « -2 1 2 fctfS ‘P 2 §"'2 © P< MO 0 £%*■ cs 024s. •o o p .g -g s o © S3 & ti< .2 .9© POO p^l>'3oS®«o5 ©OfS MS dd ddd ' “m2 idov ! *21 1 35 £cc >p §2 : g^§ , C5 ^ ^ i tc * © ® tc fee © §» ©.2 rp O gS dd Jj^*® ■“ew fcfl MO J* a6g g Isl |6 f !«!“ r- p2M 0 .2 pq rp &0a o _ > o p • g S g'SW © 22 02 ’3 m -j p © ^ 2 ® -g §2 oHrocZ2 QPb bs m p o g §o a gd d © o «mOq ^o S' ©2 2 0 p2 © “ a W)2 © ©.2 o ©op sags 0 S o O o 0 ooo p Ottf£, W .,y >5rp «2§.-B§ pa o-po2 ,2.prp ^ C m rt o © p ®^q © o 3 odd •rO : ph • o „ * Sofcc © o © M 0 03 © o o 'o S 5 0^1 .all o o g M ®o 2«2 r©|-|3 cp MTj MO® •Sd I 2 © S 02 COS fc£02 © i— t o O ,o, Op p* rH ' O • • • O rH rH • . 1 . iO 00 O O • CO • • CO • t> !>> 1 CO IO iO H CM r> • 0 • oicco • CO • 05 • iO» CQ • CO 05 • O O O CO 00 CM CO CM • rH rH rH CO CO 0 0 CO H* OH • CM CM • CM • 00 I>- H * CM H 05 CO O H CM CO H 05 • O a O i£^ 05 • CO • CM • rt< lO CM • • CM • • 00 -'o 0 coco 00 CO lO CO • rH Hr- 1 t> CO ’h 0 O CO 00 0 H • CM CM • IO » lO H< H • CO CM 0 CM 00 IO CO CM oe t> 0 co r> 0 co 05 0 CM CO CO HH fH lOH CO* ’• !> CM O LO t— CM • • CO t>H O CM H OOn Hi 23 31 4 4 1 29 32 Hi CO OH Ot^OlO t-05 ihOJ OOOiOCO 10 CM CO CO 05 00 CO H< t'O CO iO Hi CM O CM 05 COCO H H H tH H H CM H 05 CO O CO O HrfiHCO lO H CO CO Hi 05 b- OH O 05 CM CM 05 IO 00 CO 00 O H H H CO tO 00 000510 OO ■ — 1 Hi CM 05 CM O H* CO CM H CO 218 30 134 26 194 144 32 243 180 275 206 60 310 365 494 CM OO H lO CO CM CM CM O Hi O 120 613 348 cl28 130 375 60 45 45 268 30 134 26 194 260 45 321 < 273 275 290 60 560 578 494 350 147 128 59 49 CM CM O L— H tH CO H •• CM CM OCM'*‘CMtH • • • O' O - CM CM H O O »0 CM iH rH rH - • O CO CM CO iO CM IOVOCMHU5COH iHCO »0 H CO CO CM CO lO CM O CM 05 l> CO CO CM CM CM CO IO it* I'd : a ! d ! ® :£>© §-c.| Stf «m -> O fH •aw .j3yflo « aQ^Nww P f* f* «i ft f> ft ft . !■§ 1 1 © ftH 4'W'd - Sftpfl S^j" h | 02.^.® p p| §1 £ £ft g* ft© c« fl o d n.§ |H'I ©-d ft ■ p.9 £ fe So d,S a .©-a P •B © r~4 o ~s Jfl «I 1? pp : §p a IM WSo w jd «ioft >iO 00 b- IO 00 H 00 O 05 . b» to • to CM CO to CM 05 tO 00 Hi 0 0 00 00 00 H 0050 05 » CO > 00 kO CO 00 00 H H CO to IH b- co 1 00 00 00 00 00 00 . H H H H H H > CO b* 00 00 . CO CO > 00 00 J H H to 00 rH co »o co 00 H H tH b- IH CO 00 00 00 00 CO 00 s H-4 00 §3 H to co 00 °o 00 I — to 00 oc 00 to 00 eS O s-s „ o d S' 3 g 6ft 3 £ d ©- II d£ ftp o g £ . - o M © C8 ^ h 00 b* >! ® M I g“§ JN ©" g IsJg'Slgdgl 8 HWOPlCftft HP ft ®o » ® g «H h ®to 'S3 § ±! t, £ cS c3 ,d d ’—'ft "© ft c3 m gd gE ®W ” i ® § gs3 ^ ,2 © © ” - h |o|o||| •5 £ § £.d gfg O © H ®o d 3 ftW to pqfq pq pq p © a «« Ri -lO Ia o ® m p rf.3 ■ oj ^3 i i3j rt ® Mp Nd si © s Is > : ^ : ft :d 8^ o d d •Ip d « M S d ft © 9 -u © d t- V3 c3 dp b£w ^O 0.9 \J c c d tJCr^ ®"3 2R l|6l|°d g^ ® ®-§^ 1 2 pf! !!II I >5 03 r- pW . .w s: - ® C8 0-? S-2-2 O GO S fl No^l d 1 ;m ll 5 o oj » H 03 c3 © ft d © -saga 3 a « a t> Om O ^O O O 0, © ® W) © © cs •d © dO 11 g a -S 3 02 § gi d «g ^a •si* ph d.2 S © "® © ^ a a © ?30 &t>3 ^ d H-a 5 a bC © © d ooll Oll-9d |2M^ SIS-* a ill S«|& 0 ,3 d -5 © id t> " P ®pq d fee© oj -® d o^.£ 3 h, 2S bC^ -3 g © fj '+g £h GO r- > O 40 g ®.3 ce^ o t« a g M PP P O P 02 SO Op ® p CD O ©o a .9 © F go 33 Si IS ao a « © be as ?.gs si.s S'© § ©sw Wo . d :P © 9 beS © -h> ©3 o3 beoi^ 5p !-§a d d >s ® Z'B dO-d d .P §W2 ® fe 2«oM wpo ^ * From Report of Commissioner of Education for 1880. b FTo separate report of this school. (See report of normal d Associated with this institution is Peirce’s Normal Pen- a Since succeeded by J . M. Allen, A. M. school with which it is associated, Table III, Part 2. manship Institute. c 62 were students in penmanship only. e At Taunton ; removed to Fall River in 1868. Table IV.— Statistics of commercial and business colleges for 1881, tfc. — Continued. 400 REPORT OF THE COMMISSIONER OF EDUCATION. In evening school. •opjmatf 14 t> 10 CO 03 CO O O 13 1 0 co s •9p?K w 10 10 0 CM ’-H CO O CM O CM CO O CM l> g s •mox CM O O CO CM r— i CM 10 g° CO 0 9 10^ O CO D- g $ | In clay school. •opuiax I E 10 CO 00 0 O CO CM CM CM rl H rH I> 10 0 a> 10 10 O rH 10 19 18 ■0FK 10 150 145 66 66 90 60 O CM 000 TT CM CO 147 10 10 rH Tf O 10 158 250 ' •mox Si 10 CO TfCOO CO t> 0 1> 0 LZl 10 O O rh cm co O 10 O O rH CO O 10 CO r-i 177 268 •s^aampiua oi'coTjd. -npSaipnjoxo ‘sjuop -tnsjo jaqnma pjjox MOOl OCOL- * eH »o CO lO CD CM CM *8.10J -otujsut equtnoj jo .loqam^x ejojotujsai o[bhi jo jaqcanM; CM CM CO CM CM •UOIJ'UZIU^SjO jo oj^q d §.2 Ph S Pi i> d n 0 cS M © l«i ® HCb |>- 10 05 05 CO 10 CM r- r>- co o r'* i> h- io t> OC CO CO 00 CO 00 00 GO 00 00 t- O ^ C5 <0 CO IO CM 00 CO CO CO •JO'^XBTIO JO OJEtf { W I ! I CM O r-t CM 1 1 1 1 • • • * rd 1 g ® q.O ,3f3-g °£W ^SSaa^WPMaQ ass I* II In _ Ijljg* ie mwmxfi m x/i m "-.H -"-SS rd p— « rd p*-i ^ - P O P P 7} OD S^SSgs C'fl O O C 5 H3 d 87) id m :& '.2 ' '© • n=S S?©o ©3 S ®oO © tX-os ® S © ® ’55 * o « o.g.Sg Sai^U'S £ a o^i-Ww 2 PW'3 ‘->33 *■< fl £ Mm.. al's «6 » ® © oa m 5 § s.a g §0 •S « 2 a .2 « ajc© fcr p. ,2 o o © - © M . <3 s-r_P ’ © -© : „ 'T fcj © ® © fcr.S Wp* r~ • O P ,-h S §£ e; d o o © •£ £c§ a qWM, -8 be ■ d a * ?la|p <-3 s a : s * q lOflOi qcc ©|g ©rfe’3 al“j fill o fl-S ® .g ® S-a g-e a A- a II-S& O'^2o'q HHU g © © Ji O CO • rH CO rH O rH t> DJ rH • CO rH rH ; T* • (M | • ■ ID t> iD iD t* ; CM rH rH rH O O • CO —I CD • T-I 00 CO 00 ID CD • 05 O CO O rH CQ CO CO OCN 05 • O 05 CM H' ID O CO H CO •' O CM CM 'CO • rH ID 00 rH CD • CM O C5 CD H1 O CO ’ to rH CD | CO O O ID ID 05 • OCOH O (M ' C5 H* CO CO 05 • r-1 05 id ID CD rH rH * *H rH rH O CM Hi OO ■ O CM rH CM 'CO 150 125 202 76 163 • O O ID • HWH ID 0 05 0 CD iD CD CO 05 ID 03 ID rH r-< rH C3 •H ' CM ^rH O 05 ID CD CO CO CM O n h< CO iD 05 CO H* rH rH CO CQ CQ (M CM ^ rH ‘rH CO CO CD ID O _.00 O 05 t> CO ^'C5 rH 480 428 366 1, 261 525 251 O • rH • CO • CO ' 'M 'H ' O <-l rH • | o • ^ • rH CM rH • O rH C> (M (M CO CO rH CD H H P* ^ CO CO CO CD Hj< (f) rH CO 00 CO CO rfffl Cl i. g : 3 1 : - w ■ .2 p i ■ . © : © Js Horn H fii-i © . MW £1* © 5 "© 13 • HW i.s s ' £ a © eS IS .§§; il 3131 £p|offl ,gp5,s«(i OtM<1oH a M © u'* t Ja|^ bO. o go . • >» ^F*h ®u Pr w ■3^'H P 3 3 i ©rid S'* 2 Pi Pi GO GO GO® A 0> ^ pH . • ^ ct . © O O Whs WPRHHi-aO pH m Ph £ ce |h4 h»4 OO 00 00 00 c CO CM MOOOf r>- o co oo id < 00 00 00 00 00 c : :M ■t$i '©©”'©£< ^3 -S I © c8 p ,3 p£j ©3 © ©" g P.P 3 te ® g .2 « © OpR^iZj » § O ^ -3 tS Mi H-, j2- . 3g PR rH Sr^ ®j§ cc'g'2^ S © ”^~g£ PR PM to r >h rt H v-i 5 t^ho £>j+? a ® flJ* S .H ■•a* . ° a 36 § a^r® >>] 0Q ri PM o J MM ^|2i!z5 PhgoE-Hm M M WM PPPPMtfSizi © ->■*' © 'A >J - £ g §J4&' 5 g S o o p H> £ r ' - g *S*J*&*J © O<0hQ<©©<©rH -fifc’Jg OQ

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M 03 O 3 CwOZi O® 3PP M3 © © S.2 o-3 OM ©O be ro © © O ® m 3 gpq ■ w|6 fc>sP 3 O C3 p TO >-.rp ^ oo © ao- ® - , Cj f-< !W « © s a^ g'o'o o : ooo © : a « © no • CZJ CO © © a © © a beo 3 o .3 ©rl-«.H 03 — i W © © S’© >;P P WOSWW 3 ©O « © © 2 rt 0 P i-e-un 3 E 3 O P fXiWOEnpq fl3« be© o 3cc :o §C® © © 33 3 0-3 O § ©M © o -P o bt:a ■fi ?? « 5F gc A o 31 rr> • i>3 ■ G/J © ~ "S ' r0 P , 2 ft P « p © © © 58 P l^gol© -g ©fMC1 ttslll ^ i §.s p -0 2 3 o ^ •3 Scgpqr©^ ln"gM a u t*. s cS © © Pj® a £V£ •3MW ’© © j® Ri'S'P ® 3 2 l|l o |— 1 o3 O Ph S| © 2 lt§ M a? __j co e3 2 a g o*S *43 d I” C3 ^ d ^ ll PM PH O O O O O c "^26 E CD t> 00 Oi O 1 CQ C & Branch of the Curtiss Business College at Minneapolis and Biblical Institution ; for report, see Table VI. qrThe figures here given are for the year 1880. e Included in report of scholars in day school. h Reported with academic department ; see Table VL Table IV. — Statistics of commercial and business colleges for 1881, $ c . — Continued. 402 REPORT OF THE COMMISSIONER OF EDUCATION. * Number of students. In evening school. *9pJUI9d | rH • VO : o a* oo rH t- Cs> •91«H M H 00 00 rH VO *>» CO • O O t> O x* VO VO CO S 2 In day school. •ofBuiad 11 rH VO Oi M • CO CO VO Tf • rH VO CO rH VO CO c* •oiuh 10 CO O 00 Oi Cvl (M ^ C5 Tt< O (MHHO CO o O O VO 05 o O vO VO rH 00 O CQ T-t rO O • Tf LO O CO CO O .t^(NO(NO(N«0 CO "JlNHW ? |s . u 4 - 03 a © t-CO © ® (. s d cafe p © © . - g P<£f> bo p OQ o ‘p:o ©2.20 Ord'sJ cs a -p a. o © 22 oo-io 0.0 •Sr© O o >M ^ PPb.’rt d -g - ^TOQ o - ..a 2^21 g'f'gg © go^go 5 ” o.a.sl.9 p.s.s^2 * ©-a al'gga 2ntOO'J°o3oSt>0^jj3^riH^ ^ a.S.S^.9^.g.9^2'S >=2 2 j?j£.o o oo o oyufl^^o 0 ' u r tills — 2 R o 0 q g o9°bo « Pt® Ph^ ® m c o a; ra h cJ.h * w’lWl^ *. _ ® d ® an aSi^iw) © b s o a 5 o es O © CO • 05 Id • cS w 00 rH • O CO 00 rH ^ • Tji rH (M id Id • rH • 263 37 rH CD • 00 Id ^ •H'nt CO • rH CD 03 Hh CD OlO 'OS <© • 36 10 30 4 • O ! ^ 48 • CD (M Id Id Tf< • HH W rH o id CO CO 00 rH 03 rH rH ©i rH Id O O CO 05 O !>• 1> T— 1 t— ! L- tH o Id 00 Id t- 346 • (M 00 O id rH • l> CO CO O Id • rH 03 rH C) ft ft i— ( T}- rH CO Tti O »r> 00 Id 05 394 • 00 O Id O Id • l> Id ’H CO CD • H 03 rH 29 169 7il49 47 164 132 62 25 176 150 170 93 73 if) 130 tH id id O 00 t> l> 00OQO CO id CO CD CO O H H* Q CO id 05 03 03 id C5 IH C5 rH 03 03 rH ^id 05 05 l> 03 r-i CD Hh rt CD CO t> 52 25 rH i i rH • • • 1 O 'HH ' • rH • O • • O rH rH rH CO ©1 CO ©1 if) 3 03 t*< ^ rH 05 O rH HHCOWlflO h* rH CO CO Dl^rHC3COC3 § & o M © a p g p< 3 2 H & be® gg W a w 0D pH H ° © _. rL hw M- l|w *1^ £>-|,§ § s ^ i P.-jP-i ® ftft . ,'Cb» . cl 9 gPn" . dW'rttzi £ J> »? H © S^'gW Pd ajd t>R ® PP^WPPH p P ® g cS fl rP P O ai? I# S'd © P ® P c3 ro © P o l-Spl-3 p © « wh s a® S g 'p © p 'del «w gM "E-iJ® Is a 2 rP § P|^ P c’ A fee " ^ c- r> cc oo cd id oo oo oo oo oo oo oo 1844 1865 1875 O O Id rH H CD *d CO CDHC000t^CDCD oooooooooooooooo HHHrirHHHH 1846 1875 1881 1880 1865 1865 1880 1879 1878 1877 1869 • i o • CO Id • 0»i» Id ^ ; ; ; ; ; o 1 1 L» • . 00 ! ° oo o ; ; £ • id • • i-o-, • 00 • • 1® 00° o ; o CD « i i i O 00 * 00 f|ii CO CO ' oo ! ! ^ : ft ft :^ : : : ^ O O Q Cl, • • ■ p <3 <3 w : : ■ -ipp a <3 « =9 bf, „ ^ ® gft PPH^a^®&5 p" 9ffl-ss >-S § H a, © • ■ — . rt ~ • P ^ ■|P c3 c3 Ppf3 © © £ £ ft P P H ®flP • ,H P P .23 «-* „ © © i -+s sBH a oo _j. gS p ll|a' I Sit « r^' 2 & Tlr- 2 e8 1 W PPHWpSp PO p, §-s ®«3 -g C3 ^ OT J* 0| -Tfl< _ ^ rd-d - £2 ® ® ® « &' _ „ • tc fcJD © O^.-gg^gpg^gOO P PP^rPO P ®-S ©.£ pftrp ^p^fe§>;pc3,asra5^t>> ® p 5 op t>-S t>.2S K ^ is.1 © %£ p£ 2 s s a j § p pppSpp^p * rj P • , oju® ©; Pft«“r 3^^ a CD Ph '5--o a p © s © o | il a |& d rd © OOj5 at1 ® ® § p ® : fc« ® .ft • o 0.-j®K.C3P?-i !-i © 0MPhFi-5WW O Ah ft P R > ® 2 m ° 03 ■ ®a®to^ I © | f ppCA ‘*6 i ® g,® 3"*^* S§ .® ^a^-'Spa®^ b^0D§©''MJ®d3©2 H S ^’^.9 0 fir Usl, fcXi'o pH d © ^ © rd © © pd -d © ® d rr^ © S c-i ORW^O^^Ah^m &«&&! ||!ll«I| U ®S O f (D a g § 2.9 §1 ®| Pdi o i'S'p-if^tri • PI'S : §* 111 .5 ft P p o o P S ° C ,pH ft 2 ^ ■p g p Bii «« a p © © M © Opl bC © ft ® jq P ft ft P © , bC o 3A — - ^ ® .3 15B © ® © ■a!|:a-wwg«^ 'S§p^'g§ia-§.&13o WdM PdopMiHMO © © p^ © a I l?g.a ai * e^> « Table IV.— Statistics of commercial and business colleges for 1881, $c. — Continued. 404 REPORT OF THE COMMISSIONER OF EDUCATION. P o © o © © •91BUX9^; •9^H *9^019^ •9F5R ■moi. •e^rignqojna opeoqd •tip Snipnpxo ‘sjuop -tip jo' j9 qumu [B^ox ’BJO!}. -onjpni opunaj jo jaqamyr sjoptuput 9[Bin jo jaqumy[ (M -COtMOCO©C idT^dr^COCOCOCO © « o £ o O c d hi © c •a 2 fcci ; c P © L © *> S.£ IrS ; C > c: tit 6 . . occocooocoocoooooooooooo •J9!}XBIp JO 9^(J rt" ^ C3 »rH • >^.S ® «, ■£ - 8 g'gdN ® tjM £"■© © ^ m § .9 ,£* pq 3 ® 5 O.S 9r®"pi®2®^ g-s-g j§ ^ ® gors & & 5 -3-S g iO®M no^a °0 bi^ ® •a ®^-|o &-3S’o|o^d|^;S^§* ls|gii"!ii»i!i s l“.sof |-l pl.s a H oWi-q P.p © | gpq^.gH ^ - o ®o^©So P.© ^ c: © p.®.p o-rH P GO ^ N G as i-3 £i w. O P-i o : jg © : he® O r-H fcjO* OP ;o ©j^o-: S©^ i r— i H Cl CM C'l From Report of the Commissioner of Education for 1880. a Same students in day and evening schools. Table IV. — Statistics of commercial and business colleges for 1881, jro.— Continued. Note.— The branches taught are indicated by x . STATISTICAL TABLES. 405 •uoiijrap .ioj mop -nje qona or eSxeqo pmuuy gc w lO o O 'OOK5 o ooo GO lO t> 'CO^H zo O O CO ' w 'Tfl • V o n co ^ in © «©•* 32, 80 28 © © qooqos £ui -U9A9 jo sqraoni jo aaquin^ CD 05| o i » lO • i to • • rH • • m is -• © r n •jaquinu 9{oqA\ eo eo O to O O • O lO O »c O O L'- O-IOO. rH* CO i ^ m 1,200 (b) • © • rH ‘ r-T © n Branches taught. •i£qdi?jS9[9X 3 : x-x : x x x x o o © X X •AqdiuSouoqj H . eo o’ X X X X x X o XX X •oounansui ojiq « : © x x xo ; : X o o © 1 X •jCuiouooa peoiqioq; s X X 0 X X X X X o o x ; x x •jAux {BioieunuoQ ® j o» I xxxxxxxxx X X X X O X X X X X •Suiqung; b- | « ; X X X X X X X XX X XX xxxx Xui^OAAUg | ' © o ® x x x o • O X © x ! © •eaypBinoqpeni aaqxhjp 1 8 xoooxxxx o X X X XX ix ■guidaeq-qoog; 1 s xxxxxxxxx XX X X X X X X > : x ; x •SuiArnaQ eo 01 : o o x x o x x ; ; x : • X o x x ; •dtqsunaiuox 01 01 X X X X X X X X XX X X xxxx •oouopuodsojjoo puBqsixS'ag; aouiruoQ H 01 © 01 xxxxxxxxx ix XX X X xxxx •sjuepnjs jo oSc oStuoav CO • CO 00 O O 05 CO rH . H H (M CM H rH O (M t> CM CM rH 00 12-40 15 © © rH rH 00 Number of students. •qeiundg up j & H O * 1 O 05 CM 1 lO • • CM CO © © i ° •qouojx up QfO H in • * • co co m m CO in © in cm ; © •ueuuop) up H 12 2i' 0 *5 in rH CO CO © t>- n —i © CO Tji XqdBoSoxej up © H O • • O CM «— • H • rH • ^ rH CM © © i 00 CO AqdtuSoaoqd up 2 ° | | JHJ O ^ CM 05 rH co in CO rH CM © © ©© CM H •§§>8* 02,®^®.^ :'o^ ® & 0 ©5 Q® 2^ & O 0§SMn°s'§ *g a a 8-® o a ! 2 B.P^^ra 2 S ^050*^*3^33 o0rfBO«B§§ H|j;ccp3RftOOQ i— < a • e3 :2 . u a— © 5* ea-p— > op a -a M a « a “.3 sp ■SP'glSSo ,2*0© L © 9 « 9 l>!d s.s a-s I p B en ©O o *. *5^.20 pP C%,Hjs « «h © „ g>§« © © § £ S jB g © ^) a to &i® O § o-g 0'S ®*®- p &« gn©0 O © . © ■ ^3 &D 02^ p © P © 8 -a ^§3 sSIlllo g £ « cO B ® a SW ©a 1^93121 ◄Iso S3" U © OD £0 F-< H . £• © p.%, ^ © ® § sfa © © p s£ l-2g|^Sas OO^PO^ i to c qooqos Sni -naAa josqqnoni ;o jaqnm m '■V »OiOI>«0«0 0550(M l'® ® ® © ® c~ ft •.TBaA oiqsBi •oqog ui eqaaA jo jaqninjj; •Xpnqs jo asinoo Xpij m sqqnooi jo jaqam^ OON NON® a -jBaX xooqas » >, ! »qq ui Qseajanx as 'o ^5 • jaqmnu ayog a\ > \ © © OlO •XqdBaSaxax x x o ; ; ; o x x •XqdBjSonoqj x x ; x xo ; x •laauBaneui ajiq x x x x x x •Ainouooa i«oi^n°d •jabx yBiOJanimoQ xx x x x x •SniqaBg; xxxx xxxxxx -g •Sm.taAjns I a •gaiqBtnaqqrmi.iaqSLXj © , ; : © © •gnidaaq-qoog; x x x x x : : : x x x ; ; x ® x •dtqsuisninaj xxxx xxxxxxx •aouapaodsauoa puB gsipna; nomnioQ xx ; xoxxxxxx •squapnqs jo a§e aSBiaAy COOOO 0)0)0 *oooo ■qeiundg nj •qouaj^j nj j ® •UBUUa£) uj •XqdBaSaxaq.nl ; * •XqdBjSouoqd uj ^ or. © ® bD — © H ©< ►S* as : •© * g Oc * bCfcJ] . © © © © be os,-., a ©< P) 2 2 §0'o a a^Q •e-e P ooo-.ga,«H'3 «© « © ©_" bcO 33 c3 ©’3 o £ © .3 9 • ©< : & P : © :o §*1*1 a'g'g.g © © ® § 'ga^So © 2 15 'a 9 3 > a §:s M'S «h: i-o ► © © cS tf s a 9 a s’C-g © o a ® cS £3 .13 M © £ aO © 3 O;- 2 ©3 2 a S Hj«M 8*3 > 'rVl'a Sg'P??^ W © © a g* g ® (S §-2 ©s^b £ £ 2 a g ® 0)0 o ^ ^ ^ l5 ^ H^ooQmW- STATISTICAL TABLES. 407 XXXXX XXX X X X X X XXXXX xxxx xxx ; x X XX xxxxxxxxxx XX XX X XX xxxxxx X XX xxxxxxxxxx I ^ 00 05 00 CO 00 oc I bjc g O <0 kp O rr3 g o ® g 2 §®J* s § § § Sq CJ *^CQ ® O cc '«2wgo e3 2 ti y* ® £ ®.® s||Ks •s § M _ 00 © s &° |3|l ^ <*o 9 So l! l-II lif*. « « a g 0 . fl'rj s $s £S®|as g g § s a « <5 o 5 iSSol >.50 2 o ®o « ' h 0 3 8>S ^.9^"3 h®3 5 a s * SS'sg) - ® — 5*0 ^3 ^ 3 o 6C^U c« .ti fH 43 © • oo d si W ® 8° &b © c3 o_j all 113 ^ a y>® ^ © < CM Cl ffl .1 cC — SJ3 £ &C MgS." glil °£ a a 'cs^w a •g © « ° ® £pq ® I O^bM a’oSgfeg’ ©a 2^ 2- "3 § g 3oa^o g |g«£o'|o|:|| of Slug's sis a s6 liog^a.aiao Is 5“||s|S5|-S^ g-q' ®r2 ©si ®3 ^8 © £-5.2® 4^.d ^ U o a? c3 1* Co£ S O drH flw WOHi»PiQ^tcWo 03 .20 '0 © = OOO O O > CO ^ VO O ^ > CO Icousos • • lOOOiMC^ rjt • 000®®0®ffl joo «o ® to • ! 0 00 0 • CQ 0 • <00 CO *o Cl 00 10^ • CO " i 6-12 10 12 11 3-12 O) 10 3-6 8 10 9 10-20 6-12 44 VO VO • • 0 OO WH • • ^ iQ • 0 O 50 140 1, 570 900 300 150 400 O 0 0 : x 0 X X 0 : ;© x j 1 0 x :° : X 0 X 0 0 0 ; xo X X 0 : : X XX xxxxloxx ; 0 x 0 0 0 X X X X 0 X 0 : x x ; ; x xx 0 X 0 X xxxx ; ; x xx xx ; x x x X *,X XX X oxx ox XX XX X XXX XX XX XX X XXX XX XX XX >> M ^ C3 33 3 § oo.S r=J X W M btW .a ® *S ‘43 0 H rt g WO > .-o > la J I.&IJ ' +S © s § a ®a a ** ^ a a © O.g C9 c8 • II iff IsS © r* c_. ^ •3® 2_=? 5-2 «.S ^•■^5.2 §3 ®t^-? l?o^ aoSd &^®§ sst ! o O ® W 3- © ® 3 a © a 3 m In §3 'd'S sg §a 1 Tt lO iO lO 10 10 10 VO VO VO VO CO 1 t> t> C> !>• sa §2 a ® 21.2 2 u o5 J b ®'S^.&3 '©'®‘S §.3 © "S'® a ^ ©‘3 P.-S 3 ® si ® o® =° 5 a W H^a 8 3 a o © * Sflw'So -The branches taught are indicated by 408 REPORT OF THE COMMISSIONER OF EDUCATION. •uoijiuj joj jaap -nje q»B9 oj oltjuqo pmuny Tj « O O O O O o ift r* CO O ^ CO •ee-po ro oisooia .ooooo yt~«gOr-. .ot-'.OTj'O rH 1 I— 1 © • m © © © rH • l> t- t> lO © © © ! qooqos Sax •U9A9 jo Bqjuom jo ioquinyi; * w io »o« ; : •CD t> © 05 00 © © • © t> 00 1« t?CG ; © © •JC9l 0IJSB[ -oqos ui sqaaAV jo aaqurnti 36 00 • • O i ° : i : i 1ft © CO iO "100 •jaqurau oyog a\ 33 275 o o • S§ : © © '3 '£> , ® ® o p "© O H MOOj wc/2 .5° ® a o® ®"o jfk&l gf g=s“ 'SjS'iC ©:3o!3uJ'=c»® 0;3'olr°®5re5gp:)C32 g ® § <& 'S s'S Sh.8 Ill3!islle!l.2 §.S*i p|w| 1 J *B,1U S p Ma g g * s^-*3 © ^3 52§B®gfl:ooflS^ 'gt; .g 50 ©1 >,s § eiSKT^O-a^-^+j+s'-'O'-1 o o flO P3 © O bJD O ©73 £ «* Il|«! il^ig OgS-S' ® o3» §?S^^ ® 'co a +» o a © 5 a o a aogfl C OlH t © i-a k-p O § 2M tao io3 _ ba a © 1? a « - s © S*o a .go b[j w *S © a spq m sho >.3o ^ilfSlgg "S c> a< § >- a ® © pwiq a^-p p p wo p &go§ g >.wlUo-! j+JpHw ©03 b^s'o !>-. a M „ ©MO.-SW .® § 8:9-® "a * a |» III 1^1 111 11 fill Jill-1 0 0^00050H(N«^lC?Ot^C0050HW c;aofl2C3OO00000000HHH STATISTICAL TABLES. ow .onoooe to o © o . © lO tO © © © © O O O O o O 10 to <5 o o to o o o IOFIOCO • tO t> © CO CO © OOOOtOOOE- t>W®®CON(OM i — I t— I I . rOlH r-< t-H r-l W l-l r-< 1,01 I O ■ g I I I o o o oto . OO OO co »— i ca © • CO CO rt< gi, Si, to o to ■>* to CO Ci^CO oa © C3 co co co to c© co >o ■ OlfMiOCOCQO OO 'O | CO J •C^OOOOOOt* j t> o ° 00OC<1O rH rH O O > ^ Cl O Cl Cl co r~' g : :S° : o CO i : : ! o o rH o o I rH • 300 210 o • o m o • • O • o . . rH • O • ^ • ! • o • • • rH o t- o 00 o o o CQ o o o CO o « CO • rH • OO XOO X XO X o o ; x o ; x x ; x X o o •: ; o OOXXXXXO 1 x x x x x o i \ ; ; ; X X X X X I o O X O O X ; X X o X x x ; x : : x o ; X X ; : o O X xoo ! o x X X xx i i XX X X X X X ; x x XXX xxxxxxxxxxx X X X X X XX X X X X XXX xxxxxxxxxx X X X X X X ; X XXX XXX XXX Ixxxxxxxxx ooxxox J o | Jo o o o J 1 x ‘ p ; \ o o X • ; o ooxxxx : X X XO O X x© : : x : X ; X X X o ; o x X X X lx a a © © 3 409 Is t£ »© is ® g CS ©,+i "2 ^hH^H eg SS°8|«|| V. IP'S 3.2 ~ OH 5 00 xxxxxxxx X X X X X X X o o , o X X o X X X X O X X X X X X X X X <3 bB ‘5 © |=s So 3,0 O P, o g 0 tJD s ® 3,2 &3° CO +s O ©o © *® w CO ® bfi &§ d © ^ +3 ■ be H q S'g!3.Sg&?I^l £jl£!«Sii** © be be © ® ~ bfi © o •Pl o fob£Q oO.m ® ^ O aj g 02 ® ®Q £ M £ t>y-' fl ,® fl-S ®*S 3'3 ^ ® a sp gw ^*.s6S2s| e? ^ © „ _, cS ©5 a * r fl.9" tt OS M • © S' ■ O bio s t? :o ® "" ^ © IB'S ' eS _ ° © ^©O ® ss| tS*r^ W g» 113 ^ g a xa *~r=J k rt.tn k o g --hS ^ <© .S3 •l|.aP § o.H © _ t» § >> co cS f Pf © a c ® g co « S!— I 05 o © > cC a ■ o +3 ;o 5 © ® ; C ^ *r-l . • os ^ 2 r2 © ® ® 2 .2 3 ® M ®j§ a S jp.eq © ® 03 a .5 4? ©%J bo® ® ® g £~-s s a © S ® j>>8 E.C _ O O if fl ^ ^bfl o ci ^ h CQ ^ &&&&$ &s •* SrO Vi'S W . — The branches taught are indicated by 410 REPORT OF THE COMMISSIONER OF EDUCATION. •uotjtnj joj juop -nje qoBQ 6; oSnsqo junuay 38 w ©©© •©© .©© t- •* © © • io m .Mt> . . e 100 100 100 90 ©If! .© .©©to©©© list- '© ' M O dT ©© l©COOO»t> 14 0 ! ! o ® ; oo •> : :© © •jfqdnjSouoqd up 15 03 • ° i O ! : © ® ; to ; ; ; ® O Name. H Youngstown Business College and Institute of Penmanship. Portland Business College. . Allentown Business College . Commercial course in St. Vincent’s College* _ Commercial denartment in Trach’s Academy*. . . Knauss’ Business College* . Pennsylvania Business College . ,ro P 'S 1 3 3 o o bj P '•'a o > £ Lancaster Commercial College . Brvant. Stratton it Smith Business College* _ Bryant 1 ! a I § Duff’s Mercantile College . Hinman’s Pottsville Business College . 1’oeller’s Commercial School . Clark’s Commercial College . Luce's Business Collesre . . Williamsport Commercial College. . Providence Bryant & Stratton Business College. Scholfield’s Commercial College . Behm’s Chattanooga Commercial College . Goodman’s Business Collesre . . . Knoxville Business College and Telegraphic Institute. ^ WOl>00050H(NM^i00^00050H?qCC^iflONOOO)0 i-» HHmHHHHHHHHHHHHHHHHHHHrlHHH STATISTICAL TABLES. 411 > o ® © o i rj> lO iA »oo«ia NOOOM w x ; x x x X X X X X X X X X X X X X X X X X X X X X X X o OoOOOOiftiOOO OS OrJ>-«^T}>0^<->tiOOlOCOCO » ® P-r-r-r o o ; x x x x x o x X X X X X xxxxxxxxxxxx o o o o ; ; o xxxxxxxxxxxx xxxxxxxxxxxxxx x x x x x x ; S >> © tj > *05 -C bJO-v <0 fl Sp © ^ ■g >> *CQ vr © * ©S3 sSl^s&ll ©O § ® a s-2 2 §io - ■ e.srs jg*2'9;3 « Spa g o-S S.SW® 2 a e<3 o it ^SS'ogo® ® g P f-l >5 ?2 s Sop S a" rt ® a-o" © o g g g b go 'C'p 0.3 © § 2 8 ©w.S'O g so tnflflT'-r'sgflS ®_4i d li 5 - p - -Oos“E’?oc'1 §2li o p3 o S POO*MptoOO^C?O^^Oiop£co6£6 3^ S g ® s s* ,© © Sh'O o a S3 a ® p.© ®.-g p ft o o f=

© go © 8^5^^ I* r-H ®9^*JP3o3S) © rnp cBm-i3 ©O bO CO §;0 ® ® Oq5 *3 r-l ©O ©p P So 3 o «ppm ®-2 o.9u ^o'3°p3a£’rt®s 2 a So ©5 3^ 3 g a ® ® s a ©w o ©©PcocBPPP-,.© B a S s - rd'S h ® o -i-i o © ©©op© J»cqOs'®Se3rtC8^ta ,q\j ®p fi'S a '3 2 cb •e fes“c^H « p-r p3p o-^rO=-22^2M© •H tc p ^o^o § pO M p p ® .2 bo W g £ be p £3 © .9 ’© -3 *-* 9 o ' ®>3 ?n il P-p ^> © bca<50 00 1 © ■s ’55 GO Pupils. y C$ Name of Kindergarten. Location. 1 00 © n Name of conductor. her of ants. o © rO i •^1 a © © « ® *9 1 © r0 * a 0 a £ © £ w> © cS a % 0^ fc 1 2 3 4 5 6 7 8 53 Kindergarten (College of the Sisters of 1880 Mrs. Rnth friffin _ _ 1 36 (a) 3£ Bethany). 54 Private School and Topeka, Kans. (347 1880 Hattie M. Senour . 1 20 4-8 3 Kindergarten. Jackson street). 55 Kindergarten Insti- New Orleans, La. (67 1881 Mrs. John E. Seaman. 4 63 4-11 3 tute. Coliseum street, comer St. Mary). 56 Bates Street Kinder- Lewiston, Me. (34Nich- 1875 Miss Mary H. Irish. . . 0 80 4-8 5 garten. ols street). 57 Kindergarten, Miss Portland, Me. (148 1874 Miss Mary L. Clark. . . 0 24 3-7 3 Sargent’s School. Spring street). 58 Kindergarten ........ Baltimore, Md. (139 W. Biddle street). 1880 Nannie Montgomery Johns. 11 3-7 3 59 The New Education Baltimore, Md. (343 1877 Kate S. French, J. F. 3 40 3-8 4 Kindergarten. Linden avenue). F. Randolph, and L. F. Bryson. 60 Miss Williams’ Kin¬ Baltimore, Md. (n. e. comer Park and 1874 E. Otis Williams . 1 18 3-6 3 dergarten. Eager streets). 61 Mrs. Brown’s Kinder¬ Boston, Mass. (Hotel 1879 Mrs. A. K. Brown . 0 12 3-6 3 garten.* Cluny, Boylston street) . 62 Chauncy Hall Kin¬ dergarten. Boston, Mass. (259 Boylston street). 1874 Lucy Wheelock . 1 14 3-7 3-4 63 Kindergarten _ Boston, Mass. (28 Mt. Yernon street). 1870 Nina Moore . 7 3-6 3 Kindergarten depart¬ 64 Boston, Mass. (Trinity 1881 ment of Trinity House. Church). * From Report of the Commissioner of Education for 1880. STATISTICAL TABLES. 419 inquiries by the United States Bureau of Education — Continued. fe a i S £JS.S Occupations of pupils. Apparatus and appliances. Effect of tlie system. 9 10 11 12 13 5 5 5 5 6 36 35 40 371 38 Building witli blocks, count¬ ing with sticks, form laying with tablets, perforating, embroidering, drawing, singing, marching, recita¬ tion, writing, and reading. Stick laying, peas work, sew¬ ing, folding, cutting, weav¬ ing, drawing, games, songs, writing, and lessons in read¬ ing and numbers. "Weaving, drawing, model¬ ling, sewing, folding, cut¬ ting, stick laying, peas work, games, songs, instrumental music, and other occupa¬ tions common to a first class Kindergarten. Weaving, sewing, perforat¬ ing, block building, draw¬ ing, penmanship, numbers, reading, singing, games, general lessons on color, human body, &c. Frobel’s gifts and occupations. Gifts used in American Kin¬ dergarten and Emily Huntington’s kitchen garden apparatus and ap¬ pliances. Squared tables, chairs, table ware, piano, drums, triangles, tambourines, Prang’s pictures for ob¬ ject teaching, and mate¬ rial for teaching the oc¬ cupations. 3d, 4th, and 5th gifts, staffs, slats, materials for weav¬ ing, paper folding, sewing and perforating, books, slates, numeral frame, blackboards, tables, &c. Imparts grace of movement inculcates habits of order, method, and prompt obedi¬ ence, and lead.8 the child to think, to act, to observe, and compare for himself. It fully realizes the idea of Frobel that physical and mental work can be made as attractive and exhilarating as play. Develops the physical powers, trains to habits of attention and order, cultivates taste, perception, and use of lan¬ guage, and gives ideas of form, size, and color. 5 33 Weaving, sewing, pricking, building, laying of rings and sticks, drawing, model¬ ling, paper folding, singing, &c. Erobel’s gifts and materials for the occupations, squared blackboard, col¬ ored chalks, piano, and arrangement for the growth of flowers. 5 38 5 36 Gifts 1st, 2d, 3d, 4th, 5th, 6th, 7th, sticks, rings, drawing, perforating, sewing, weav¬ ing, paper folding, interlac¬ ing slats, connected slats, twining paper, cutting and pasting paper, peas work, modelling, movement songs and games. Erobel’s occupations and gifts. All of Frobel’s gifts and materials for the occupa¬ tions, piano, Kindergar¬ ten furniture of the best kind, beautiful sunshiny rooms, and much that cul¬ tivates a love for the good, the true, the beautiful. Erobel’s gifts, &c . 5 40 Building, weaving, working with tablets^ the use of colors in various ways, de¬ signing and drawing with papers, rings, and sticks, pricking, embroidering, and modelling in clay. All apparatus and applian¬ ces necessary for the men¬ tioned occupations. 5 36 5 28 Drawing, sewing, weaving, folding, paper cutting, mod¬ elling, building, stick lay¬ ing, &c. Erobel’s occupations . l Building blocks, balls, and materials for the occupa¬ tions. Erobel’s gifts and materials for occupations. Its beneficial effect in the phys¬ ical development of the child is evident to the most super¬ ficial observer, and itsfagency in the development of the mind is even more marked, awakening as it does the cre¬ ative faculties, giving clear¬ ness of thought, correctness of perception, and laying the foundations for after train¬ ing. Superior preparation for the public school. Increases activity and ability in the child for systematic work and thought, and cul¬ tivates his powers of obser¬ vation. The child’s body is developed by the games played, morals are taught, and the mental training lays the foundation for a systematic, scientific education, which will help him to become an expert nnd artistic workman in any oc¬ cupation in which he may be engaged. Beneficial to the health, mind, and character of the child. Healthful. a Under 10. 420 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1881 ; from replies to *3 ' Id 4^> *3 m Pupils. j 05 1 Sh '§ >> Name of Kindergarten. Location. 3 ci 3 o a o £ Name of* conductor. Number of a! ants. Number of. Between the ages of— ,o^ Iff j S C3 r 1 2 3 4 5 6 7 8 65 66 Kindergarten (North End Industrial Home). Kindergarten (Perkins Institution and Mas¬ sachusetts School for the Blind). Boston, Mass. (39 N. Bennet street). Miss Etta Macy and Miss C. W. Davis. Miss Della Bennett. . . I 50 3-5 3 67 Parmenter Street Kin¬ dergarten, No. 1.* Boston, Mass. (Cush¬ man School). 1878 Mrs. Sarah S. Popes . . 1 60 2-5 3 68 Private Kindergarten* Boston, Mass. (52 Chestnut street) . 1872 Miss Mary J. Garland and Miss Rebecca J. Weston. 1 18 3-5 3 69- Embury Kindergar¬ ten. Boston, Mass. (Grove Hall). 1877 Miss C. It. Sandfbrd _ 10 3-8 4 70 Brookline Free Kin¬ dergarten, No. 1. Brookline, Mass. (Pros- pect street, Old Town Hall). 1877 Harriet B, Stoddor- . . . 1 50 3-7 3 71' Brookline Private Kindergarten. Brookline, Mass. (Har¬ vard street). 1881 Annie B. Winchester . 0 16 3-7 8 72 Kimball Farm Kinder¬ garten. Brookline, Mass, (cor¬ ner Walter avenue and Tremont street). 1879 Mrs. Laura N. Wlggin 1 45 3J-5 3 73 Free Kindergarten. . . Cambridge, Mass. (36 North avenue). Nellie M. Colby . . 1 50 3-5 8 74 Sparks Street Kinder¬ garten./* Cambridge, Mass. (17 Lowell street). 1877 Miss M. Florence Taft 0 30 25-6 8 75 Cambridgeport Kin¬ dergarten, No. 2.* Cambridgeport, Mass, (corner Windsor and School streets). 1879 Mrs. Caroline C Yoor- hees. 1 55 3-5 3 76 Moore Street Kinder¬ garten, No. 1.* Cambridgeport, Mass. (76 Moore street). 1879 Miss Caroline E. Carr. 1 55 3-5 8 77 1 Kindergarten . Chelsea, Mass. (16 Ev¬ erett avenue). 1879 Louise D© Bacon ..... 1 17 3-9 3 78 Florence Kindergar¬ ten. Florence, Mass. (Pine street). 1876 Miss Carrie T. Haven. 5 82 3-7 3 79 i Gloucester Kinder¬ garten. Gloucester, Mass. (Ma¬ son street). 1878 Adelia B. Shepherd. . . 16 3-7 3 * From Report of the Commissioner of Education for 1880. STATISTICAL TABLES. 421 inquiries by the United States Bureau -of Education — Continued. & 1 k. 5-a a a Occupations of pupils. Apparatus and appliances. Effect of the system. 10 11 12 13 40 36 36 40 37 42 40 40 40 38 Those occupations which tend to awaken and exercise the powers of observation, com¬ parison, combination, inven¬ tion, memory, reflection, and action. TJsual Kindergarten occupa¬ tions. Erobel’s gifts in their proper sequence and the regular oc¬ cupations, eiving point, line, surface, and solid. Regular Kindergarten occupa¬ tions, with elementary In¬ struction for the more ad¬ vanced. Pricking, sewing, weaving, drawing, modelling, block building, object lessons, number lessons, paper fold¬ ing, marching, singing, games, &c. "Weaving, sewing, drawing, modelling, bead stringing, paper folding, designing, pasting papers and straw, bb >ok building, calisthenics, and games. "Weaving, sewing, modelling, block building, singing, straw and bead work. Lessons in color and numbers. Sewing, pricking, weaving, drawing, cutting, folding, building, staff laying, mod¬ elling, &c. Sewing, weaving, drawing, stick laying, ring laying, painting, singing, paper folding, pricking, object les¬ sons, modelling in clay, &c. Sewing, weaving, pricking, paper folding, drawing, painting, paper cutting, block building, parquetry, modelling, stick and ring laying. The usual Kindergarten occu¬ pations, with reading, writ¬ ing, arithmetic, ana spell¬ ing foi* children over five and a half years of age. The usual Kindergarten oc¬ cupations. All means and appliances necessary to the carrying out of this method of in¬ struction. All necessary material. All necessary apparatus and appliances as given in Bradley ’8 catalogue of Kindergaiten materials. Squared tables, small chairs, boxes of wooden cubes, sticks, steel rings, slates, and drawing books, patch- work, cardboard, &c. Squared tables, chairs, squared slates, geometri¬ cal forms, rings, sticks, blackboard, materials for designing, paper folding, weaving, sewing, and drawing, str. ws, and beads. Blocks, squared tables, and usual materials used in Kindergarten for the oc¬ cupations. All Frobel’s gifts, plants, Kindergarten tables, chairs, blackboards, draw¬ ing books, clay, mats, &c. Kindergarten tables and chairs, squared black¬ board, 1st, 2d, 3d, and 4th gifts, weaving mats, sew¬ ing cards, planes, colored paper, counters, Ac. Chairs, tables, squared blackboards, all materials for the occupations, wood¬ en beads, 1st, 2d, 3d, 4th, 7th, 8th, and 9th gifts, sponges, towels, handker¬ chiefs, &c. U sual materials. . . . Usual Kindergarten appa¬ ratus. Most beneficent; no training of primary classes of blind children can attain a high degr ee of efficiency without its assistance. It strengthens physically and makes the child observant and intelligent. The effect on the physical, mental, and moral nature is good. Promotes bodily and mental growth, teaches the child self control, and develops in him an ability to think and act for himself. Trains the different members of the body, quickens the perceptive faculties, strengthens the memory, and teaches the child pa¬ tience, perseverance, and self government. Kindergarten children are bet¬ ter fitted for higher school work than those otherwise taught. Teaches the child to think quickly and lays a good foun¬ dation for future school work. Develops habits of observation and attention and quickens the perceptive faculties. All necessary apparatus for the work. Improves the physical condi¬ tion, makes the child bright, happy, and intelligent and thoughtful and considerate for others. Develops healthy, happy nat¬ ures, increases the vitality, makes the mind receptive, the hand skill ul, and greatly facilitates the ease with which the child advances in school work. Develops the child’s physical nature and renders the men¬ tal faculties active and re¬ ceptive. Satisfactory in its effect upon the physical and mental nat¬ ures, and especially benefi¬ cial in its development of the moral being. Regular Kindergarten occu¬ pations. a This return is for the year ending June, 1881, since which time Miss M. Florence Taft has removed to Newport, li. I. 422 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1881; from replies to 3 A CD Pupils. 03 \ c >> Name of Kindergarten. Location. 2 a) Name of conductor. a • U PI © <© u . +3 © © OS 0 © o ©E- a rO £ ® E p 0 A a p & a p ft P © +3 tS) W “ a § 1 2 3 4 5 6 7 8 80 Mrs. Shaw’s Charity North Cambridge, 1879 Mrs. S. L. Cook and 60 3-5 3 81 Kindergarten.* Charity Kindergarten (Brockway Mission Mass. (Reed street). 1881 Miss L. O. Fessenden. School). 82 Miss Jennings’ Kin- Detroit, Mich. (9 1880 Miss Florence E. Jen¬ 1 22 3-7 3 dergarten. W ashington a v e - nings. nue. 83 Detroit, Mich. (338 Jefferson avenue). 1879 Mrs. Eudora Hail- 16 3-4£ 3 mann. 84 Kindergarten . . Detroit, Mich. (83 Sec¬ ond street). 1880 Maria C. Elder _ ... 0 12 3-6 3 85 Kindergarten of the Detroit, Mich. (251 La¬ 1869 Miss Augusta E. Hinze 1 45 3-6 3 German - American Seminary. fayette street). 86 Private Kindergar¬ ten.* Detroit, Mich. (6 81 Cass avenue). 1880 Mrs. M. I. Leach ... _ o 15 3-6 3 87 Second ard Kinder¬ Ionia, Mich. (Box 417) . 1880 Miss Lida Brooks . 40 5-8 5 garten. 88 Charity Kindergar¬ Minneapolis, Minn. . . . 1880 Mrs. E. R. Holbrook. . . 1 20 3-7 3 ten.® 89 Frobel Kindergarten. Minneapolis, Minn. (53 1879 Elizabeth C. Stephen¬ 4 40 3-8 3* 1 South 8th street). son. 90 Kindergarten* . Minneapolis, Minn. (227 South 6th st.). 1875 Annie L. Couchman. . . 1 18 4-8 4 91 St. Paul Kindergarten St. Paul, Minn. (36 1868 Mrs. M. W. Brown - 6 60 3-9 4 Iglehart street). 92 Kindergarten depart¬ ment of State Nor¬ "Winona, Minn . 1880 Mrs. S. C. Eccleston. . . 1 35 3-6 3 mal School 93 Ames A. M. Kinder¬ St. Louis, Mo. (Hebert, Maria A. Kearney - 4 6183 5-7 garten. between 13th and 14th streets). 94 Ames P. M. Kinder¬ garten. St. Louis, Mo. (Hebert, between 13th and Georgie Green . 4 6179 5-7 14th streets). 95 Bates A. M. Kinder¬ garten. St. Louis, Mo. (corner Bates and Collins 1876 Mollie A. Clark . ® 3 82 4-6J 3 streets). t)6 Bates P. M. Kinder¬ garten. St. Louis, Mo. (corner Bates and Collins 1876 Dora Langford . 3 6132 2* streets). * From Report of the Commissioner of Education for 1 880. a Discontinued June, 1881 ; to be reopened February, 1882. Figures above given are for : STATISTICAL TABLES. 423 inquiries by the United States Bureau of Education — Continued. Number of school | days in the week. 1 1 Number of weeks in the year. Occupations of pupils. Apparatus and appliances. Effect of the system. 9 HO 11 12 13 5 36 .Usual occupations, with in- Usual apparatus and appli- .... struct ion in sewing. ances. 5 35 Sewing, weaving, moulding, drawing, stick and tablet laying, paper folding, paper cutting, peas work, ring laying, building forms of life and beauty with 3d and 4th gifts. Squared tables, chairs, 1st, 2d, 3d, 4th gifts, tablets, sticks, rings, clay, pict¬ ures, birds and other ani¬ mals, an aquarium, plants, materials for weaving, interlacing, sewing, perfo¬ rating, and draw i n g , plates, goblets, lun c h cloths, &c. Healthy and harmonious devel ■ opment of the physical, men¬ tal, and moral faculties. 5 40 Usual occupations . Usual apparatus and appli¬ ances. 5 40 Weaving, sewing, perforating, book-mark work, folding, modelling, peas work, draw¬ ing, stick and ring laying, cutting and pasting, and exercises with the 1st, 2d, 3d, and 4th gifts. Tables, chairs, pictures, &c . Tends to develop equally in all directions. 5 44 The usual occupations . Usual apparatus. 5 40 Building, weaving, sewing, perforating, drawing, stick, ring, and tablet laying, pa¬ per folding, mounting and interlacing, modelling, &c. The usual appliances _ Assists very materially in both physical and mental develop¬ ment. 5 40 Sewing, weaving, drawing, pasting, perforating, and interlacing. Squared tables, gifts, includ¬ ing sticks, rings, &c. Develops the physical powers, especially training the eye and hand. 5 40 All given by Frobel . All necessary for the occu¬ pations. Frobel’s gifts, viz, balls, blocks, tablets, sticks, and rings. Good. 5 40 Perforating, sewing, weaving, paper folding, interlacing, pasting, modelling, peas work, &c. Natural and harmonious devel¬ opment of mind and body, and superior preparation for fut¬ ure abstract study. 5 40 Those embraced in Frobel’s system. Those given by Frobel . Favorable in every way. 5 40 Frobel’s gifts, songs, plays, marching, gymnastics, and object lessons. Frobel’ s gifts and occupations. Tables, chairs, Frobel’s 20 gifts, piano, small museum, and bright sunshiny room. Superior development of the physical, mental, and moral natures. 5 36 All the apparatus and appli¬ ances needed in a thor¬ oughly furnished Kin¬ dergarten, with access to a large museum. Produces most happy results, especially upon children of nervous temperament. 5 40 Frobel’ s occupations and ex¬ ercises with the gifts. All necessary for the Frobel Kindergarten. Cultivates the senses, awakens the child’s curiosity, arouses a desire for knowledge, and stimulates to free creativo activity. 5 40 Frobel’s occupations and ex¬ ercises with the gifts. All necessary for the Frobel Kindergarten. Cultivates the senses, awakens the child’s curiosity, arouses a desire for knowledge, and stimulates to free creative activity. 5 40 Sewing, cutting, weaving, fold¬ ing, drawing, peas work, modelling, sticklaying, build¬ ing, exercises on 1st, 2d, 3d, 4th, 5th, 6th, and 7th gifts. Those introduced by Frobel in his system of Kinder- gartening. Harmonious development of the physical and mental natures. 5 40 Those given byFrobel . Those introduced byFrobel in his system of Kinder- gartening. Harmonious developmentof the physical and mental natures. b Enrolment for 1879-’80, including pupils receiving Kindergarten instruction only and those re¬ ceiving primary and Kindergarten instruction. 424 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1881; from replies to • $ •§ .03 Pupils. iU Name of Kindergarten Location. 1 at © a © A £ Name of conductor. I tC 5 cS rO B 3 6 o u © a 3 fc Between the ages of— -3 rr* o ^ II A 1 2 3 4 5 6 7 8 97 Carroll A. M. Kinder¬ garten. 8t Louis, Mo. (cor. Carroll & Buell sts.). 1875 Anna G. Stewart . 1 Z. a ? i a.9 9 P*> a £ rt •£ £ Effect of the system. 10 13 40 40 40 5 40 40 5 40 only and those re ceiving primary a,nd Kindergarten instruction. Trains the muscles, imparting strength and grace to the body, dexterityto the fingers, elasticity to the step, ability to the eye to detect resem¬ blances and differences, and renders the child thoughtful, observing, attentive, indus¬ trious, sympathetic, and self reliant. Trains the muscles, imparting strength and grace to the body, dexterityto the fingers, elasticity to the step, ability tothe eye to detect resem¬ blances and differences^ and renders the child thougntfni, observing, attentive, indus¬ trious, sympathetic, and self reliant. The muscles are harmoniously developed, and the child is brought into a sympathy •with man and nature which early teaches him to think and act for himself. The muscles are harmoniously developed, and the child is brought into a sympathy with man and nature which early teaches him to think and act for himself. Tends to produce an erect car¬ riage, graceful movements, and muscular strength, de¬ velops habits of observation and attention, and quickens the perceptive faculties. Imparts grace and dexterity of movement, trains the hand to be the instrument of the mind, develops acute observation and ready calcu¬ lation, teaches ease of ex- {mession, and inculcates a ove of the good, the beau¬ tiful, and the true. Instructs in manners and polite habits, as well as habits of regularity, obedience, and self control ; and cultivates the imaginative and invent¬ ive powers. Instructs in manners and polite habits, as well as habits of regularity, obedience, and self control ; and cultivates the imaginative and invent¬ ive powers. V ery beneficial. 430 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1881; from replies to T3 A : CD © A CD .2 ’S3 03 Pupils. §>. Name of Kindergarten. Location. 1 © Name of conductor. oi © a ® cz A © u © A © Ij. © o © _ ©^ © S Q t> ® t> © s 3 & S3 a ** p 1 £ % to s53 1 2 3 4 5 0 7 8 154 Private Kindergarten Nashua, N. H. (Church 1874 M. Emma Emerson . . . 0 15 3-7 3 street). 155 Kindergarten of Wykeham Institute.* Mrs. W. Townsend Carlstadt, N. J . 1875 Ford, principal. Miss A. Lawrenz _ 60 5-6 4-5 156 Kindergarten depart¬ ment of public school 157 Kindergarten of Ger- Hoboken, N. J. (272 1872 Frederick H. W. Schle- 2 16 3-7 5 man, English, and French Academy. Bloomfield street). sier. 158 Kindergarten of Ho¬ boken Academy. Hoboken, N. J. (Fifth street, comerof Wil- 1861 Miss L. Luther . 2 40 4-7 5 low). 159 Miss M. S. Schmidt’s Hoboken, N. J. (352 Bloomfield street). Jersey City, N. J. (28 1876 Mathilde Schmidt, principal. Rud. C. Tschcntscher. 5-7 4-5 160 Kindergarten. Frobelsher Kinder- 1877 1 25 4-6 5 garten. and 30 Sherman av¬ enue). 161 Miss Campbell’s Kin¬ Morristown, N. J. (De 1875 Miss E. F. R. Camp¬ 2 25 4-7 4 dergarten. Hart street). bell. 162 Beacon Street School Newark, N. J. (10 Bea¬ 1872 Miss Annie Lawrenz.. 2 90 4-7 5 Kindergarten.* con street). 163 German- Am e ri c a n Newark, N. J. (19 1871 Hermann von d e r 3 90 3^-7 4|-5 Kindergarten. Green street). Heide, director. 164 Kindergarten of the First German Pres¬ Newark, N. J. (Col¬ lege Place.) 1878 Elma C. Korb . . 2 70 3-7 5 byterian School.* 165 Kindergarten of the Newark, N. J. (46 1874 Miss Mary C. Beyer.. 0 50 3-7 4 ! Twelfth Ward Ger- man-Eng lish School.* Niagara street). « 166 American Kindergar¬ Paterson, N. J. (167 1876 Miss S. M. Storey - 2 35 4-15 5 ten. Van Houten street) . 167 i Frobel’s Kindergar¬ Albany, N. Y. (Elk 1878 Mary C. Peabody _ 8 4-7 3 1 ten.* street) . *From Report of tlie Commissioner of Education for 1880. STATISTICAL TABLES. 431 inquiries by the United States Bureau of Education — Continued. Number of school 1 1 days in the -week. Number of weeks in the year. Occupations of pupils. Apparatus and appliances. Effect of the system. 9 10 11 12 13 5 38 Sewing, perforating, stick laying, modelling, drawing, weaving, paper folding, ex¬ ercises with blocks, tablets, and balls, singing, games, and story telling. Object lessons, Calisthenics, and needle work. All necessary material and apparatus. 5 44 Frobel’s occupations, conver¬ sation and singing in English and German, gymnastics, and lessons in reading, writing, and arithmetic. Frobel’s gifts, blackboard, squared table and slates, piano, and pictures for ob¬ ject lessons. Very beneficial. 5 44 Frobel’s occupations . After Frobel’s and Kohler’s systems. Beneficial to mind and body. 5 44 Frobel’s occupations . Frobel’s appliances and ap¬ paratus. Very beneficial. 5 42 Frobel’s occupations . Frobel’s apparatus and ap¬ pliances. 5 44 Gymnastic exercises, march¬ ing, singing, object lessons, memorial exercises, weav¬ ing, paper folding, perforat¬ ing, paper cutting, model¬ ling, peas work, &c. First seven of Frobel’s gifts, slates, pencils, charts, dumb bells, and wands. Superior to other systems in de¬ veloping the child mentally and physically. 5 40 Building, stick laying, weav¬ ing, embroidering, model¬ ling, cutting and mounting, paper folding, drawing, printing, writing, Sec. All of Frobel’s gifts . Excellent. 5 49 Singing, counting, marching, gymnastic exercises, work with blocks and bristol board, Sec. Low tables and benches, piano, colored silks and worsted, bristol board, and boxes of blocks. Most excellent, developing the young intellect, and making happy, healthy children. 5 46 "Weaving, sewing, interlacing, drawing, writing, stick and ring laying, folding, model¬ ling, peas work, paper inter¬ twining, block building, cutting, playing, singing, object lessons, & c. Squared tables, black- board, 1st and 2d gifts, building blocks, sticks, rings, clay, materials for weaving, paper folding, sewing, &c., and pictures for object teaching. Engenders correct habits of thought, induces manual skill, and has a tendency to make the child graceful, polite, self dependent, and eager for knowledge. 5 47 Singing, writing, drawing, ball playing, use of cylinder, cube, and triangle, building, stick and ring laying, weaving, folding, interlacing, e m - broidering, straw and pa¬ per work, &c. All material necessary for the occupations. It strengthens the muscles and makes the child observant and thoughtful. 5 50 Object lessons, movement plays, block building, tablet, staff, and ring laying, draw¬ ing, perforating, intertwin- ing, paper folding, embroid¬ ering, peas work, and model¬ ling. All Frobel’s gifts and mate¬ rials. Arouses and strengthens the intellectual faculties and makes the child gentle, obe¬ dient, and thoughtful. 5 40 Printing, drawing, weaving, perforating, embroidering, paper cutting, paper fold¬ ing, ring and stick laying, designing, embossing, mod¬ elling, writing, calisthenics, pasting, &c. Drawing cards, blocks, weaving materials, nee¬ dles, paper, rings, sticks, clay, dumb bells, books, collections of leaves, shells, and stones. 5 36 Building, drawing, sewing, stick and ring laying, weav¬ ing, &c. Excellent. 432 EEPOET OF THE COMMISSIONEE OF EDUCATION. Table V. — Statistics of Kindergarten for 1881; from replies to iN ame of Kindergarten. Location. When established. Name of conductor. Number of assist¬ ants. Number of. I ^ upils. © ti CJ o & §> • Number of hours taught daily. 1 2 3 4 5 6 7 8 168 Kindergarten (Al- Albany, N. Y. (Pearl 1880 Miss Martha H. Vane. 1 25 6-8 4 bany Female Acad* street). emy). 169 1880 4-8 garten. Myrtle avenue). 170 American Kindergar- Brooklyn, N.Y. ("Wash- 1877 Annie W. Allen . 1 20 3-8 < 31 ten.* ington avenue). 171 Brooklyn Frobel Brooklvn, N. Y. (210 1877 Misses Mary and Eliza¬ 2 29 3-9 3 Kindergarten. Clinton street). beth P. Sharpe. 172 Frobel Kindergarten Brooklyn, N. Y. (46 1879 Anna L Reeves . 3 18 3-8 31 on the Hill.* Greene avenue). 173 Halsey American Brooklyn, N. Y. (180 1878 Emily A. Tanner _ 1 12 3-10 4 Kindergarten.* Halsey street). 174 Kindergarten . Brooklyn, N. Y. (360 1874 j * Miss Emily Christian¬ 1 16 3-7 3 State street). sen. 175 Kindergarten* . Brooklyn, E. D., N. Y. 1879 Mias Minnie Loeb . _ 16 3-7 3 (591 Lafayette ave. ). 176" Kindergarten of the Brooklyn, N. Y. (61 1875 Misses M. H. Robin¬ 3 325 3-12 51 Brooklyn C h i 1- Poplar st. and 139 son and Ella Fitch. dren’s Aid Society. Tan Brunt street). 177 Lafayette Kindergar¬ Brooklyn, N. Y. (390 1877 Lena Schroeder . 1 20 3-10 3-31 ten. Waverly avenue). 178 Mrs. R. Goodwin’s Brooklyn, N. Y. (154 1876 Miss NlcoMne Hen- 2 25 4-8 4 Kindergarten.* Montague street). ningsen. 179 Mrs. Hoffman’s Kin¬ Buffalo, N. Y. (623 1876 Mrs. Amanda M. Hoff- 2 24 4-7 3 dergarten. a Delaware avenue). man. 180 Jardin des Enfants. . . Buffalo, N. Y. (284- 1877 Katharine Chester.... 1 30 3-7 3 1 Delaware ave»ie). 1 * From Report of the Commissioner of Education for 1880. STATISTICAL TABLES, 433 inquiries by the United States Bureau of Education — Continued. © p a® S.9 p £ lO 5 38 5 40 Occupations of pupils. II The usual Kindergarten occu¬ pations for the first year for children under six years of age. Between six and eight years, instruction from hooks is combined with Kindergarten occupations. Exercises with gifts, weaving, Serforating, embroidering, rawing, designing, model¬ ling, paper folding, classi¬ fication in the animal and vegetable kingdoms, &c. Designing with blocks, weav¬ ing, stick laying, modelling, marching, plays, &c. Frobel’s occupations and gifts Apparatus and appliances. Effect of the system. 12 13 Tables, pictures, blocks, straws, and other material used in Kindergarten, pi¬ ano, books, and black¬ board. Tables, chairs, blocks, weav¬ ing material, modelling tools, ruled slates, black¬ boards, globes, cabinet, &c. Excellent ; after the first year, the combination of pure Kin¬ dergarten occupations with instruction from books seems to meet the demand of the patrons. Strengthens the physical and mental powers of the child, especially awakening his perceptive faculties, and de¬ veloping the power of mem¬ ory, preserves his individu¬ ality, and creates in him a love of the beautiful and good. Beneficial. 5 38 Erobel’s gifts, games, gymnas¬ tics, and Kindergarten occu¬ pations which promote the physical, mental, and moral development of the child. 5 j 40 ! Study of nature from speci- j mens collected by the chil¬ dren, exercises with balls, weaving, cutting, pasting, perforating, embroidering, block building, modelling, | drawing, &c. 5 40 5 40 5 36 Singing, weaving, drawing, ob- ! ject lessons, learning of the alphabet in English and Ger- ; man. Such as will produce harmo- j nious development. I Stick, laying, drawing, per- | forating, exercises with blocks, and usual Kinder- I garten work, with reading and writing. Weaving, pricking, modelling, and the other occupations of Frobel’s system. Frobel’s 1st, 2d, 3d, 4th, 5th, 6th, and 7th gifts, squared tables, low chairs, piano, slates, blackboard, cards, paper, books for drawing, &c. Katural history specimens, pictures, coior and form charts, balls, blocks, rings, modelling tools, squared tables, and blackboard, &c. Frobel’s usual appliances and apparatus and charts for reading English and Ger¬ man. Usual apparatus Blocks, rings, sticks, tablets, &c. 5 38 Erobel’s occupations Every gift of Frobel 5 j 40 5 | 36 Singing, marching, games, sewing, weaving, paper fold¬ ing, paper cutting and past¬ ing, modelling, peas work, drawing, building with sol¬ ids, exercises with tablets, &c. Frobel’s occupations . All the gifts and materials for occupations belonging to Frobel’s system, with large collection of natural objects, tables, black¬ boards, pictures, plants, bows and arrows, &c. Usual Kindergarten appli¬ ances. Causes a natural growth of the muscles, develops the men¬ tal faculties in their natural order, and is eminently adapt¬ ed to the wants of nervous and backward children. Renders the child quick of perception, strengthens his memory, awakens a love for the study of nature and science, teaches politeness and gentleness, promotes health and physical develop¬ ment. Satisfactory in every respect. Superior to any other system as a preparation for more ad¬ vanced studies. Marked in quickening the pow¬ ers of perception and obser¬ vation. Quickens the intellect of the child and develops his moral nature, leading him to think of the happiness and welfare of others. Promotes physical health and strength, develops the sev¬ eral organs of sense, educates the moral nature, performing the great work of harmoni¬ ously developing body, mind, and soul. Trains the physical powers of the child, especially the hand, imparting strength, grace, and beauty of movement, cultivates the powers of ob servation and description, and develops a love of naturo and of art. a These statistics are from a return for 1880. 28 r 434 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1881; from replies to % •a +3 to *3 i Pupils. | 1 Number of hours taught daily. Name of Kindergarten. Location. ■3 -4-3 <© d © A * Name of conductor. I Number of as | ants. Number of. Between the ages of — 1 2 3 4 5 6 7 8 181 Kindergarten of the Poppenhusen In¬ stitute.* College Point, N. Y . . . 1869 Minnie Brehm . 1 120 3-6 5 182 Harlem Kindergar¬ ten. Harlem (New York) N.Y. (207 E. 117th st.). 1877 Mathilde Becker and Olga J acobi. 1 60 4-9 4 83 Free Kindergarten of All Souls Church. New York, N. Y. (139 W. 49th street). 1878 Mary L. Van Wagenen 6 80 3-8 4 184 Free Kindergarten of the United Relief Works of the So¬ ciety for Ethical Culture. New York, N. Y. (1521 Broadway). 1878 Fanny E. Schwedler.. 2 100 3-6 6 '85 Kindergarten . New York, N. Y. (220 Clinton street). 1879 Mrs. S. E. Carpenter . . 1 16 3-8 3 186 Kindergarten and Primary School. New York, N. Y. (165 West 53d street). 1874 Miss Jennie Bolwell.. 1 35 3-10 4 187 Kindergarten of Mrs. Froehlich’s School.* New York, N. Y. (28 East 50th street). 1874 Beilina Froehlich. . . . 1 32 4-7 4 188 Kindergarten of the Academy of the Holy Cross. New York, N. Y. (343 West 42d street). 1879 Sister M. Helena . 3 25 4-8 3 189 Kindergarten of the Children’s Aid So¬ ciety. New York, N. Y. (19 East 4th street). 1879 Mrs. Briant and Miss L. Schlegel. 1 5 150 5-7 4 190 Kindergarten of the Foundling Asylum.* New York, N.Y. (East 68th street and Third avenue.) 1875 Sister M. Irene . 100 2J-6 191 Kindergarten of the trainin g department r of Normal College.® New York, N.Y. (Lex¬ ington avenue, be¬ tween 68th and 69th streets). 1877 Helena L. Davis . 0 32 4-5 4 192 Model Kindergarten and Training Class for Young Ladies. New York, N. Y. (586 Seventh avenue, be¬ tween 41st and 42d streets) . 1880 E. von Briesen . . l 30 3-7 5 193 j Normal Training | School for Kinder- gartners, M o d e 1 Kindergarten, Ele¬ mentary Classes and School Garden. * Fror New York, N. Y. (7 Last 22d street). n Report of the Commis 1872 sioner Prof. John Kraus and Mrs. Maria Kraus- Bolte. of Education for 1^80. 5 75 3-10 3J-4 STATISTICAL TABLES. 435 inquiries by the United States Bureau of Education — Continued. S £ £ a |.al|s Il!!-a Occupations of pupils. Apparatus and appliances. 9 10 I 11 12 5§ 46 5 48 Frobel’s occupations and gifts Frobel’s occupations . All usual Kindergarten ma¬ terial. Frobel’s gifts 5 44 5 40 5 40 5 40 Drawing, building, and all the occupations pertaining to the system. Kindergarten occupations, les¬ sons with the gifts, games, and walks. Weaving, perforating, sew¬ ing, drawing, painting, pa¬ per cutting, folding, and in¬ tertwining, slat work, peas work, modelling, gymnas¬ tics, and lessons on the various gifts. Ball games, block building, drawing, stick laying, weav¬ ing, paper folding, cutting, and pasting, painting, peas work, modelling, and les¬ sons with tablets. All the appliances necessary for carrying on a true Kin¬ dergarten. Frobel’s Kindergarten gifts and materials for the oc¬ cupations, Prang’s chromos for object teaching, stuffed birds, piano, and wooden bricks. The various gifts, black¬ board, and slates. Balls, blocks, slates, sticks, mats, slats, peas, rings, clay, seeds, paints, cray¬ ons, scissors, and paste. 5 39 Lessons and occupations of the Frobel system. Frobel’s gifts, gymnastic apparatus, piano, plants, I &c. 5 40 Pricking, weaving, sewing, modelling, stick and ring laying, and the other occu¬ pations of Frobel’s system. All the gifts and materials for the occupations, tables, chairs, birds, flowers, &c. 5 40 5 52 5 40 All the usual occupations, weaving, sewing, &c., with object lessons and lessons in reading. Paper folding and weaving, peas and wire work, draw¬ ing, perforating, embroider¬ ing, modelling in clay and wax, movement plays, gym¬ nastics, and dancing. Perforating, weaving, sewing, paper folding, cutting, and pasting, modelling, draw¬ ing, &c. 5 42 Frobel’s occupations, gym¬ nastics, games, songs, stories, and object lessons. Squared tables and chairs, blocks, material for fold¬ ing, weaving, &c. Six worsted balls, sphere, cubes, and cylinder, wire, peas, cork, paper, slats, clay, and wax. Gifts required to carry on the Kindergarten accord¬ ing to Frobel’s method, and materials for the oc¬ cupations. Frobel’s gifts, appliances for calisthenics, &c. Effect of the system. 13 Very beneficial. j Beneficial in every respect, j Very favorable. j Excellent in its effect on the health and satisfactory as a humanizing method of train¬ ing- Promotes good health, and the mental development is very satisfactory. Teaches the child to recognize and to respect the rights of others, to be courteous and kind to his elders, makes him thoughtful about the most common objects, thus increasing his own powers of happiness and usefulness to others. Children trained in the Kinder¬ garten advance more rapidly and show more power of ob¬ servation and concentration than older children otherwise trained. Superior to any other system for educating young children, making them healthy and happy, anxious to do well, and eager in the acquisition of knowledge. Marked improvement ; it trains the hand and eye and leads the child to observe and think for himself. Develops physically and men¬ tally, and renders the child graceful and polite. Healthy, harmonious develop¬ ment; it teaches combination of knowing with doing. 5 38 Frobel’s occupations, gym¬ nastic games, garden work, songs, stories, care of seeds, plants, and domestic ani¬ mals, &c. Frobel’s gifts, and material for the occupations, plants, a museum, cabinet, &c. Harmonious development of all the powers ; it teaches com¬ bination of knowing with do¬ ing, this idea being carried through all grades. a These statistics are from a return for 1880. 436 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1881; from replies to Name of Kindergarten. Location. When established. Name of conductor. Number of assist¬ ants. Pupils. 1 Number of hours taught daily. Number of. Between the ages of — 1 3 3 4 5 6 7 ' 8 194 Nyack Kindergarten. Nyack-on-Hudson, N. 1878 Miss Sarah C. Robin¬ 1 12 3-12 4 Y. (corner 2d avenue son. and Gedney street). 195 Cook’s Collegiate In- Poughkeepsie, N. Y. 1879 Marion A. Wilson _ 1 15 3-7 3 stitute Kindergar- (324 Mill street). ten.' 196 Frobel Kindergarten. Rochester, N. Y. (No. 1880 Misses Margaretha 25 3-7 3 3 Clinton Place). Otten and Lisa Marx. 197 Kindergarten derRo- Rochester, N. Y. (7 and 1873 Hermann Pfaefflin. . . . 1 20 4-7 5 cheater Realschule. 9 Mortimer street). 198 Kindergarten, West- Rochester, N. Y.J263 1878 Mary H. Westervelt. . 3 50 6-12 6 ern N ew York Insti- North St. Paul tution for Deaf- street). Mutes. 199 Rochester Kinder¬ Rochester, N. Y. (61 1878 Miss Meta C. Brown . . 1 30 3-10 garten. East avenue). 200 Cottage Kindergarten, , Syracuse, N. Y. (74 1876 Mrs. M. C. Still . 2 44 3-10 3,4 Primary and Inter¬ James street). mediate Classes.* 201 Kindergarten of the West New Brighton 1874 C. M. Thompson . 20 3-7 3 Home for Destitute (Staten Island), N. Y. Children of Seamen. 202 Nursery and Child’s West New Brighton 1877 Mrs. M. A. Du Bois . . 1 30 4-18 5 | Hospital Kinder¬ (Staten Island), N. Y. garten. 203 West New Brighton West New Brighton 1880 Miss Mary Boyle. - . . .... 20 3-7 4 Charity Kindergar- (Staten Island), N. Y. i ten.* 204 } Kindergarten (Char¬ Charlotte. N. C . 1879 Mrs. N. Eaton Irwin. . 9 (a) 1 lotte Female Insti¬ tute). i 205 1 Kindergarten (Peace Raleigh, N. C . Mrs. Mary Foster, 1 Institute).* principal. 206 St. Mary’s Kinder¬ Raleigh, N.C. (Hills¬ 1879 Kate McKimmon . 2 16 5-10 5 ! garten.* i 1 boro’ street). 207 ! Tileston Kindergar- Wilmington, N. C _ 1 ten. I 208 Cincinnati Free Kin- Cincinnati, Ohio 1880 1 ! dergarten. (Front and Broad- 1 ! way streets). 1 !> Sallie A. Shawk . 14 200 3J-6 2,3 j 209 Cincinnati Free Kin- Cincinnati, Ohio 1881 I j ■ dergarten. 1 (Twelfth and Elm | ! streets). 1 1 * From Report of the Commissioner of Education for 1880. STATISTICAL TABLES. 437 inquiries by the United States Bureau of Education — Continued. c ■*- s g,:|-a 9 10 42 5 40 40 40 I Occupations of pupils. Apparatus and appliances. Effect of the system. 11 V* 13 Perforating, staff and ring lay¬ ing, folding, embroidering, weaving, modelling, and building. Singing, plays, weaving, sew¬ ing, drawing, pricking, peas work, string lessons, bead stringing, paper folding, paper cutting, painting, modelling, and form building. W eaving, stick laying, prick¬ ing, paper folding, clay modelling, reading, writing, natural history, calistkenic exercises, &c. ' Balls, cubes, cylinders, ob¬ longs, square and triangu¬ lar tablets, rings, staffs, and materials for weav¬ ing, perforating, embroid¬ ering, paper folding, and modelling. All of Frobel’s gifts, cabi¬ nets, illustrations from the animal, vegetable, and mineral kingdoms, plants, piano, a musical triangle and bells, squared black¬ board and tables, pictures, &c. Miss E. M. Coe’s Kindergar¬ ten material, Prang’s nat¬ ural history series, piano, dumb-bells, wands, cabinet of specimens, objectlesson cards, &c. Imparts health, strength, and grace of body, skill of manipulation, inculcates habits of order and system, quic- ens perception and ac¬ curacy of observation, strengthens the judgment, and develops originality. Command of powers of body and mind ; strength, agility, and grace of body ; accuracy in the use of senses ; taste and power in design ; clear¬ ness, conciseness, and readi¬ ness in the use of language and in analytic and synthetic discrimination. Improves the physical condi¬ tion, quickens the mental fac¬ ulties, and inculcates a love of nature. Frobel’s gifts and occupations . Material for the occupa- | tions, seats, squared tables, | and blackboard. 6 52 ("Drawing, sewing, weaving, I pricking, building, model- I ling, paper folding, ring ! ^ and stick laying, peas i work, paper cutting, inter¬ lacing, and all other occu- j pations given by Erbbel. ! Weaving, sewing', drawing, paper folding, pricking, and ! modelling. Everything used in a Fro- bel Kindergarten. | Frobel’s gifts, consisting of blocks, sticks, slats, rings, balls, &c. (5 ! 52 5 i 37 I | i I ! 5 40 I Sewing, weaving, drawing, : paperfolding, aiidmodelliug | m clay. Weaving, sewing, drawing, j paper folding, clay model- I ling, pricking, ring laying, j physical exercises, singing, | &c. All of Frobel’s elementary gifts and occupations. Kindergarten chairs and tables and Frobel’s gifts. Squared tables, small chairs, blackboard, Frobel’s gifts, pictures, birds, &c. Those necessary for the best comfort and develop¬ ment of the child, includ¬ ing tables, chairs, black¬ boards, (fee. 5 j 40 All the occupations of Frobel’s system, movement plays, &c. 5 52 Sewing, weaving, and clay moulding. Frobel’s gift and occupa¬ tion materials, plants, tables, chairs, black boards, &c. • 1st gift, six colored balls ; 2d gift, sphere, cube, and cylinder ; 3d, 4th, 5th, and 6th gifts, large cubes, di¬ vided differently ; 7th, tab¬ lets ; 8th and 9th, slats ; 10th, sticks ; and, 11th, rings. ■ Very beneficial. Strengthens the body, develops manual skill, exercises the senses, and employs the awakening mind. Very beneficial. Development of happy, hearty children, sound both in body and mind. They are edu¬ cated to think, to know, and to act. It produces healthy, happy children, quickens the per¬ ceptions, attunes the hearts and minds to harmony with nature, and forms a superior preparation for school, show¬ ing the advantages of Fro- bel’s system overall others. Harmonious development of the child’s threefold nature. Harmonious development. 442 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1881 ; from replies to N am e of Kindergarten. Location. When established. Name of conductor. Number of assist¬ ants. Pupils. i J O SSI n 1 jfij ||| 5 1 Number of. Between the ages of — 1 3 3 4 5 6 7 M 235 Philadelphia, Pa. (530 1879 Emma T. Lehman _ 12 2*-8 3 Kindergarten. North 19th street). 236 Schleigh Kindergarten Philadelphia, Pa. (18th 1877 MissFannieM. Schleigh 5 50 3-8 4 st. and Girard ave.). 237 Mrs. Van Kirk’s Kin- Philadelphia, Pa. (1333 1874 Mrs. M. L. Van Kirk. . 7 38 3-6 3-3* dergarten. Pine street). 1 238 West C hes tn ut Street Philadelphia, Pa. (1707 1878 M. B. Cochran, princi¬ 2 38 3*-7 1 4 j Kindergarten. Chestnut street) . pal of seminary. 239 Pittsburgh Kinder- Pittsburgh, Pa. (36 | 1875 Misses M. M. Wilson 2 60 3-10 1 3 j garten. Sixth street). 1 and C. B. Morehouse. 240 Sewickley Academy Sewickley, Pa . 1878 1 ! JohnWay, jr., superin¬ 1 23 3-8 3 I 1 Kindergarten. tendent ; Miss C. B. Pierson, conductor. 1 241 Locust Street Ameri¬ West Philadelphia, Pa. 1880 Miss Lucy S. Wurts . . 2 17 3-10 can Kindergarten. (4037 Locust street). f 242 Mrs. L.M.B. Mitchell’s West Philadelphia, Pa. 1877 Anna W. Barnard . 1 16 3-7 3 School and Kinder¬ (315 N. 35th street). garten. i 243 West Philadelphia West Philadelphia, Pa. : 1876 Miss Mary J. Rider. . . 1 35 3-12 ! 3-5 Kindergarten. (202 S. 41st street). ! 1 244 Wilkes-Barre Kinder¬ Wilkes-Barre, Pa . 1880 Miss Gretta Bevier _ 10 1 3-7 3* garten.* 245 Miss Taft’s Kinder¬ Newport, R. I . 1881 Miss M. Florence Taft 0 13 2*-6 3 garten. 246 Alden Kindergarten . . Providence, R. I (An- 1878 Caroline M. N. Alden . 4 55 3-7 3,4* gell street). 247 American Kindergar¬ Lynchburgh, Va., 1876 Miss Jannet Cleland.. 1 15 4-9 4 1 ten. (Church street). " From Report of the Commissioner of Education for 1880. STATISTICAL TABLES. inquiries by the United States Bureau of Education — Continued. 443 ® . i £ '3 s'* - -+3 Jft a * 1-3 £ Name of conductor. c3 . ' O ® g_i P o P rO a £ Number of. Between the ages of — 1 2 3 4 5 6 7 8 248 Kindergarten (Leache- Wood Seminary).* Misses Leache and 3-8 3 Wood, principals. 249 Portsmouth Kinder- Portsmouth, Ya. 1876 Miss Y. S. Staples and 18 4-9 5 garten. (North street). Mrs. S. C. Manning. 250 American Kindergar- Richmond, Va. (208 1877 Virginia R. Snyder . . . 1 15 4 4 ten. South Third street). 251 [ 1 40 252 Kindergarten d e s La Crosse, Wis. (Fifth 1877 1 ! Miss Hermine Weis- 0 25 4-7 5 Frauenvereins. street). senbom. 258 1880 Miss Emma Jeschka. . 25 3-7 5 ten. street). 254 Kindergarten der Milwaukee, Wis. (Sev¬ 1874 Miss Carrie Heyd . 2 40 3-6 5 Nordwest Seite. enth street, between Walnut and Sher¬ 1 man). ! | 255 Kindergarten of the Milwaukee, Wis. (643 1874 Miss Emma Jeschka. . 1 40 | 3-7 4 German and Eng- j Broadway). iish Academy. 256 Milwaukee English i Milwaukee, Wis. (493 1874 Mrs. Chas. H. Clarke. . 1 26 4-8 4 Kindergarten. Jefferson street). 257 Milwaukee Kinder- ! M ilwankee, W^ i s . Miss L. Pinckney _ 19 3-7 3 garten.* (Tenth street). 258 Milwaukee Normal i Milwaukee, Wis. (cor. 1880 Mary J. McCullough. . 2 60 4-6 3 School Kindergar- < Seventh and Prairie ten. streets). 259 South Side Kinder- | Milwaukee, Wis. 1870 Sophia Holzhaeuser . . 2 80 3-5 5 garten. (Greenbush street). 260 Kindergarten depart¬ Oshkosh, Wis . 1880 Nellie E. Talmage - 4 42 4-7 3 ment, StateNormal School. | 261 1 ' Sheboygan Kinder¬ ' Sheboygan, Wis. (cor. 1874 Miss Annie Zaegel. . . . 20 3-7 5 garten. Seventh street and New York avenue). 1 'From Report of the Commissioner of Education for 1880. STATISTICAL TABLES. 445 inquiries by the United States Bureau of Education — Continued. j > Occupations of pupils. | Apparatus and appliances. 11 12 OX 44 O © | © ■a « c 8 * •s Si's ^ r— 5 42 5 36 6 44 6 52 5 50 The usual occupations, with singing and calisthenic ex¬ ercises. Devotional exercises, singing, motion songs, calisthenics, object lessons, gardening, marching, playing, writing, drawing, and short lessons from books. W eaving, designing, and pasting, designing and painting, drawing, perforat¬ ing, stick and ring laying, lessons with blocks, mod¬ elling, peas work, and em¬ broidering. All occupations of Frobel’ s system, with instruction in (German. Weaving, block building, drawing, paper folding, singing, marching, gymnas¬ tics, and exercises in decla¬ mation. The usual occupations with the different gifts, calisthen¬ ics, declaiming, and singing. All necessary articles for Kindergarten instruction. Blackboards, cards, letters, blocks, sticks, halls, pict¬ ures, maps, charts, nu¬ meral frames, museum, gymnasium, ropes, swings, large box of sand, and a garden with tools for each child. Cabinet of curiosities, and specimens from the three kingdoms of nature. z' Frobel’s materials Colored halls, geometrical solids, tablets, sticks, slates, materials for per¬ forating and embroider¬ ing, split wood, straw, clay, primers, black- boards, &c. 6 J 42 Frobel’s occupations The usual apparatus and ap¬ pliances. 5 j 40 The usual occupations _ _ _ _ 5 J 38 I All taught in the Frobel sys¬ tem. 5 40 Work with gifts and occupa¬ tions, games, singing, and lunch. 5 48 Drawing, weaving, sewing, perforating, paper folding, cutting, and mounting, tab¬ let, slat, and stick laying, block building, gymnastics, j singing, marching, and j plays accompanied with music. 5 40 Modelling and board work, ! peas work,, paper folding, I intertwining, cutting and pasting, weaving, sewing, I and pricking. j 5 50 ! The occupations belonging to Frobel’ s system. Usual appliances. All the gifts, blackboard, piano, and rubber balls. Frobel’s gifts and material for the occupations, table cloths, dishes, towels, ta¬ bles, chairs, drums, trian¬ gle, and piano. Balls, blocks, slates, peas, wax, clay, charts, black¬ board, plants, pictures, gymnastic apparatus, and piano. 1st gift, worsted balls ; 2d, ! ball, cube, and cylinder; I 3d, 4th, 5th, and 6th, divid- j ed cubes ; 7th, square and triangular tablets; 8th, connected slats ; 9th, in¬ terlacing slats. 10th, sticks, squared black¬ board, and slates. Balls, sphere, cube, and cyl- | index, building blocks, tabl ets, slats, sticks, rings, and materials for pricking, embroidering, drawing, weaving, inter¬ lacing, peas work, and paper folding. Effect of the system. 13 Culture of the physical, men¬ tal, and moral natures. Promotes physical health, im¬ parts dexterity to the hand, cultivates thought and the reasoning faculties, makes the child kind, unselfish, and truthful, and develops a love for God and humanity. Strengthens the body and the mind. The method is won¬ derful in its results, produc¬ ing deep and lasting impres¬ sions without overstimulat¬ ing the young mind. Results most favorable on both mind and body. Physical development. Imparts health and grace to the body, cultivates the rea¬ soning and observing facul¬ ties, develops a sense of beau¬ ty in form, color, and sound, and trains the child to habits of order, punctuality, obedi¬ ence, kindness, and self-con¬ trol. Satisfactory in every respect. Excellent. Its superiority to other methods is very mani¬ fest. Develops a love for order, free¬ dom, and justice, and creates a desire for books and school. Most visible improvement in the moral nature. It tends to counteract peevishness and restlessness and to make the child polite and kind. Improves the health and de¬ velops the mind, especially the memory. 446 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1881; from replies to 'S *3 Pupils. 00 3 • o >> ro Name of Kindergarten. Location. 1 2 Name of conductor. 03 m & i O F-l © © 5 1 go c3 © 43 .A be § -a .a a 5 3 .a a 0 ® 00 II La | ! * fc M 0 pg ! 1 a 3 4 5 6 > 7 8 ! 262 "Watertown Kinder- garten. "Watertown, Wis . 1877 Miss Ella Koenig . 0 40 3-7 6 263 1881 1878 Miss Stella A. More¬ house. Miss Mary Emma King 16 12 3- 10 4- 10 3 4 264 Georgetown Kinder- Georgetown, D. C. 0 garten. (cor. West and Val¬ ley streets). 265 Kindergarten Indus¬ trial Home School. Georgetown, D. C . 1880 Mary E. Hatch . 30 !' 3-8 4 266 Bethany Free Kinder- Washington, D.C. (cor. 1880 Emma L. Graves . 1 50 2-6 3* garten.* Ohio avenue and Thirteenth streets) . 267 Capitol Hill Institute Washington, D. C. (22 1877 Miss Cornelia F. Boy- 3 64 53-10? $9-17$ 3-4 and Kindergarten. Third street south¬ east). den. 268 Frdbel Institute and Washington, D. C. 1875 Misses Susie Pollock 2 40 3£-10 31 Kindergarten.* (1127 Thirteenth street northwest). and Catherine Noerr. 269 Iowa Circle Graded Washington, D.C. (936 1879 DoraN. Brown, prin¬ cipal; KateS. White, 0 34 4-12 6,3 School and Kinder¬ P street northwest). garten. Kindergartener. 270 Kindergarten . Washington, D. C. (1135 Seventeenth 1881 I Miss Olga Hesselbach . 23 4-8 4 street northwest). 271 Kindergarten* . Washington, D. C. (807 1879 Mrs. S. A. Cavis . | 1 20 i 4-12 4 H street northeast). 1 1 272 Metropolitan Semi¬ Washington, D. C. (800 1876 Bessie C. Graves . (a) (a) 31 nary and Kinder¬ Eighteenth street 1 garten.’' northwest). 273 National Kindergar¬ Washington, D. C. (929 1874 Mrs. Louise Pollock . . . 2 30 3-10 3,5 ten and Primary Eighth street north¬ School. west). * From Report of the Commissioner of Education for 1880. STATISTICAL TABLES. 447 inquiries by the United States Bureau of Education — Continued. 0^1 Occupations of pupils. Apparatus and appliances. Effect of the system. 9 10 11 12 13 5 40 Singing, twisting, braiding, &c. Yery satisfactory. 5 40 , 5 40 5 40 5 40 5 40 5 40 5 40 5 40 Sewing, pricking, weaving, pasting, modelling, folding, cutting, and gardening. Frobel’s occupations and les¬ sons, with the gifts, physi¬ cal exercises, games, sing¬ ing, object lessons, and drawing, Block building, stick laying, weaving, sewing, peas work, perforating, drawing, &c. Weaving, perforating, peas work, 3d and 4th gifts, tab¬ let and ring laying, paper folding, sewing, &c. The 20 Frobel gifts and occu¬ pations. Usual Kindergarten occupa¬ tions. Weaving, paper folding, sew¬ ing, paper cutting and twisting, perforating, draw¬ ing, modelling, and peas work. All the gifts, papers, and books belonging to the system. Frobel’s gifts and materials and usual Kindergarten furniture and apparatus. The different gifts and a blackboard. Usual gifts and appliances of a true Kindergarten, airy rooms, play ground, iano for older pupils, umb bells, maps, charts, blackboards, globes, i !JI£ 3 • > JJds sf a. gcot:0 “ H ' g x g® o > ^ > ,-• © *SSri ^£"3 aS .^3 ^ o • < a - cc - so IlCOJO HHt^ ' CD Tt 00 Tt» ) 00 00 00 00 GO cc OOOOOCOO 00 ao GO 00 oo CC 00 00 CC 00 > O CO e3 3o .05 £ h g 2 S.ei.2^ p' £ <3 =3 _ o p +3 ©^ S C . . ®cs.-t (=1 a © £§ = rX: t- 01 ■ ®Ph in- > . - iO o 00 S ^-1 © © o--£^ Ills S*£j IsSS rc B^S 2 5 5 o_ 2 © _02’© 2^“ 2 *© M o .’ « • co : -A : 6C . w ' co '■ - ® . S-gto? •wfe 2 ©-g © h 1-1 m CO T] © p 0 £ © « cS 5- ca ^3 © ©CO cc^ ,p to bczi W tt'o ft 0 ®.s 2^ - TO s R m n *5 co_ © *3 © ^ H I sl|!’|| liflla' ■g g-MaT* 2. IC'lrt^iOCDt'XOCi .Hall . ....! Benicia, Cal . ....J . I 1870 j Rev. L. D. Mansfield, STATISTICAL TABLES. 451 ® 00 t> t- CO CS'IO § § © ip OHO © © © © coco am co to © os vs oo vs © tO ©CCCOIMVSrH VS ft ©o adfto oo a a ■ (h • O . . 0-0 O Ph ft ft ao P LJ O • O 3 ftft ft o a o o ft ft ft g g ft tH O Ph ft ft a aWU a o c . . o ft ftiftft ft ft ft a p; W » :§ ijgtf £ "C © 3 •’1 P< © g t> .5 _ p . pq :•« g-cc bs^sg b • 2 a =1^1.9 S 3 ^ ^ >-3 |t| § «3|3ftd 2 ^'o ^ c3 ® _ O A l-o^a2CBs eS s ® © P4 te > © © ® P © 3 PPPP © a © a o ©3 »^o «W- ftp CS _ G5 £-• OD t» *— * c * ^3 Eft£ £ HP coft 00 00 00 oc OC 00 I ^ coo ■CD O CO ) 00 00 00 iS^ p/p 2 3 <000^.3^* g moo >tg,2 >>33 S P^pa) ©TP^ « P p ooo^fto 'O'O'O dflfl 323 cs p p OOO -■ © ^ '— 3.cs3rc? a © _ p O Mi © ^ ~ ■■ ©^ — ' P '0- * 3 * o ~© do « PO _b° SI ©1 S 1^0° ©cso- 3”-I^-2-3§.-.-n «3“oH •♦? rv, far .7? 00 '3 a c8 h © o o 2 33 2 §131^2^1*256 |t> g ©"S-gSg S | «Ph g g § ',0 O^r p'p 11 ^ i*-i _ 'oc 3 ■ a © 3 a : p3 >> 53 ft 'Qfll O . >Wu fj “ItsiS to l2='= m a^ ©da' p © fct - © k c © ^ > o,J 1 3 bfi g p; ,© 1 S3 o 111 is ^ ^ p 1 a S > 3 a. |5| s. a^&g f S a £C0 la •HS ®ys W • il|L 3 ajpca ^amra^'S 0*H O.^ 0W ri co OCZ2CG SS 1 .3-S ll co3 © ft ”1 .S a?.s® ca a ■sag's p o PhO p .mm g Hi . 3^ P P+i ft co coco © o (H |2^j§ . tf a §a« ©' O Clra ©.5 ° *§M © g' •§>.©g ^ O 1 x o (-1 *’o 2 r? ft ft 5 H xS .£ p p ©■*■ ft ft’* ©^ c 3^ 2 o a - °g A a g |.p S 0‘p P Wl .©'S = • ^ ft CO ^ -3 1 CD OC b4 (^1 b ^4 CM CC CO CO COCO CO CO From Report of the Commissioner of Education for 1880. a Sex not reported. b Reported as closed in 1880; reopened September, 1881. Table VI. — Statistics of institutions for secondary instruction for 1881, fc. — Continued. 452 REPORT OF THE COMMISSIONER OF EDUCATION. Number of students. •aca.t ormapcac 'jstq jo asop eouiB xooqos opiguaios paaejug; £ 1 ;OH • • ■OH • rn ; : j° j : •auaA aiuiapBau jecx jo. 980X0 eouiB aSexi09 l>a.i9jug; £ -HW • rH J rH rH j • • It It *9^9X1" ul osjuoo opijnotos .ioj Suu'eda.ij ■£ # • O (M 1 rH • O rH • rH » • ' rH 09 • • • • • •oSajXoo at 9BJIIOO XBOlBBBp .IOJ $UI.ludo.I{J *3 1 • rH CD j CO ; C- 09 • CD * kO iO • • •soSnooUBj ujapoui uj 2 • O C5 O CO • CO t> •005 • O O kO iflinoffl 10 • •esanoo x^oibsbxo uj 8 1 ■HH lOO • rH 09 CO • 00 UO 09 O 0 GO kO lOb- ' Hi 09 | •asanoo qeix^o-g up c* iH j • 03 CO kD • • CO r-1 CD • •090 • Ht • r-1 CD • GO 8 O kO kD uO Ok • CD rH 09 CO • •9XBOT9J = 1 05 O CD kOiOt^CHOt- CD t> rH rH kD CO CO O HOkOkON CD O CD lO 09 CO 09 r-i CO •9IBK s kO CO 09 • • 00 CO O tH 00 H • • CO TtCQTt • • O • kO *H CD kO • ‘ ■ 09 rH •XBJOX C5 H* CO 00 kO >0 H rt< rj^ H rH CO rH O t> W W CJ O OO 09 O rH 0 kO O 00 09 kO CD kO CD CD CD CO CO •sjojonjjBui ox^uia^ ac i CD HOH 00 00 O j CD 09 rH LD 09 kD CO 09 09 t> •BJOJOnjJBUI i> rH 09 H COCUMHCCHH 09 1 1 1 1 fr •uoxiemmouap snoiStx9^! c c p: ooo c S o o o o ; o o too ; t a) m &) rJi cc oq tn w 05 go t w m ) fliflCflfl 'flc C . ooo oooooo oo ; p: ; ; Is tj 0 : ■ : © © © ; x ® ® j a a p a? ..go® 0 oj Principal. *3 Sister Mary Carola, superi¬ oress. Frederick S. Curtis, PH. B. . . Benj. B. Penfield, M. A . Rev. Guy B. Day, M. A . Miss Emily Nelson . Mariana B. Slade . : ; ; M ; : : ; H : p- g : e5 : ^ ; on S • 4 .2 • b!aw : J o ® >Wtl 303PhP^ Miss Elizabeth H. Haines . . . j • • • . ' bC H : h J§ • 0 r s CQ \t i* in ' fZ ' - (H CO 0 — g-o 1 J3P3 c;^ ej -d >d£§C5b> £ X •uoia'BziurSao jo ojbq * ICCIO t>C009C0T*C9Or>t0 CO 00 CD 00 o CO t> CD LO i- O t> D l> l— 00 CC 00 00 00 oo no OC 00 00 cc 00 00 OO 00 00 uc oo OOOQ •jajj-Bqo jo 9jr(j « • » - < :°° • ;£ lOtU 1801 1865 1869 1827 ■ ■ 'CO X— , • . . .oc 0 • Location e» c c c .5: P Bethlehem, Conn . i Bridgeport, Conn . Bridgeport, Conn . Bridgeport, Conn ... _ Bridgeport, Conn . ; : :. : a • ■ • • O P • 0 • 'Or : p : c a ° a a .-2; J © 0 ? «■ -r® -Sfl'E §£ g||S sT-g -g * § 3ofipSc O O £ i . \ g p r° c © £ * C a £ «*- c p £ a c C L! 1 The Curtis School for Girls . Commercial and Military Institute Golden Hill Institute and Family | Boarding School.* 1 Golden Hill Seminary* . j Hillside Seminary . lYLorgau ocnoui . . Bacon Academy . . Fitch’s Home School . Durham Academy . Glastonbury Academy . Greenwich Academy . Miss Haines's School for Young Ladies and Girls. Rocky Dell Institute . Mrs. Robert H. Griswold's School. Young Ladies’ Seminary . Mystic Valley English and Classi¬ cal Institute. New Britain Seminary . The Eld e rage School." . kO Ot>00 OOHlMCC^iflOh- 00 05 O H N CO ioioio ocDcpcDcpcDcpcpcD cd cp i> f> t> t> p- STATISTICAL TABLES, 453 o tH -O • ! ° . o • O • 03 O • • • ; ; O ; o HNWO j • CO o ! ° ! CO 03 • O O • O O • Tt< O ' o O • • O ' • • • O H o IOOOH • rH • CO CO • o to CO CO O 03 • rH • f-l : : 35 O CO CO O O CO H1 rH T 08 • »o CO ! ^ i CO O CO CO • 03 OO O *003 rH ■ lO r-i * rH 50 30 12 11 15 4 1 21 o r- O rH 03 O O r-' 03 rH CO 01 o • OtOt>03CO • CO H* tOOQOOO 03 »H rH* 03 0303 r-H< lO CO O^OOON 03 lOCOCOrlH 03 o ^ 8 iO to • CO t> CO — • H- O COO O O tC CD O Oi tC CD UO O O-H tDC0H CO CO CO 03 03 o o omocc • coco ' coo^ot- o 10 COSTCO « 03 0 • rH CO 03 CO 03 03 r-i 03 O 00 rH 03 CO CS* H< t^O • CD O CDOOOHt 0 0>CO(NI> • O CD l-O3r-iOIC0 98 08 lO CO 0000003 CO rH O HQTjfOt' O rH O Hi CO rH rH ^ O 03 03 CO ^ CO 03 CO H1 00 to 03 CO ^3 00 CO I^- O CD 03 CD HO OOO^O OOl>tDCDO r^ Hh iDiO^tOCD O 00 CO rH • rH 03 • ^ C> HCOO 03 rH 03 • 03 • H 03 rH CO 03 03 03 03 03 03 CO Ol rH O3H«03iHiH rH 03 CO rH rH lO CO CO rH r1!M V< CD 05 03 03 CO j rH 03 03 j • rH 03 l i % to t g a e O o C "A O C Xl t 1 c > c >c f t > p: P. E . . . . Cong .... P.E _ Non-sect Non-sect Non-sect Non-sect P.E . Cong .... Non-sect ; ; o o 0) © r-i « ® Wp a a P • 55 ^PH !2iPi © o o © © © ® ® ® a a ac o o © . AA A& 1 i Non-sect Baptist. . Non-sect M. E _ R. C . Baptist. . • • ? ■ up a : AtiA • 1 i .a a; 'S P a 2 2 § < > ? % , _a 1 ! : v * ^ i 1 a !j ! c ! .j ’. p !«= J 7 J 'J. 5 is » > 1 ) ) ! > | ? ) p j % 1 i j 2 1 1 Eev. P. L. Shepard, A. M . Hiram TT. King . George B. Glendining, A. M. . j Frederick Sedgwiok, A. M Mrs. E. E. Clark . W. M. McLaughlin . i : s S'© ! 3 ® : a 3 a t ;p ai 5 • © r . P ® a :-3 Ifl O a Jg ;p | c ; © rs = P< j* | g : E ? fC IP R. H. Skinner, A. M . Rev. Frederick Thompson, M. A. McKendree Downham . ~\V It Tharn _ . R. E. Maranville, A. M . Rev. Frederick Thompson, M. A. Rev. J. L. Polk, A. m., ph. D Mother M. Clerae n t i n e O’Connell. Dr. Samuel W. Murphy, a.m . James H. Crabb . Rev. J. E. Perry, a. m . James C. Craver, M. D . Rev. Samuel B. Darnell, B. D . Mother Mary F61icit6, su¬ perior. Rev. J. L. A. Fish . . i t t T i ^ ; c - < Sister M. Josephine, sup’r . . Mrs. Mary G. Scott . J. N. Whitner. A. M . Leonidas C. Dickey, A. M - to to t* co CD tO r- 00 00 00 00 00 ooio ^ to N oo oo oo p 2 p g O o a O §c5 g W lP a: 5 A A Is AA :a s s.3- a a a a a a a n 3 a o o o o © QOQOU .Mrd'rdrard' §555-® CO 02 tG GO CO a a „ § i 1 Oo® a n - © O >1 mmS a a,© 32_| 2 « H £££ a a o a a o o >: oo a' a" -a O OT© laP a 1 _o ._S © © ai © P oPQ,P a f.af'H m S%%&3 '© © cs2s pop^ pI ; U ® © © . . PPP'oJ'® a" a' a'® ® 523 bfS tc ac bfi q -5 a a a -a ^ lc« c3 ■ Si a as || M S * ^=s Ph >a: PS i p ap '0 ^M3 ® as >; a OX) S ,5 a P '-3 W — x 1 12 ® -.o a J, ® o 1 ® ■<* ^ © btp a © C3 © <3 _ tn ® ci ® *3 3 *© w cS a "© P(® . ©•: p.t ot* p a \T,© co ^•"S fc ® 'd ^ © o'«'® a cc ® +* IV oca -43 ; % aas ® ; © a a 1 O O C3r-j -.©02 - S tB .2 5 >.5fxi i?© C-S PtcWtc P I h-S %< 3 iD S.*U *' o £ ®^i M ©.a A PH«2 >i tsJC >-3 s.s a § § © f-V a © g § § §«2 hphm-® jfla-H.Sj pl|s = y c © © w _q >».* >; CS O f-l’ >: !◄?!! a l| §1 | tl|| J '© © apS pRwh!^ CO Eg e8p> C o >>>> © © :| i1® :P >-3 a ° .ii&ig* 3 a'3'P ©.-s ‘S S^l aia-^ ‘■3 53 72 ;|^g: ftlipi i ^fas o a :&h '•n • © ;ra > a . i-i ;0 • >3 * -+P -00 ooooooo oo ll|li 5 ©h, ® 'a ® S O g'g « ,,©•■§ t>.^5 O O .s o ® ©2 Ji ^of^P 2° ® cS a 2 From Report of the Commissioner of Education for 1880. a Deceased August, 1881. 6 These figures are for the year 1880. Table YI. — Statistics of institutions for secondary instruction for 1881, O lO.Cl O l> O CD • Cl r-t Cl CO CIVH CO CO O "9811100 T[8l[Sa[i£ UJ | 2 | g ooooooo^ot-h^i th oo ocicqo OL0TjiC0C0»QCliDC100 CO CM ^UO^OO CO r— 1 i— t r-f O »D "9[«CU9,J •9I18R | 2 •I^ox "SiOJOniJBUl 9[BOI9X ' US to ‘ « W fe o Wfe/ © 3 3 3 "3 « S£s ^ acfedr^ Pn‘ pp ©£ • • . ^ o . CAPhh3 'norjtfziu'Bgjo jo o^bq ,00^000 Cl OOOO . d Cl l- . t- r- I OO 00 00 00 oc 00 00 00 00 00 • 00 00 ua^xeqo jo o^q ■ rH O IHN • <- . U- t- cc co . 00 oo Sg* - - j- „r j- « o -r *-i © ® >. J5 ja ,2 £ J3 g ■§ A © -g § —• +j -*j o s 5 S'© ,2 o s 2 fe 3 33333 £ O o es o © a 3 cS cS « « 32; © w D s WW oooou 3 cS .* 3 a E,8 £ © X; ©*5 -3 _ . GO ri •Hi* *£ 03 r-H «&go a o 3 © ? ®C» es 302 Sl§ ® pLE'-g g WO <5^5 3,2 «<5W ©^W © fe<5 © - ' > g-p.2 fe5 g.a gP a®oasE>3 -w-^,-~fefe©s2.2fep3 cgW O o •2 <5.3, t 5 £33 ® * C Mo 0 2©©© <3 ^ © H ms s.S i ,3 W es •«* . WW o3Uv'H oos i Cl Cl (M Cl Cl < S CO S ( 2I§ STATISTICAL TABLES. 455 O.-OHO ^ O CO O W W O lO C^OiOOO < C4 ^ ca co O OLOOMCiO > O 00 o • iO m io^o^^ CO r-l 03 CO^ 03 o « © © © In v © © © © •h CD ® » E ffl p,fl g pj 2 2 w cS o o c o o o OOO « O O © O O O a © . o . :^-S *-> • O Q> r i^lr © © © o © © © © © ep CD op a a a a o © © o a« rrt ^ ** otT Ja e &c© (■* > ■ ^><3 © m a - a dp ? c3 ; o « £e w wQ.g §jr 6li0«J Mill s «! tAw >: © « z? a A ,-fe; O £o dp H © | tip ,S n* © © a a ®-E S a « B L a a o o ■ rtCC • 2° © © H • © gVU'3 5? ® o y c3 M C O ^ Wc siig oll«sHp Hg«iH*ig ■gaw.2 . £’P< • S • t> M «H iFMcoFH^ £ © S ”bj a <3P* ©gg-gW^H SMjgSofi g « ^ s Pi § f-< 03 cS c3 as Js © W >, P 2 «j 0-1 © . Pd © © t-2 g» ££ g©§© • —• o fcio £ pq PQ l_q n=) , 4Q CO t- hOO(C oooooooo oooooooo <3 <2 a fcjjfec . 1 .s.g.g p a ^ E-C ^ is iS P^o^o © crjcoco-^-g © ® © eS cS © t> t- rO r3 03 c3 © © OOOOO W0001®0' t" L- - 9,rP -al3,5l' ^ ©'®' a t> © © a ^ ,34 © © © -e 5 a aas 3 ^ c3 S 3 PiPatSOO : 1:3 • 6 cia c3 rt t*. CjO-'I - -®.S a a SS d d OOHK a CL. Ph : « §1 , ;1© a ^n-3ra r2 g-a-Sra ^ | g g fl [jOiM ^ {S P JZ'ZSS s« S 2 rt § flJ’S’S FPqWoo * p- ^a * • © h •'I a^a a g © a®^ S S'! ■w 0i2 i ©^ * SH'o,|!®>2 ©^ J © « J a ®^a 53-0 &Vjr<3 a * 3 >fg ga'B p a a arS o o o om PicccGOOOO [>5©^ a a « -4-5 W r? . ^§al»§ ^HlJfi)© tI'o ^ M ^ .^rCQTf^ cdw S . if as iii.s ill ooO oPfiflPnHPI 'a ^3 c3 © « a rH-2' a >>® ^ . K ■ Infill ■.stilly ^ k2 S S "a ’« d‘ o ’ ■sl O -d 09 p'-s tX© _ F3 ! 4^> fl O ^ ^ © ||5 ;,P ©T^ ic^d © ga;-2 -3-5 ^ © ©'"- > » ©/5d® 3 © 2 25^3-1^” ogfSC^wg^i >2 ^°rHo.g2« ©oaBfst>'5rrS 2Q.2|slea O SmWPPw >® ®OH oq CO '(B io CO t~ OO I co co dj !i !i 7*1 ~*i . i !£?S 40 4-0 UO 40 lOO« * From the Report of the Commissioner of Education for 1880. ^Merged in September, 1881, in the South Georgia Male and a Sex not reported. Female College at Dawson (see Table YII). ' Table YI. — Statistics of institutions for secondary instruction for 1881, SfC. — Continued. 456 REPORT OF THE COMMISSIONER OF EDUCATION. oioiapeaB jbbi jo 98op ooma [ooqos ogjjnapB pajojng; •JR9^ OiraOPBOB JBBJ JO 9BOp 9JUJ8 930[lOD_pajOJU3 •oSapoo ui oajnooogrjuaioa jojSauBdajj; | •oSapoa ai QHjnoo poissep joj SauBdajj ■Z I •eoSunSaux uaapoai uj « I NOOMO> ia © o ® •QSjnoo poiss'ep uj > © IN 05 Kb •eearioo qsixSua; uj l> (M C£> 05 03 T* I •Op5U39j[ OOC^iOCOO©t> •!> I »0Oe0 05C0NC0HHW>fl • © •opK •pjox oonoioi IMtJiOWI •BJOptUJBUT op 019 J •sjopaijBai appj •aorpannouap snoiSipy; M3 u « o . . « 45 © © • . © £ ? ® ? be J ? O 2? P a p a w p v£ooog®o •ooijbziubSjo JO 9JB(X ^ •aopiBqo jo opci w t 00 00 CO 00 •OlONOt'HHWOOOlO !>■ i>- o • to io t> co * r— o ao r> oc c- i"* p- © t ~ t- - - - X CO GO OO 00 00 GO 00 00 00 oocoaoco *00 00 00 00 CJ • ■ <8 «®o :«Oo . -V ofl - ?#> fl hH ? J5 ‘u ^ c8 g g 27:5 ; . ; a * «nfl « § © w « cc .y : A *'« ■ « „ 'X'2 ! ® ! >5 !1 -S' ;|- >a,a® §~ 2W3 fct'+j cs c4 . si a P t. ©'?,©•“ cs £ © g-w-r b£© £-. g fl-p *-■ P p:P CjOO iQ^H • • r— 1 • • rH • • CM j © © © 01 CO © j ; • © HJ © O © CM © CO • © © © © • ' I 91 I 0 00 t"» 00 lO © cc rH CM ) XS t m in © in in • oo oo m • © CM O © • rH CM rH © © CO OOrH©CO©Hl©m©t- rH H' rH rH «~l - © r-i CO © in to © cm © ic ©, H’ Hi © CO i ^ • CO CO 5 CM © © C'- v00 f> oo © CO © ■ rH CM OO © • CM OST SI 8S 85 © inmmcM©©©oc© H”’ © CM © CO CM CM © CO © © © • © 00 CO HI • HH © © © 1C © rH CM in CM CO TT CM • t> CO CO in.© CM©© •rH©|'-HHO • CM CM CM CM 'CO ^ CO CO rH 'inTrrHirjCMCM rHiOlO ' © * rH ...... in © • T*1 CO • COCOCOCM©m©COCM CM CO CO in CM rH rH oo cm m co © CO rH m H1 CM oii!)NoNiooooiB»eq —'10 HOior'anomiN s© o oao gnmcoiBioo® ■ o ci te in n o CM'CO*ri CUtjii-l'^’COi-ICICOC^CO (N-^O V CM ^ ©q'*,00'*»'(MSHinkaQOOoo^oo ecioo ioh<© cM©©min©©cocM©©©©m© m 00 O © © CM © CO © © CO H« © CO 00 © CO CO © © TjiQO CO © H< © 00 © © Hi Hi CM CO H< CO 00 CO Hi t- Hi rH CM H ■ rH CM • r-i CM • • rH © CM CM rH • CO rH • rH ■ rH CM • • rH CM CM • rH © rH rH CO • rH © < CM • u W W - o . a> cj 2 ao • ? ® ® P a PrP C^P o © ©£ Jr* -'£w ■g‘g a r* H h bfl bC+i “ Oft) .in . 13 J3 ^HC^Soihi^dpf p»h a pSpP cm co Ci • t- - ‘ - CM l _ CO 00 00 < r - t - n (N c CO © ci : i oo oo _ . . _ _> CO CM © CO ^ c3 C5 rK C3 rT-a - O C3 ^*<3 ta ;■;::: c? : s ; O ®'0 * O ^ ®'^ © - -- o, w f g- sf M fl § g5|||5 « »|=«*3 1 e *1 bus'll! |l a&fl g|| S3 ® © o °'3b© ©.9.2 o 3 c« ©12 .S o o s ^ J § 3 |2j £ fcj o pH Ph PL, pH PL, G?W W PS W w W Ph m oo m 02 cc «8 O . e3 J2 oO o a - . ®.b -£ ® c3 Cp B WWW _©' «SO : ®^K C«33^ ~ ■'o S -go" ■ a ® o ^ <- O CO 'S O rt O 3^ cjO : ^ -rk _ ^ ^ Hh c« .lj w w 3 q^-3 q S ® btfcco a o?TS §9d§-9”o®^o> O • _ - o. rt ©^3^3 © SO . £ ef § ago S r-H N d O W ^ c5 C4 C\S ^ pj Q •s a a © >*/ H O M Z} r7-1 rr, m CC *r-» •> t»> i >--*S o’ : ®ra •SSmI* •§!' H'a btJc: a i!^Ib,’3; Ja” : :A :■« t- 33 SiS o a • § fl kO O rH ?T-r/l J2 O ® 2 S' * O r^j P>ia2 >-• S3 M g'-cc ; 9 9 -S | •- >> I d ® : orS.^ ® S-g^La _ .. Jg gW !m © ©W.23^ i ^ W ^ P,9 ^,2 © ais® . O 5t! ®^9S O s © r^aww^awwww s a HH © * IbhflS g 0W g ^ _ r o rj ^ •3-5 g 3 a « cs © g " O o P*H S ® 8l»g ^ IS «5R®0 WWW a © © 3 Cn 3 >0 S B a 3S» • gp33- a^ai © >0, a e>e 1.-5 q ®<)g §gi'3©Mt>5 «3c»,bl)“ Il'giS p e sp?!gl9BH62^^ |tg:s§gaflog.g.a5§-§ *3 ®1I i s S-s-g^.!^ e o § g,SA Zpgg >££ s ®| H*iO©r^00©©rH(MeOH<»«©b-00©©rHCM00THlO© t^00< © © © ©}© ©HHrHHHrHrHHrHHCMCMCMCMCMCMCM CMC^( CMCMCMCMCMCMCMCMCMCMCMCMC*CMCMCMCMCMC4CMCMCMCM cmcq< COH^^O©t^OO©©rHCMCCH COCCCOCOCOCOCCr^^Tf^TfH'^H' CMCMCMCMCMCMCMCMCMCMCMCMCMCMCM * From Report of the Commissioner of Education for 1880. c Figures are for the year ending June 30, 1881 ; school closed July 16, 1881. a Sex not reported. d These statistics are for the year ending June, 1881, since which time this school 6 Closed June, 1881 ; figures are for the previous school term. has become Rabun Gap Institute. Table VI. — Statistics of institutions for secondary instruction for 1881, ^'C. — Continued. 458 REPORT OP THE COMMISSIONER OP EDUCATION. oiatapeoc jstq jo aeop ooois poqosogrjuaps pajajag -auaA otaiapBOB j8tq JO 980p ooaxs 9lP{[00 p9J9|gg[ •aSapoo at 98IHOO ogijaops Joj'snTJBdojj •oSoipo ut osjnoo poteettp joj igguadojj •eaSBaSaBX ujapora aj •osjnoo potesBp uj •osjuoo qsr[Stia; uj j opuioj •9PH ~ • ^ . .3 © u r-> W CS t-jHco s < S 9 fell S t-D Jos "CO H P j»N 3 ic g 5 CQ -E 9 CO'S dP hid s«-l o h t> •O go c2 So ao t- i- 3 « to CO lO K iq . d £ H Jg O’"5 CiR o S o O © , fee q fee © fee o sJ © e3 P c3 O'cala ^'.q ®"Jq POO O O OOCjSO+sCoqo+i te a fee ” fei o w> tc 3 be © cSa)«flc4g«rtScSg © > O 08 « is .© .« > .© is In <^,3 ’^JC aj,q cS^ ® o o o oo o . a • o :o :-8 : 9 >-•9 q t>>0 © «* 9 a-3 k c? 9 M r^5 ® W * S® O • ^ ® pd q © cS O ® « O Q Jjo P 8 si ii © © dW p-2 vS CO-fl „ o ® a o to W.9 I3 (M CO ^ »o iO kO «M e* n w cs Kirkland Sch< STATISTICAL TABLES. 459 o tM • • • rH © • • rH © • H* : ;db* © : * s CS O CO o j * ^ : ‘ L- CS © CS • © rH * © 1 o H< O j O 10 • • © 00 CS rH • • Hi CO • • CO • • r— i - o m o o © m * cs ■ • • © © CO 00 | J © j CO CD CD • lO 00 O CD • CS CS — cs r- rH CS • cs co oo © • rH Hi CO m • © N- CO© • Cl © Hi CS * • CS Hi -i • 05 © cs • cs 01 (OSD :S Si: H< • ©Hi 00 • © oo • • CS rH • CO 008 CD O ^ H* tH C5 CD CD »O00 CS C^ CS rH • CO © rH © © • ID rH 00 Hi • rH rH 00 • HiO © © • © © rH © 00 © Hi © © © Hi CS 100 292 300 0 _ DON 00 r- O CS to fH O iO O O • O CC CD rH 00 H' O CD COO H00 H iO iO CO CDC5 CO COCS'lD^^ CO C5 1-1 CS rH rH CS*H *CSrH © CO H< t> © 00 Hi CS © rH ^ Hi 00 48 338 625 o O rH Hi C5 00 O 00 • • • • O t- O 00 'OWH CD • O C^JCDt>* CO 05 t-h O0 t-i*‘ 'CD *H CD CS • CD CO • CS oioecN • hi lO C'- id CS • iD cs oo o o CO o rH CD CC O rH 1C r-» CS 625 266 260 138 71 207 29 260 90 150 52 35 261 150 252 90 48 79 250 123 110 67 98 20 © 00 t> Hi © CS © © rH TJ1 HI © CS rH CO rH 39 o 1 • CD CS CS to CS O •COIOO 05 rH lO • CS O CS rH H H CS • 05 CS • • rH H H • H • CO CO CD 10 l 3 Hi HH rH ID CD © H< CS • CS © C* r*4 r-i & r* r-i rH • HHHHHCO CO Luth .... R. C .... R.C .... Meth. .. Luth.... R.C .... Non-sect Baptist . Non-sect Presb. . . Non- sect Non -sect Non-sect R.C .... R. C - Non-sect M.E.... Presb. . . Non-sect R. C - Non- sect Non-sect Friends. R.C — Non-sect Friends . Friends. Non-sect Friends. R.C .... 1 Friends. © . a ■ © ;C f go . a — , .rH fa © "3rt si rlH .-r n ra, — . « F5 {s p. ^ ® w ^ stTfe-g1- e < a J ifR 3 „ □ © . O ©^ ;W 'SS : SW : Fh . • Pjz ■ © g-s§ o'C-a M.So of . ® I 'pf a « CO _ GO CSX) ."SO gr^-£W Hen PHOenHi ©3 «W M3 £ e5Hx? .*spH ^2 .• ® ffl ^ 3 ^ ® HP a '-3 •ga © « s "© ^ p ,° ^ g^g £.2 S g a H^Hcn aifl 5 *s a~ 8 .a ©,8 PQ a xi o 1-5 a > x © Ph © a sl ppR «4 © g © . k OP © I”M3 M w,2HHPg Iglifll © “is-13 pdHenHn < . s © 5a © © 5 a SS sa Hip Se 'a W «* S 5 § b£L®"> 9 ■1^-= =« =££ a ^ § J’SE Stf^P £p Hp>?0>?PcnO a O m in © § isgs 00 . oc 60 00 Hi • © 00 00 m © :S • 00 CO fH © © CO 00 rH Hi ID cs © . r> id © © © • rH SS ss N- ID 00 00 • © . 00 © CO © oo oo oo oo oo cS 00 00 00 00 00 l - 00 oo »D © • iD H* © hi m • N • 00 ,H tH rH rH J H rH H rHfH rHrHrHrH : ^ rH rtHHHHH 0C OO • 2 S 00 S S rH : «> © • r^ © rH © ! © J 00 t>Hl H* t- S 00 00 •* CO © © t> • t- © Q 00 00 |Q0Q0° ID • ! • i oo © ! © © :3 Q t- • 00 © ^00 . 00 00 IH CO 00 00 :§g * CO © . op oo oo 00 S N . 00 • « • i iD Hi » Hi ID . • . 00 00 • OO 00 : rH rH • rH rH rH rH ; 1-1 HH R_ .HR ©“S' o' o' tiC © b/UbD g s f * 2 ® 22 O DO *" 2" sSng^ j . 3§p -- 1 p Sf -- ; ; : ; : • • . tn ■ h • . . o .p : :* Q : a J ; • j : : «s — -2 : . « Ra • . o - bo ts J : -j -53 *> Ph ^ ^ ^ £ . , ►* a m rrt fl CS © O „ fl o G£ 2^ .®S p-: >R a OPfiPH pp pp pphshs .S-0 a S ■3 8 cS « shR1 > ® ©W pa 3tc M £3 fr'&SgSJ .2-gf Ss^g-S Sg|2jiS°|£ p p p ©ta cn P> f> a a'S ©JtgrT : - 5 9 — t- 1 © ® x:a o -rxaR gap 2 ScS £-2 «.2 ti ® s 0 llllllll ia p — .§i ® a h P — S3 c-OS £•£ 5 ~vSfe r! P.2 IS a^ h » © s $& Pen &* Ji J ©o . §^a © a a : © a e8 © . en SJ © 'g&sli ©a g © .g s a » 053 ® a ,. , 'M a> ^ ^ ns ’S«R8«S^g 51BS1IIS cnPc5cnH Pp ©.a | rC I "*ij a .9.2 o *P © ag^x^^'l © .s © © 'a - © ©g^l^J^ 5 “p ®rt.2 S £ g a ©^ a 2 g «.2 bog Stllla §£ PP PppHM \W V.'-f'o - a b° 9P :*c O . o 0* a K „ .5 ^0 &,’3»5 0 0 cs gC3 § c« .2 p< ^ ^ ®* ■— ^.v £ olS-f 5foig-W^o2* Hg SP-ivc^a-.s g © o^TS P ti. © cj c (fi = 1^ :si ■ xns §®®^?P«Rfc£a^ ; CO Q ^ P'S? . 9£cS < S3r- ®— © © R a-C ^©.2^.2 £,: 'psacsSo^®" HtnenPPPinP bI> ^ IO CD t> 00 05 O CD CD CD CD CD CD r- cs cs cs cs cs cs him CO cs Ss cs cs Cs Cs cs »0 CD t> 00 05 O “ ~ ~ 00 cs cs cs I CO ^ no CD 00 05 ) 00 00 00 00 00 00 ao I cs cs cs cs cs cs cs 05 05 05 C - - I cs cs cs < From Report of the Commissioner of Education for 1880. a Since closed ; principal has charge of Ascension School, which was opened^Soptember, 1881. Table VI. — Statistics of institutions for secondary instruction for 1881, 9p00 UI osjnoo ogijuops aoj’SuuBdaad 1 s 1 i o CM O • tO • • • •atfagoo ui 1 « osanoa poissep joj 'SuijBdaaj 1 h 1 ! 00 CM ON • CS CO • • •S9SbuUub[ uiapoui uj 1 3 1 : CM • O to O CO • o • rH Tp rH • rH • rH •osanoo jboibbbp uj 1 2 i ^ to O CO • • io ■ t- c— • • ■9SJ.UOO qsgSug; up 1 « 1 * 1 8 o 00 o 05 ! O CM CO 00 to ‘to © Tp 00 C5 • 00 CM r-i rH • •9IBUI0G 1 - CO 00 lO CO ] -Tp QQ 00 CN to to CM tO CQ • O CQ O O CM Ot> *CO t- to to CM '9pH ! s O GO © Tp CO ifO • caooot-^^ • to to • to 00 © © CM C5 00 • CQ CM |> © rH 1 • 1 O © (M CO O to CO O l> o *o ooo t* o o o t> (NOOOOIO ©CMrH COO CQ (M WHIN tH (M (NWH 1NHH rH rH •BJopn.ijsui epma^ sc j Hinco co c Non-sect R.C .... Friends. Friends. M.E ... Non-sect Non- sect Non-sect Evan . . . Evan . . . Non-sect Presb . . . R. 0 i Friends. i Principal. • Frank E. Moore . Clarkson Davis, A. M . John G. Laird . . -4H . © « §3 : CQ o <» * fc. > P3l3 02 < W. G. Stanley . . E. P. Fogg . Mrs. ColonebSpringer . J. W esley Wolf . John McCarty . . Carl F. Griininger . F. G. Klein . Rev. Stephen Phelps, presi¬ dent. Sister Mary Isidore, superi¬ oress. Mary Ward . •uoi^uziuuSjo jo ojbq; 1864 1861 1860 1862 3 3 00 00 1870 1874 1871 1864 1868 1843 1864 1875 al875 1875 1876 •JOJJBtp JO OJUQ n :£§ • 00 00 1807 O Tp i 05 00 • Tp • t> 0*0 0 CO 00 • CO 00 * oo ^ Location. Salem, Tnd . Stockwell, Ind . it) 1 0 r o ; .oo I « 5 H O S'eS > Vincennes, Ind . Vincennes, Ind. (box 303) . Westfield. Ind . . Ackworth, Iowa . Albion, Iowa . Anamosa, Iowa . Birmingham, Iowa . Blairstown, Iowa . Burlington, Iowa . Burlington, Iowa (717 North 8th street). Burlington. Iowa . . t 1 o ! « /a "p : rt 3 % o i es : * ! 3 r © 3 ■ I U cC r3 O O Coal Creek, Iowa . Name. pH | >5 a % r3 £ « rt fl || Stockwell Institute . St. Paul’s Academy . St. PauFs Grammar School . Academic Department of Vin¬ cennes University. St. Rose’s Boarding and Day School.* Union High School* . Ackworth Institute . Albion Seminary . Jones County Academy . . Birmingham Academy and Board¬ ing School. Blairstown Academy . First German Evangelical School. German Evangelical Zion School . The Gordon School . . © --I A o © o C2 1 St. Joseph’s Academy of the Sacred Heart.* 1 Friends’ S.lect School* . OHWCOTftO

oo OOOOOO © © © © iH rH HHH Hn r-t rH CO CO 00 CC CO CO CO CO CO CO CO CO COCOCO COCO CO CO >il Bluffs, Iowa . j . j 1872 [ Sisters of Charity . 1 E.C STATISTICAL TABLES. 461 iftOCOmcOlN 00 3 45 |l 5 a CO CD NO O CO ' o o O • »^Ot>O - HHHt>COOO^rlOCO(M»0 O CO O CO CO t- O rH lOOOO CO O (MHH»Ohh O CM 05 CM H rH fcppqfcH o o o o 181**1? osin sS gjp hs^do^Pshl is _ o Is _< 1-5 ® a „ O - p 2 33 4-fO-O 0 sjlf tfgl O © p ofcp f-< 02 £*• P5 r* ^t*} oNph^Ph w s g *■£ Ip k:P-i • W p *pq • rO •' W H o § .g « & .'S : o ■* •£ o . a « «^’o W Wco1-? Q g >3 d'cj'S g*| a 2 p o !f§i ■8'h | >WJi-s ^ Ps«i£H 3 I I I I K § « -5 « _ o © OOOOOOOOOOOOOOOOOpOCOOOOCOOOOOCOuO uooooooooo oooooo oooooo CO Oi ^ CD oo oo 1856 1847 1873 UO 00 1 1867 0 0 1 1879 1 _ o 0 0 1869 0 1871 1872 1880 1866 1876 o . o oo . ^ oo . 00 O l2m M„ .. O C3 « «.SM>PP -2 © © S'p © © 33 -P ,£J l^iOOOaj o b fe g p ©.8.2 1-1 &e 3 P-St> O.P©5 CO o . NO O 00 .CO 00 00 . 00 >*a >5 fSgW M •2 sHa* sp sl>s s 2ri r— 3 ^ © go © £-2 ®o n <1 >i >i o'M M ^3 d d d& f? c® S-gf'S Pm 2 45 '■S t>4© iil|!l,i©s^0s^d§0| ^ |1^8Sl^4|S!ag|l«l © -H^3 «t3 - >-o >^2 J © © -g 3 S'S’I g'o-t=| gS^®33 g-S g -r-< c3 c3 J: bJC^ ^ S wO Jj tc ^T3 t/ go 5 +2 Pp’g o 3i8 a .2 £ng o cs p.® g ” 55 © ^ ® © p’-s cpiNfli gw © $.2+^ > ©5 • H©®.©c3a©ffl52;lMpOsG©.£>r>-H 1 %s«i ^a-irs © g © ,— i a ^ s s :h k' ’■© I * s a CC p's ; ci © J P«3 5 a fc . © *K P rt ■®> ccW e8 © P 2 ® g 45 ^ P ^ C3 c3 rt O ^ THO C9 pp S Wg a 1 i^-P g ap§g P3 O ^ g'o-a - - j-§^® jj a 0 0^3 ^ ;<1 s ’e © a § § p e8 ^ . , © © © J > 0-5 gSg® W go 52 o to p p © a © 33 CC ® ,p : ^ . a a : ® § : ©_. 0 t» :5 ^ a • g © © ; p'g i ^ s| as ,9 33 O g 5 p O gi? c’l g btrP ' a a i§o||ii|i hPP®335H-Pc3 H cS'g s5 ®CC^£.gM2£5 © P Wcoocb PMeH '©■B « rslill^s pqpp^l fc <1 &0 Pi«g So O Q5 * C5 OHCMW^lOONOOOSOHCM^TtiOO t-00 OO—'OICO r^iOO CO 05 O r-< Cl 71 Cl (M C4 CLM CM C4 CO CO CO CO C5 CO CO COCO CO^^^^H ^ rH ^ ^ »C C? C^COOCiCOC^CCC-jCOCOCOCOCOCCCOCOCOCO COCO CtpCOC^COCO COCOCO-^, COCOCOCO Table VI. — Statistics of institutions for secondary instruction for 1881, fc. — Continued. 462 REPORT OF THE COMMISSIONER OF EDUCATION. •JB9^ OICHOpBOTJ JSB| JO 9SOP 90nis poqos optjaaps pa.iajag; GC i ^ 1 ! ! 0 0 ! i i •JR9/C oraiopeo'B jew[ JO 080[0 90018 oSopOO p9J9JUJf ?>. j • • CO O t- 0 • i 50 •9391100 Ul osjnoo opi^ngios JOj^m.iBdojj t j • • 0 - Ol ; ; •9§9T[00 Ul os.moo potseup joj SaiJt3(l9.ij[ H | . I 0 04 CO 04 04 • O • 04 •BoStcnSniq nao|)oux nj | ^ 1 T-l 1 0 ^ 0 O ^ 04 CO °£ •osjnoo poisscp UJ w 1.0 0 0 1 - - rH (M ^ O 0 0 © 0 CO • CO 0 T* • Ttl CO is ■9sauoo qsqSng; nj 2 200 54 17 5 O CO to to - 10 b- • ^ 0 rH • t> «© • C5 CO 73 100 •opraa^ 2 1 O O LO N CO c^i co « ca OO O OO ©5 b* CO 14 16 45 43 44 ' r-H • O CO © • 0 • CO O 04 » ?H ■ • O • OO ■ -CO • TJ1 •9PH 2 i oocoaooo • c- • <0 <0 a 0 co 04 ' HOW | 'I^ox * i OOXOCOOO^l O CO OC©COCOT*L-C5<© CO CO ONOOlO^HOOWO oacoot^oc^t-o •saopujjstrt ax^maj * 1 NHWHMCUOO tO rH 04 rH 04 Cl X b- -ONO 'SJOptUJSHT 9[T!J\[ ** I C4 <04 04 • Ol * +> . 3^SV.“i|pq 2 U U ® X >73 m ® £ a .2 ^ H & P3 ^ cg t» co Ph 5 ◄ • o oaq © ©.5 ® ® +i 'J 00 • §!f?i§R •a '© b£ 44 'S •—; O H CL £ W-S^ _ . 'J3 *■§ .aH H a rf a ^ g .2 k; 2 1 ^ &M g 2 ^ ^ g^J |J >» >J >H *" 1MMM g" I«a|||! a *-£ 2 a n cl 3 .a gg® ggggs O W ^ & pH E=< d Cl5 M ■ g «4®-IWW > ss-s griffs 'S^SsSTtSI S3 ®003©®d)0 HW rarawra^rarara ,3.3 bctc c- c- 3 3 L=rO ® 05 £*3 3 3 >!>> MW © © 3 3 O O h4hI £3 2 p H 8 Td o g_o © 1 a> -3 •’ OCOM a g-g-s © 0 © §*Sj52«g..®~ ,2ra 43 ° >-•£ 4d ora c 04a 2 ~ 33al o 00SS 3t; , ^-Ugl'.aws ] dSracMc«Sra o Ot« ®,3 fee I &2lS * T lli §1 C gB.| £.= S? © ^^3 ? rj O 3 j5[® S‘g § 5s5 © b I.S II 38 1“ .race 5S0‘ a a°| _ - © w £> ,,Q^©r3rCJM^05 ”5oO 3 3$ a I'gJa^gS^ *n Sgaa&Kasss h wua.s S £ ©"S 2 q Soifjg'a^isg rawraooMHraraw OCCJOHWM^lO ^£(©oo.(0!O(o C^CQcocot^coccoo t^CCO CO CO CO to CO 09 00 CO CO CO CO CO Belle S. Peers . ; P .E - 1 3 i 9 125 STATISTICAL TABLES. 463 - o o I © ic OlOHOO oow^oco • CO b- » iO • a to 00 lO $ 3h£3S fl4-> i i ^ So... . o .3 © • • • • © -p a?,o • ^ 72 .2 rt * W ri pgoOoj ^ 5 _a J® H ; Sh J O 3ft ; g ®o © jftftftft £ WHqo o ^^p4c4 pc ^ ^ 2 ^ hi af~c ; g a gpa-d ■ SO®. fl+J s jS’gW^&fe'H p3‘3 psr o,- > ^ gW o ^«gis|^fs .. hcH^W«3WoPh£S ho & t-. rP o rp ®ra g^N ^•2 *M ft^-s s&g a o | § .: olJ © ©« ^O do ~ > _ o SPC . tf ►>3* 3 ® S«2 © © m ® a !W rP B n ^15 is § 02 hr ^ o lOHNOrl* CD 00 t> |> 00 GO 00 00 00 ^>>>5k O © O O © CO^OIOO 00 CO ICO CO t- © 00 ao ° 00 00 3 I 02 00 ^ CO lO CD t- i oo oo - CD to < CD t'- » _ 00 00 00 00 00 00 CO 00 c ;o : '.3 : vtt fcd - ^ -a >;DW S ■_ f ^ r— c/: _ c - C t> 1 j ^ ~ P rcj ar?^2 5 5 © oo W -£ © *© ^DGajr-HpC'-MWr, 5 'W >» - M £ tf'S -Sh ss g 00 00 00 © © ri i-i bCbEfC J ce 1 SPS gj' o O.X S“ pH d -2 a . a a gpp §■ © o Oc ^ j a a 5^ "' WMH pp o a «3 © 3 g • Hl §£ Hi ® a ' o ;© 0, K. a >, ^ g aS ^ -2 a’ttS’ .3^ av . © HH * '.no -a , a a © ®. © jn ao ©•g g.B.3^ D©==.-§^ ^ 9^§ a « °h §# a © aft a 20 *2 g >»3 1 B | 3 3 ®-5 a a II ||S« l Sa Sx t%- SSsoaoB3A«x h oPPft a "a © . - iK'^- S S-S-* a « ◄ 21 S > cr m k* ° O p O M ^5 ^ O Hi CQ COC^! 'a?£}C5:t i5®M»raorHO]roHi>o tct>- oo ci © —< ©qco^v© iot*0?0® do oo co oo :c S cs ©> o cs os oj cs o oioo oooo ifpc^osco rococor^rocor^crtcop^co roco co eorj'^ ji £ a to pa g •32 ii K aS H T3 ,ctg © o PP © ft a ft a © « 1® ^ ® a * .as HJ 00 « r-l "I £ a 2 o 5 ® C3 H H © a h5 © © a ft>» 0O « .. aB^ 03^ D ^ © a® a > o'g © B<1 §2 t>a3<3 3 BO^ 6-§|? a © g P cgdcgcB 'S-PH d ^ oo Ift2 e ? ^ ^ x $ •ssg. a k-cc ® — •— !^a .2 ©ft Sig © a p j- 3 21 ti.o B o«m © Pft— - P © o a &s? a 8= Table VI. — Statistics of institutions for secondary instruction for 1881, fc. — Continued. 464 REPORT OF THE COMMISSIONER OF EDUCATION. Number of students. •j'eaX otraapeoe jstq jo osop aouis [ooqos oijijuaios p9aajug; s| H • 1 P“4 • . » • • • O 04 04 O * JU9A oxraap'BOU jeux JO osop 90UIS 9^9^00 p9J9JU^ ^ ! C- rH rH 04 r-1 04 • • 04 O CD CO tH H 04 •ofeunoo qsixSng; up « H 1 ^ 2 00 O O ^ CO 05 • • 04 rH lO h* lO t> T#i • • O 00 CD CO to 05 O O iH CO rH •aX^maj H I OO rr t» 04 OifO • oo o cr> c: t> "e t> to 04 00 CO ^ COCO 04 04 b- 00 In CO •9XBK © i f* 05 r-H 00 OXOI 30 42 25 50 64 41 1166 38 40 S3 •H 05 tO CO 04 rH •ITUOX a | 1 l> iO UO CO t-j C5 O O to CO COOQcS 04 tr¬ ee oxjico ocCfH b- CD CD to tO b- 04 CO CD 04 •sjopnajsm ojeaiQj 00 1 rH 04 rH 04 rH ^ rH04 04rH04 01 CO 04 04 •saojonajeui oxtjj\[ N | ^ H (N 2 1 1 2 3 1 (a) 1 1 1 1 1 2 rH rH 04 •uoTjBmmouap snoiSixon I 9 • ■ ! ! a? • * CO . H : b ••OP w o o . o o . • o • <0 a> a> • a) c . • fc |Zi^O 0^0 ©^ © © ■a op B a o o Non-sect Non-sect Non-sect Principal. *S • • i © • > r p b . •r; <; OD >- k*’ ^ 2J- a fc .©ft cHJiP t> © .M« P^cof* | Alexander Hamilton Abbott 1 Edwin P. Sampson . , Alden Wbit,ne^T . Kev. Almon W. Burr, A. M. . . Rev. D. H. Sherman, A. M _ G. F. Sanford . Rev. Henry P. Torsey, D. D., ll. d., president. W. G. Lord, a. M . . . A. E. Whitten . . . a P % n. ft 5 fe 3 ^ ;S W. H. Kelley, A. M . . Hamlin F. Eaton, A. M . Miss Sargent and Miss Bradbury. Daniel Dana Patten . Sanford Perry Record . D.L. Smith . . •uoix'bziuuSjo jo ojbq; 1851 1851 1868 1833 1844 1823 1837 1874 1805 1849 1821 1851 1847 1803 1804 1856 . 1877 1793 , 1857 •aajjnqo jo 9JBQ[ w 1850 1851 1859 1831 1870 1823 1836 1872 1803 1832 1821 1848 1846 1 081 8081 0 1791 1872 • to 3 a o o ©2^ a hi)® 60 © p a 2 | 2 ’a'gjjs a B o S e3 wooP Ph o o a O fliJ: 8 55 - * 1 cS § ' :.2o -©' ££W WWW 2,a.-§o© ' ©rH , Up- 'll • r^ • %p ti*s oil o PhmH >5 : S : a : a : © • 1/2 £ g a 0,2 8 a .© © . <3 © e o h pq ns n 0 £ cj ^ >> 2 •§ ^ 2 S fct.5 a © ® §| i ° .2 co * « 2 £j»3 'o.oSj £ <&* 3 a •43 .2 *© a> S © £: a © OlT1 g g © © ©‘S rprj 00 rt.eS B © O <1<1 __ £ S’© £.2 £ © ©J2 g In ■ CO >-.■© • S3 cg,~ 0--O I « ©,,. 1 a °i_, !>-.©§, >»" s § p? a a a © §,2 ' ' rr • ©'y o ■'q § .S-^ ° ©o B ®^.b ® a S Prg^.0 O S "3 ti a .2 o a rtP.25 2Soi-So!='B'v-i,- 3 a t-S ®'S So B © © - * f>.£ ; •^SewlaH.grt.-go.Stsg^.-sfc! HW3 owe i'S 3 s|q *- d <3 -s t; » ^ ■ a CO 5».»3 a 3 k o ®:b § t; © «s ©H* ot-ocffl o HNce m co t-waonNW *tm® r-i <-* .-I .-< Cl WINN NNM N IN W CO M CO O « 00 CO ■*"?•*•* ^ -*• ■«* •«* TJ. -f STATISTICAL TABLES. 465 o w P3 ps cS pi 'O . a © x £ w § g^s 3 & t- 43 .5 =3 §.Ci§ M'S ^ ® g d\3fflh 3.2 os'© o o p4 « r3 t, P< I & to W *1 o i vo »Prg a! m 9 .02 bt» £r->§ PP O © o OQ - w 4» PH c3 0) fcD .3 c3 ©5 |.3 .2 •Sg> H °8§d |||« ■S33 © k: go P<® cq8 PP < . S' a 3 ! oo . ©,£. .3 « o t* o »— * 3 a © ® c« 0^.2 W !|5 IW b o *■!«;> S^'s ® ia 02 •+= i p4 grt O (M IN (M ffl't i-i—l OO 00 00 CO o ;5 o :v-) -4 r »s is ◄ I jj £ l-H rW S3 ce <© OM P$r^p5 .►©'M’d 5. p'© > £> no © oo w a >> 2 p S£ P 'O a, 0 * If »l'g .s'bi r© ^hs g8 to 0^.3 go2-g © o o ® .8 a si •Is 8-d V3. II 13 3 GO Tj t>w 38 © i»d 0 >8^-1 i'O ®rp« HP3 M ® fc 3 co d; « © ffl ■33t>+3 ®U3 fl+3 ©+3 rs8'sP>,F3*'spa'^ _ © ® 4; o ® 3 a .a © +sp3 © « M afl iL^sja S3 _P ® © _ o ©©©a©*©.. O 2© p ® P W t. © H -iOj +5 Os O h o+? OH Os ©- H J2 a -3 Pt !lili3.|§s^ 33 eg 33 33 *£5 33 H f-i H 13 ^13 ® 13 ^ IS ® c3 ® pq pq pq pq oJ^ 8 m (D 3 cd C3 85 aTM ■sa ©22 J3 O ^85 8- ^ CC ^d8 1^ 2 o - - n '©'©8 88© 3ffS 543 3 g-g -3 fl §0 >3® «”© 02 IH ® to |a o§ ofa Jz? f?1§ _.ta©3 Pa cC CC co 02 N O >» O 3 I'S IS li' © 3 o « ”3 l-0 OO oWW^Ph PmOW h a .a Il'P! O -d o pj ^ H ?r§^ a * § I . rf rj -p Q ftOri ^-2 « to -g cSK^i 02^ >.’C **— 1 © 5^ O-g ® P ’9 © BH+v cn © -a a 13 3.1^ 5 5 © 9ao O o c_4 ps p,® rt s ^ a 2 ©« PH«2/P * s* 30 E 10 10 10 O ic 10 O CO < Taiile VI. — Statistics of institutions for secondary instruction for 1331, tfc.- — Continued. 466 REPORT OF THE COMMISSIONER OF EDUCATION. MT39^ OIOiap'BO'C JSBX JO OSOJO I Qf) 9oni8 yodijos opijoaxos p9J9jog; | •* unoi orxngp'BOXJ jsbi I jo osoxo 90018 9Soj[oo pa iojog; ] h •9^9X100 OX 9SJOOO Opt^OOTOS JOJ ioOIJBdaj J •aiioXXOO ox 9eanoo psaissup .ioj gox.iBH©C<5(N ©©ao. _ 1»5g©:>rSas©.S*o§. ^ ’© *+: ® o’2 OB WtC!»?<(BfqpQS« a „ ®o !h m §'© lalsf 3 l|l a §||® a gPx® § §S*g B B n B B <1 & « s ® ® ; SgSS-3 OJ § g © §§ ■gs 03 'i f| |H r— I © ?«oO® W~ a © 2 © g©,a © r“0 O (H _® B [Jj 03 £ © £0_. >_ — ©^S § £.2,3^ c^S-gaa ^ © © © 02 o: B B B • © ^ ■15 ■ ® a jgtS & 5ts§w>,« o 3© ca >s 02M”g §45 a ®02-*f ^ • © © • rH © © 00 03 : rH • © • CO tH *0 • • *** D1 rH NCO ©i>cococo © ©^ ■ © o (M ^ CO CO HNH © rHT*Tj a5 • <£> * SSpH’Se^ I "•|.a io 3 S\S !*◄ ft JgM'J © s ©r<8 a 8;^ S1^ M pG !:2§ © 8 P5 u o c © ^C/2 ■8.9S <1 grjj OD . S © © Sops gcc .S|« « .do © « g H d" C p s o c3 h 3 -ad Pft^a a a :S < co oo o © o> * a J g |asaa| kgsffn § ’SS^'al? G PflH|i(hC!3 la* SfTS I ! _ m ** j 53 P* P-, "'' © .©22- d W j § =f® feP^ro fl wwSpII^S y-a ; ^ P IfeJl 1 I 5) 2i2 •- ^ 2 -p S^go © 2 a 3 * «3 H^S te ■© J g § I = ft, -2b-t>h> co col>!>l> § 8 8 ©' © © © © o“s* ooo^o k p P’C t< © © Oft •£ .3.2 S.£S illi! I X rt a © © GO d Z ©'3:^ © 2 2 h © ©«J §WCQ b^®‘C k9 d.2.2 p'S.2^i £3 S § p - - p wp^Hwir -g >3* 2 p >3 p g P M © «3 . a © «.3 t>»| p_5 3 S'p 3 © fc rp 5 . ci co 1 a a p © : 3 ^ u ;ui >3 ■ ^np ^ ®fe5b ^ S ©.2 eS 2 a p ,Mflpfl w S S h >..2rS «« >3® *3 ci °2 ^3 d £lJ^ «oo a % 2 S © p ^jSa >3^o p ^ 0M ®* »■§§”& Salll 1©S>2 | 0^.9 O .2 ■$ -g •~1 r') r . Cw w Gcc^PG £•! ss a a" © p x 5 2 § ■si a^2 , «G >, e2 § s w © « © J « • j, .2 baft ts a >H p © ** ^gg © [2^5 H 2-C p © a a £4 1 1 o o AO GG o oo Ci o O O O rH IQIOIOO iO lO uo lO i/o From Report of tbc Commissioner of Education for 1880. a See Table YTI. b Suspended; may be reopened in 1882. Table VI. — Statistics of institutions for secondary instruction for 1881, 4'C. — Continued. 468 REPORT OF THE COMMISSIONER OF EDUCATION. •jBOif otraapBOB jo geop 900X8 poqOS 0qi}O9pS paiejog; •JB9A OimgpBO'B J8B{ jo 9sop 900X8 9§9{[oo poiojug; ’OSoflOO OX 9SJiioo opxjoops joj Sou-edoj^ •939JP0 OI 9SJTXOO poise^p joj Soijxxdoj j •soSxmiJaxq oiopoxo nj "•9SJOOO poxee^p oj ex«o)MO •9Sinoo qeqSog; oj U5COWOO •9p3xn9£ •9l^K CD o in IM H CO (M t'- ■ in tj< oo m m rH ( CO •siojonijsoi 9p3io9jj; GC S' in COCOiHiHM® •siojonijsox 9pj^[ C3 MWMN- •ooxji3oxxaoo9p snoxSxp'q; •uoxjbzxo'bSjo JO OJ'Bd ©So* • bii • • © J3 .u S • "« • "P P5 Sjg? : : I : : : :?§!§ : I il J °§'3§° « §°^ ou§3g,5og og ^ p4p4{zj fifr £ J O' < r-J i>a © • t*’ "S o H O » fg ® 0 -e « 2 S ◄ _ b® § bCk ^ 8S3£a8 JS* 1-3^0 © . w Qmp4 o.-p p £< e O gJ3,2 ca ©.p .02 p- -2 t: 0 .2 ©.P tZ2PnC> O O ®t>,P r-^ U3 ^ ® 2 e«i •l-Sl f-i © . g go Hnd P O' fc p< . rd 1-3^ >£ © 'P « in a> -t oo in 00 30 60 •JOJIXjqO JO 9JB(I gill* 3 g^ &H“g §0-2 o-g § as. . $3f 2 Is ilfJJJJ p § .2*^ ^ ^ ^ ^ gj ~S ga|» p"! 00 cid L co oo p 2 .tp -2 S p s S'* s 2 H . ;.p :*c • « IPH as * :S1& lil^J HjgOJ 'g ^02013^ ■§ ® ® ©>• g* sc STE S8I5S|1 O P^-4-5 © ^ _c3 OQCCCOCOP M ;h tnk2 a jj cS ^ < a >§ © ® cs_ .p „ ^ . © © ,2 © ©"5 tico^3.2 © "‘Sfe-S f-i_ ce't“ g 35 o S43 ^H2|!s OmW ! I'g.a . H ® p^S 1^1 i'g^S ’S ® P'S) §©ii§®'3 6 ppHILp^ © a s u P mm O §s ll <3 0) COI>00 GOHlNM^lflCO t> 00 CM CM (M CMCOCOCOCOCOCOCO coco iQiO STATISTICAL TABLES. 469 OCO ; ; ; ; ; ; ...: ?... 61 . . o© • © CO | © ;° ; ; ; • • oco^ : : : j •* • 1 C5 ' • O H1 • • • • • • rH © rH rH in • © rH © | © © » rH t'- © CO • • • • • t— oO • • ^ • i • • • • • OO © • • rH • © • © m © • 'CM o o rH rH vfl ' • ' CM • • • rH • o co • o CO • » • • • m co • ' • • • • • © in © rH • • rH rH in © • © CM • CM © 00 t- • « ■ CM 00 • t> 00 CO *-l • • • CM • CO 00 • • O • . • • . . 1 rH • • CM © * • t- • rH • • rH rH © © • in © • • © oo £3 t> CM O H in CM rH CM rH CM © CO • lO CO CM ^ ' * rH in CO ' CM CM • • • • © CM m m rH • CO rH co m o h oomorHinoint- cm ocm •' CO L— O 00 Tj’OTjnnOHH co. co t>- ^ • rH rH rH rH • • rt< © 05 • • • CO © OOOOHIOOO 0000(Min0l>0 rH HO • in oo co h co ioooHot' 05 03 co o in • • 'CM © t- CM . • oo m m t- © © © ^ CM oo cm in co rH -lO^H CM CO Tti « cm m © © © 500C 1- CM OC rH CM CO HtOOH O O m CM CO O O CM l>* CO rHCM O 03 05 CO 00 05 00 O CO CM CM O 05 CO 05 CM O r-f r— t rHrHrHCM rHrHrH • -Hi CM 05 CM • co co t*- m in © © -Hi © rHrt<00©in© CM CM com© ©m go tr - i -r^ oo co © co CO Ob 05 IM 1 ; tr < i nz * P 5 c ? i 1 c . p: > . a F. B. Brown . Milton E. Bacon . Jos. C. Watkins, A. M . Rev. C. J. Kepkart, a. m _ James Rogers Maupin, A. M. , president, T. A. Johnston, A. M . J as. M. Najlor, A. M . co . m co o o cm H»no»ninHocom oo cmo •• £> .L^t^H^CX)in 000 50 50I>10^50^ t— .1 W *00 00 00 00 00 oooooooooooooooooo 00 00 00 .1 1880 1850 1870 1867 1856 1879 1850 1869 1864 1870 1877 1811 1878 1855 1873 1878 1844 1874 ! 1873 | 1873 0 1845 1880 1880 1873 1865 1873 1881 1851 1837 1866 1878 0 1870 • ONI> *00 • LOt^O . t- • 00 00 CO *00 • rH rH rH • rH 0 1872 0 1870 0 1802 1878 1847 1869 1878 0 1877 Wasioja, Minn . , Black Hawk, Miss . Bine Mountain. Miss . Booneville, Miss . Brandon, Miss . Byhalia, Miss . Carrollton, Miss . Chester, Miss . Crystal Springs, Miss .... Daleville. Miss . Harperville, Miss . Hernando, Miss . Holly Springs, Miss . Iuka, Miss . Kosciusko, Miss . Kossuth, Miss . McComb City, Miss . Meridian, Miss . Meridian, Miss . Oakland, Miss . Okolona, Miss . Okolona, Miss . Pleasant Hill, Miss - - Pontotoc, Miss . Port Gibson, Miss . Sardis, Miss . Starkville, Miss . Vaiden, Miss . H H. \* f ee IS H 1 >- i | ! p 1 5 * H J CS : ^ Webster, Miss . Winona, Miss . Ashley, Mo . Avalon, Mo . Bolivar, Mo . Boonville, Mo . Butler, Mo . a " >> d oo teg w o © & bo o © caM'o1( — © 0 03 rt-rt 8 §1£ rQ rs n ® SQ-So >,© = a n>; jsjpS'Sfe? llSJSSjfe .Sg £.S a © es *3 t-H a§gJ1 •af-as .-0 K ©« -B § & SallfllSl 1tS3s|l“^.s o^ooH^HhM is <1 ft O'S ,& ® : a • © :w >^T3 a g 1,2 0_ if &3 -S jl | a-s So© o g: a 5 M © «8 b-i S? :.^| © S'© • rg<1r°' © 03 . ,3W ®HS wlw . cS OS'S * Bfl§ §>2,3 g OOW -g © p ©.-0 ©r© .§ > g>.a» o ® © fe-2i © 3 £> w & a^ © ^ M g ©73 .© 0 HW O H cq CO t)< lO 50 C^00 05OH(MC0t^i0 © y# Tt* n* rp iH -^r^^LOlOtOiOlOlO lO in m in in in in m inmininininminin m 05 o hmco lO CO 50050 m in ic in m T^‘ic 50^00 0) 50 50 50 O 50 O in in in in m in OH NC0^iC50t- t*- t> o- 1>» t— t— t>- 1>- loo m m m m mm 00 05 m m From Beport of the Commissioner of Education for 1881. a Sox not reported. & Since succeeded by Rev. Mathias Walilstrom, Table VI. — Statistics of institutions for secondary instruction for 1881, $~c. — Continued. 470 REPORT OF THE COMMISSIONER OF EDUCATION. oiraapuou jsiq jo 9Sop | eonis poqos oyipiops p9J9}qg; | mboA oiuigpuou jsuj jo esop ooofs 9So[p:> pa.tajng; | *9§oxpo nr osxnoa otjrjuops .iojSatJuda.ij | '9S9IX09 tn osxnoo potesup joj ‘g auudgjj | •soStenSniq ujopora uj •9SJT1O0 poiseup uj •osinoo qeqSng; uj ■oprae^ •apK W>I o co Tf m © Cd W5 IO lOSO ■sjojotujsui opciraq; 110 Cd Cd ^ Od PJCdW •SIOJOIUJSHT 9p^[ 05 m cd oo won •uoxpmtnoiwp snoxStpa; m w s a 5f( H © o a •noijuzrauSjo jo ojuq; MOJJ'BqO JO 9JT?(J © o k ©3 *d a . ^ S-g cs > S.S fi g ” . CE £ 3 'XS . ga .05 2 *3 . © "os ro ’ ^ .4* oo <-> §H !f§ ci •g a c. a 0X3 ;Wg_ . ; «i££ t£. hC . © ■S-g’fi £©< C3« © a ©_, ill 2 £ J « SgHxT EH^j rpj • hr !£ g © rO d" t> . O 03 . . o m PCJ Sh5 tej > .2 . 0 t> H t* d « W PhOO ‘§■9 w £ a> Sfc-g C3 . 0 ^a; ® 00 00 00 00 00 OO O O s oS r-'Tj 0) §•£§ = r- C o o s a Nw was ©a a tu - . -o a CS Pn Ssa a ri a OPdPd 0° £5 2 > ©a M S-*3 ce‘S.^0 PhP-iPh _ © o $** ®S.a goo ©di*3 P3«2 0J IS w o a © ar © -glS a Ph © 8f§3 o ® ^ U3§ © > f a © Ph § | a o aSui .2 a; xl 'cc x3 a be tea ® Mil SSe S a o'E a © a o E Sph S ©^oH ^2^ cs a 4i ^ OPh'/J O^! *3 a *M +3 © &C3 a o ©WO 00° o O a ©ra PdP-lW ll II© ^©1 ©"S'® ® o g a a5” © a a ©X3 a^^> a ©^ t>.o & « ©a 3-S° Jos »o © ©'S a 2 © §> jj © Es © rt 2 J^iOcq ^5 5 .© coPh as . 111 a >>§' a 5" af i g-S l| ci -j c3 cj<5_ ,. <1 © Ti < §> fl > a w © o) O ,2td S S Ho •uopyeziireSjo jo 9pg 05 CM lO rH 00 00 t- 00 •JO'JJ'BqO JO OJ'BQ 00 10 CO co 00 00 .Hfc* fcfc* |si 1« a r® X « a:£ K ®-rt o PPhPh W :rt • ©Jz 3 S' a tj © csh?5 2 qPtd^ a 2 ® ~ o' S fell 5 MpStoH . o HHb : :» o'o b fe . - ,„b£®p ^_0 § £• ,3 S © ® * slistssSrS-s <£ C3 O t-Jn C3.S 00050rHCQCO S2S S SSS3 SSSSScSS&S STATISTICAL TABLES. 473 O t>» tj pr 5 cos Pnt-3 Ph t-j3 .S-SO Wtfi® «PQ CS ^WO o a o -2,2 S t> t> © Oh® « M 5 S d-O^ © O 2 ® > o O.^ ill" -C (S S © 3 t'ZB ?f=i5. ►©^"shs. •^.tM • fc|fz5!ziffc bi£|£ PflSfl 0*'-(3Ph a^.-.O © © ® © © © © r, ®^d^-4d^lr- (S OB >>0 >3 t> ©O O OH © © © £ © Q«R © Oc M W WW W HH K£ a © •-S hi p o O Hs ^ ^ *t> >"s •"s l-h S P o” o o' rrj 08 -Pfefefefe rt-^P©oo©o iP) © cS ■“■'■•• - fe L O § flL" ©t>aOOOOO fc 333332 ■a . in , CO £ O 0 Sr^ a> .C : p O'b H V M (V H O.H 03 ... T- c3c3c3©03OGj-wC3F-+sfHj3 £££&£££&£$©©.£© 3 © P h © PhO w <3 ■rP © >3CC « n .S § S'S © © w g si o p w P^5o S 0 Ohl 'O S ^ o° © 2 © 3 i >iS i p j® o S P P r— » C3 bJO m HCb 55 <1 cb © p r© P o © tdpM I o o “ fcfP4 H h o © p 0 * S © ©^© p3 a © W^W u ^ <1 s >-•- a © am O * r© • a >3_KI M >3 0) © 0-* .1C o CC<3

h g ■ S'® . a o © oM r p © a Op .2 o .*§ l|«« 02 Oh 4! a 3 ■g h^-&© ©cb©^^^ a^^'oW-S © gWpg^.2 S .a^st;®^ s pq ppph • S pP> ^ © ®+i ®^s a O 02i^i«3pH CO CO CO co CO CO l 00 00 00 00 From Report of the Commissioner of Education for 1880. Table VI. — Statistics of institutions for secondary instruction for 1881, tfc. — Continued. 474 REPORT OF THE COMMISSIONER OF EDUCATION. | oiurep'eot? %$v.\ jo 9Sop I g& ' 90UI8 looqos 9gipi9ios po.iQ^ng; | H Number of students. •JB9A OIOKlpUOB J8UJ JO 9S0[0 90U18 939((00 p9J9jug[ H ! I CM CM • © • • © to © fH © CO CO •9391P0 Ul 98jnoo opijuijps joj Snuedo-id <0 H : :° © • CO © • • . CM • • O • 50 O CO O • CM •9S9]J00 UI 98.inoo {noieenp joj Snixcda.ij H • O • 6 4 26 50 *20* ^ to © © *<* 00 CO © OQ •eoSunSuei ujopoui uj | 14 ■ o • CM © 13 *7 50 154 12 • tO 00 © rH rH © CO • rH r-i CM rH • •98JU09 p30TSSUp UJ W H • CO • CO CM to © rH © 00 © rH ^ © CO CM CM t" COH(M^Ht>©© © CM rH © rH rH rH •osanoo qsijSng; uj | e* H CO no tO tO rH 05 ^ C5 CO O Tt< O CM ^ rH CO ^ CM CO ri CM O tO CM CM CM CM © © rH © tO • OO © CO CO tO CM CO *9^019^ OOOXNO^tN • CD O © © 'H* . CO t* ^ tO © © rt tO CO CM CM rH rH • 00 H* © • lO CO CC r-i r-( GM © C4 rH • rH rH •9I«H 10 is io c» m n w m ic io i— i on © . . h^oowhooo HMHM CM 00 03 8 CM • • CO CO J-H N CM CO CM •pjjox 05 CO tO © © 03 © rH rH CO H«CO^LO — ^H©tO CM ^ t-S tO CM CO CM U- © to CM © © H © O ^ O ^ *H CM H H CO rH CM rH •siojomjsui aj'eoio j ® l-l 1*1 CO CM Th —< CO * CO Ml CM O • C- CO 05 CC rH CM rH ^ eo •8JOJOU.IJSUI CM CM tH CM rH rH CM io O COCO 'O CM CO CO rH CM rH rH CM •uoTjummoaop snoiSip^j Non-sect Non-sect Non-sect Non-sect P.E .... Non-sect Non-sect Non-sect Non-sect R. C _ R. C . . Non-sect Baptist . Non-sect M. E - | Non-sect, Non-sectj Non-sect Meth ... Non-sectl 73 P« V a •E fli *5 Rev. A. P. Lasher . Miss M. Helen Burrows - Cornelius W. Larison, M. D. . Mrs. K. B. Larison . H. Page Davidson, A. M . Rev. Julius D. Ros6, A. M., M. D-, PH. D. Simeon S. Sanborn . Albert B. Watkins, A. M., TH. D. Merrill Edwards Gates, a. m., PH. D. Lucy A. Plympton . Brother Leon tine . Rev. J. Allen, d. i>., ph. d - E. C. Allen, A. M . George H. Ottaway, A. B - Rev. C. E. Hawkins, A. M - Mortimer H. Bowman, A. B . . Charles K. Hoyt, A. B . James F. Williams, jr . F. M. Crandall . . . Lee S. Pratt, A. B . •uoi^uziu'eSjo jo ojuq; 1 •^ © O © © © rH tO ^ © Tf< U- U- © T* 00 00© rH —to 00 00 00 CO CO CO 00 r>oo oc oooo 1835 1839 1853 1841 1798 1809 1857 I 1822 I •jQjjuqo JO 9JBd W 0 0 1849 0 1785 1864 1813 1821 1869 1834 1839 1856 1841 1801 1809 1857 1824 Location. i et Pennington, N. J . Plainfield, N. J. (box 341).. Ringoes, N. J . Ringoes, N. J . Salem, N. J . Shiloh, N. J . Short Hills, N. J . Trenton, N. J . Adams, N. Y . Albany, N. Y . Albany, N. Y . Albany, N. Y . ATUontr AT V & %8ffr*y*g 3 gj O ® 9 ^ ^ Jitj SSfl Name. t r 1 Pennington Institute* . North Plainfield Seminary . Academy of Science and Art . ! Seminary at Ringoes* . | Collegiate Institute . | u mtm aLttuoui y - . . “ The Heights ’’ Academy . ! Trenton Academy . j Hungerford Collegiate Institute . . Albany Academy. . 1 Albany Female Academy* . Christian Brothers’ Academy . Alfred IJniversity (academic de¬ partment) . b Amenia Seminary* . Amsterdam Academy . Ives Seminary . Argyle Academy . . . Cayuga Lake Academy . Bedford Academy . Genesee Valley Seminary . j Union Academy of Belleville . t. © 03 O — ' CM © o o o © fr- t- t> .cademy of Bellevi STATISTICAL TABLES. 475 • • r-4 ■ • • • CO 0 O ^ ^ • • • rji O O • • CO ^ lO • • i - : 0 lO tO CM • • to CM • • rH CO O 2 41 .... 187 14 40 10 14 95 70 0 ^ to CO • • • 10 21 2 05 • 26 7 2 72 3 .... 8 6 6 1 42 0 O to CM • ‘CO tO O O rH T}i 9 31 94 568 23 l« 25 7 1 20 70 15 42 O O O O • • rH CM CO • • to O CO O CO 00 CD > 74 CO to .1-ICOOO ‘00 0 O ■ t" !>. rH . O CM • CM OO lO • r-( ■ CO ^ O tO O Ht^ H O CO CO CM tO rH • tO O TH O CO 05 • t> rH l> rH C'» CJ • • «OrH^ to O CO to ^CO • CO • • CO »-P rH 05 r-i t'- O O O CM O CM to tO CM CD L"- CD lOHOlOO -I* CO Cisaoc-H c-- r-l 00 CM CM00-«t<»0O;t0 00 to » CM rH HOH»CO ^ CM CM lO CO CO -3 !s^ s s s ® |o§« c.c a -M t/jrH O a BS ' P P | t* . 03 . « kj ^a tn •S^ p M •& a' ® fl.S ci 1* a p- • B. • ep ^ oj r-S © .» (jj ,23 j-, ,31 OSOk 0"3 o g © g£ gw g P « pq A fflrt'V r~‘r #®x ax '- t- O o o „ £ a s WPP H: " -P a «' a >>,- a^ w ) ift — ( CO > 05 t" O 5 t- OC 00 ■ t— O 00 SO CO CM • P a CO aTfe of* t*8; t> <3 pp 6 £ X © O ■ 2 - p p _ p"_a^ -g p 3 £r-p o' a o' > PP fc’fc :P P'0 83 gp 2° J1k§3l£t8*g|-lP on £p 2 ® gp pec 3 S 2 g ~ p p p B060 . * OD 03 * * 5z £ bn tc tfi ► V . .s.gp^f* ii*lt^. SSSacaaa o,a a a * o o o §*§ g 5- S-2 a a cTg £< CQOOODOS TO 05 a. 2 rfp3 a3 fcC |§ Sp ® .2i ►93J ( o © ©r pg^' p c o p P •p « | O g1i « a o-S a a . 0 a a ? a&ls^.s* eO cj © ag O OP 2^? » a aw a «- S * a ,® ,® all °P g fcCfctP •Sflo ^ :P a o u S 8 .§<13 t .a w c 'S O c2 ~'P^ o _tc<] a "o S o ® orj ©CO 5 a .2 i* ci d a © B00P P & +-T .9 br o a" © a sc h >3*' a 3 in §1^® a„ a g.S 9 ll'pjpw S,l5?«g?lS< &|§3j®|f.fi ®«a«-a^9-^ tej ^aj.a cjs oa OOPPPOOP =5 I 8.1 as® 118 B^<) 3M- 3 a g o''! a o >P PP t~ 1- «> rH 03 CO C l> OHNCO^L^^h CO 05 CO CO (X CO CO CO CO CO coco t> t> t> i> i>c^ "'From Report of the Commissioner of Education for 1880. bFrom the 93d Regents’ Report. 1880. cSince succeeded by Myron E. Carmer, A.M., who kindly a These are 8 hoys in the Kindergarten. furnishes the above^statistics. Table VI. — Statistics of institutions for secondary instruction for 1881, $c. — Continued. 476 REPORT OF THE COMMISSIONER OF EDUCATION. •JTBOiC Oiniap'CO'B (Jfi'BJ JO 980p eouis looqosoptjuaios p9J9jug[ M'BaA oini9p'F9*r (Siq jo osopgonp gggqoo p9J9jug; •9.o0l[O9 Ul osjnoo oijijuapg .ioj Sut.iBd9.i,j •osopoo ui I »o 9SJU00 JCDTS8B[0 JOJ SuiIBd9JJ | H I CO ^ 10 ■*< (M 0 m t> •UOIJBZIUBSjO JO 9JB(J •jojjuqo joojB(j 05 05 05 co lO H 1.^ CO 00 00 00 co • CQ 05 CO 00 t> CO I^COO^OO^ • CO OQ CO GO t'- 00 00 05 iOH ... 00 00 . OO 00 00 00 00 00 O 00 05 CO C- O 00 00 00 co 00 00 lO 04 05 CO CO CO Tt' CO 00 00 00 00 N • 53 : aT^X N : 53 : 5*>i^ rd o © lb:!3'rtS^ S S/.S.9S 52 gS,g^s2£:BsS SrS-g-S-S^ &lzi|'3§S§8S3-a&^^S | %. ar-agfl’^ bflfcS'S a C & tpsS 2 efS.SK4 t* S5§ S^|-t a J" fl d .aess^ 0 5X a a ® p >» ah Sil-sl&lbl^s^sis: Sllll!1lll|f^l«l' S§1l!si“le3sl«23ii 0^ cl a |i g§ ^§02!^ a oXcis3pet,Dig-cic;f. . . o o ■rC O ' Ofl •«3 o ■ _ m ^Sb is? b*^ i iS g Si S o e3 rt -H CQ 03 d’ra ftg £ ®3|>® | ggfaiS < (N co rt< io co i> co o o i i^d'^'TjlT^^'rtlTdTflLOl ’ V.M wO »q o o a; 05 O H 5 O lO O O .1OOOIO0O . O t> I> O l> 762 | Gilbertsville Academy and Colie- I Gilbertsville, N. Y . I 1840 [ 1839 I Eev. Abel Woe STATISTICAL TABLES, 477 lO • m> 04 ^ 'lOCOXOO I C4 CD -rh CO I m cd o CD T-i 00 COO O mo cd oo C4CD > Q n . © --j <5 ° OOH^H -la |a <5 'S © . 8 “d fl 00 ,wd| g § . . ,«• *d £3 • • I g c2 ◄ ^ • d Ur<— * c_T ^

t> ® > S 3 ■£ ; © • i © o kC 0r0 . H . . §CO ^ »1 d . o . 1ci '•g © ^ cD o’-'-hPPi''©© fe «>2 a hoo>I2 a Ccje3c!Sl04)®fl000HKW s| IJ C a « £ -S'Sg'tg P4>H 00 ® 5 >sl>si>5 a a a p>* a © © © © © ■ CD r-\ r— t i’sl.s ! 8 © I o © 1 a> 05 cd'dJ'O p a a WH gtLs .2 hr Z, k cD S s o S ^-b® ^ © g t-.-a a a O « rC© ® a. 2 <8-3 at^ e2 a © a act* O >5 „ .J,'o a dtB a ® w © a a ®o 03 ®i2 a 0 a 8 0 ©05 © H KlKi^t-lO a°saflfl«ooogS» k®^ 0 § 2-g.® 2iLc-b 3 © 2 S^'S g ® Kca a 9 3 I -a <1 fo a^ p"o 0'J3 a Ill2i « « H S 0 VJ r- . W wr-. y^._ W w O ce o -^C£0 © O 33SS33m333^|w^o 3 2^ HO 05 [X l| >» t~ t- 1> c~ t- t>t- t" o-t-t-t-c- * From Eepoit of the Commissioner of Education for 1880. b Enrolment for the winter term. d Eeorganized in 1881. a At Clinton ; removed to Fort Plain in 1879. c From the 93d Eegents’ Eeport, 1880. Table VI. — Statistics of institutions for secondary instruction for 1881, CO ^ < m 00 O Ol O lO g W § £ Ph o Kfj 7- p4 p-Ip w S-2^ S~S 5 3 2 S* rO o Cfi I a' 1 I a 55 u3.2 Sc/2 t-w weoco KOCOHM^Mi 0 « O O £ © © • O O ■ .0.000.0 (DO .OO" I o .(DO©/.© coor? • & m • •®'0ja5®'OG a 2 h a do pa pjKj a a a • 2 oo " © © . . c . o o © -o ll s 111 © l*H .rO Pd SO o _ S- h© 2 pq 8®-- O <® o^ <1 02 P3 : |1 ® gl 1 a a-2 dS|« 3| §£’ a « £ § n5 ia • o • > CD +3 ®J§ p ® 6%^ . S 13 ,- o *-• «$ p g *p ■Sri 5 a P^ PO©S PO^H«hw «j!e irt «i o S j 1© o j p. o &a* sh * « ai fct-etj CQ h: *-g .B .• lJ Ed. fc* U (N tJ< [> © O rH O P s. ~ IQ ' £L . k |H * | *5*1*1* jf*afai'SS gjgsgjisg cts fcg Edg Esl © co ©**• ©^ ofI fc £ fc fe OOONMOCJi 00 CO t- lO LO L- » - -) 00 00 CO c in oo in co ^ i in i> -^HCiO 00 00 00 00 t> oo H . * CM -SS^fe^ "3 flPdOridpii" tS ® o'l o o: * *. ©FI OCO ^ © 6 £ fcfc 1 r^ * • © ®- f* ffl . • .n _ o a ••id £-id o ®fe pq *1*. ,©y S S><. -a «^s S ) = O © Jj 4a g^rg ) © P © rt © 5 P P P IH ^ M-© 3 j, . , . ’u « ^d £ a - f.'A H o J3 O rh ° . 'P Sr -f3 N ® jH ©rg'gP . >5 ra'tt' 'T.-r-rpI bt~ ^ :>h 1H § Mr-td EecSti ©rj. © P fc _ .«d © 5 U w Hr- rid CO c8 O >r-^ a ax* PP OOOP ^go^H ^ '^rid^d®©©a-p p © ©+-^3 a 5 a c3 © © © •— ”-. © © p^p^q.pHPP-tPP ^ © 0 .05 o ■» i, 5 .2-a o v~ S H 2 K> •* g -g ® HfcJ*.1® rt _w >2 Sa , nj*^^ a | rrMa <) ® 3 © P . 2-3 2 •§3 co k (M » « i3 _o ©r© a >s cga ^ bi! • s g> q 5,3-g -r-* - a h ■§ g | g* .3 rtco g 75 »^-n y fh ^ . n O - ^ h ^ a © -= ©CO s9. >> : a :, ©go =co a © g a <1 O a » 2© £k * e **h ® ci _ _ r^-gog®|a ts S 3 « o+: >3 ® o o ® ^)OOt> P-iPcoPPcoPP QOHW MrMnOt-OOOO C » CO CO CO cococococococo^ 00 00 00 00 00 co oo oo oo co 00 oo Report <>f the Commissioner of Education for 1880. & Rechartered in 1871. adjected to Kindergarten and primary classes, 25. c From the 93d Regents’ Report., 1880. 'T'able YI. — Statistics of institutions for secondary instruction for 1881, — Continued. 480 REPORT OF THE COMMISSIONER OF EDUCATION. \TB9iS OimapBOH (JSBJ jo osop 90 ais potps opijuaps pojgjug; •JIIOA OICaOpHOR JS13I jo oeop gouts oSojpo poaojag; -9S9[X00 ui oeanoo opijuops joj^rruredojcg; •9#9|po ui 98JUOO poieeup joj SuLiBdoij •saS'BnguHX rLioponi uj CO IO CO CD CO •98JT100 xBOies^p aj 2 I ‘98J.T100 tprpug; iij •GjeuiGg^ •9pK t- 04 WMtO •pjoj, •sjojonajeni gpraag; •saojomjenx opj^; O ^ M O W O I io a ^ is t> w i IflCIN ■ O •uoijBuxmouop enoiSipg; O O • • • © © • • _ _ ©©>•■©©•• . sins £ 3 a in . a m 44 « »83 **•5 © - ® © .2 lw« «eio h-ra C.m., © lT . © © C3 P © 00 CO CO CO 00 > SI oc ID H0>0 ID Oi O CD CO < ID CO ID CDOCOCD^I 00 CO CO 00 CO CO I- OO CO ( CO CO CO CO * ©* © © © :(x ^ a . ©“*£2 ^^5 4J ftftfta K, _ jJ" Sh W 88888 a# s-s-S s-g ^ s ® -a ^ a a a a a *a a-~ © ooooo a « © ©43 o PmPhPhPhPl, p4Pp P$P$P3 P3 i fcjjzjjzjfc® : ©" ® © © ©" ij^NhP.S mm ~l*p O -2 *2 fl © © © P ‘p ^SSS^!|-|gg.g.g © © ©* © O O' bOM a. a #{Ainimninzn i ,2 i ; ! ® ; ^3 p I © ■g : e : c8 Ph >s ' C5 : >j ^4 ©S ;W T3 3 : a o 2 "§ « ; >5 Cw .3 3 ■n :•§ ! e ' • 3 © ^3 a © | % ^ in « ^ 2 i ce :§© ^ a i ; > i f :a 3 : a a: i : ©-£ * rH r> \ > w &WB5- 3 »-g ^'ei r! ha's * © H H S « >jV3 a § © M 'S.S o a ^ n ,afeo i'Baili ®-3K ©45 34?'©! a^ a^j'-1 « © © Pho pt?r4Q $ ^'34ijH-co wop-icofi a ® « © c3 © a S © g © a a o o a* lifflllf W^wwtlo i ci co ^ ' r#i -rH I oo 00 00 00 ID O CO Oi < ID ID ID ID »D < QQ oo 00 OO 00 < STATISTICAL TABLES. 481 OiO © co o © 00 00 ^ © 10 ’ IWNWOOCON OO (MOO © CQ 1 cq co © oo oo co oo co o © r- c 0 ©lOOMCt w § g © § § ©OOO©©a0OO a; o o o © , pM£^£ °f30|g^ . fc»hi+3 .> H .p O .p B p-1 ditWi! !? >5:“rjd,n. ££ 3° □ P- 2 .co 2h , p^P^zZ «o • 2^-M §111^1 1^1*1 a^fB otf P’S ® P felo 55-|SPpqpPnr-,o®q g*ite-Il?®gSi : o : « S CD j o ®cc pj -Ct5 of SF3** co^ ll!£i£'o5j§l OP4f2MP3(2P3f9Ah>Haj5p3of2 fcb fl £ ®o OO © 3 <1 bJO . 3 ^c W „ • < < if c o +=> !8i IO x (O N N t— t JCOOOCOOOOOOOOOOOOOOOOOOOOOC © © CO ^ OO © 00 00 \":X I CO to o o IQ l> I 00 00 00 00 00 00 00 o © < > oo oo t :t* :t* :l* Au ©“ 3_r-3 «® a> m5 if if -3 CfiCGWC /2CO ; :fc •« : • ' ’ cc^/fbH^1 t* bf^; bo ^-gg^-ir8 -- P-^-5 3,0 jO "3 id ■— < >H *25 g£j©’ £ P'S 2 ° °\z A g otV^ - -3 o te £ fe m ^^IsSpp^^ : i bH o‘S|blNfzi SS1.S5Z5 £ I ^JS ® 4f pf >-.if 9 aj^o 6 : © ; 1 1 z ; : oRol J •> -pr^ - 03^ ^pcra o , - 4^^ g a-'S-c ‘ ■cpS 3 P P : . ;o . ^fl > J g 3 2 o. p > fl-g-s a g-cs s S2-g w O s ® d Cjp "s O S S OH o ® ® ^fqpioooooflflHHSPHCfioMW t- e8 . bfi :.3 ■m ; ^ t»ci - § 9 © K^.rP © ^ W P3-© 3 : p : a I ’ o ! ;gg ; o.2 pa 'B O c3 . rt “H? .• § o ® ■a a go 9 ^-ll Ifigl t uOpH^® P"C»PiC0C! O p^fe :S a: P © B *' ' tb'l « tb^a o £ • § i $£^2 3 b02r§-3 3P3-43 isniSfsia \s >5 S - ^ ^£ 2 a © pa ° © ^ a = • © .© t>;r 'e3 O gr l-§.2^ S-Stfl >>1 O ci ®7i,3 ScSS n^g^jS "<<8“Sg«.S'= ,2S|gSs ■sIssB’Sa S 2 t>> ’cpj * * >. 1 tb. rj H 'p © 5.3^ apcc 3 a g W) 1 2.3 MfiW (M W lO CO ) T#< » _ _ _> © © © oo oc oo oo oo • IO © t>- 00 a © r OOC5©tHC'i^t^i>Nr^t> r^ oo oo oo oo oo _ _ _ _ _ oocoooooaocoaoaoaoooco oooooooooooo OCOOOOOOOOOOOOOOOOOOOOOOOOOOOO©©©( 5^lO©I>00©©r-( . CM •9S9X[00 Ul bsanoo xuoissBXO aoj Suxaudoag 00 • • rH • 1 CO 05 Tf 0 0 • rH • • CO O 03 • CM (M 1— • I-*. •sog'cnSui.x uigpoui up 14 0 rH • ' O 0(N ' O CO ; ; rH H O OS ITS .OCO W^Ot'ONOHO • iGWMin int't- c- ■ co t- inot-oct-f-Tfco ■ 00 00 00 00 000000 00 ■ 00 00 000000000000000000 ■ jo opeg w 1 1875 O CO CO • • /-s fr- CO iO q 1 0 CO 00 00 0,0 0 , • 1 CO I . 00 • fr • fr . O • fr- .00 • c 00 i i 1 Location. « Monroe, N. C . Moravian Falls. N. C . Mt. Airy, N. C ' . Mt. Pleasant, N. C . New Garden, N. C . Newton, N.C . Oxford, N.C . Oxford, N.C . Palmersville (Kirk’s Mills) N.C. Pineville, N. C . Pittsboro’, N.C . Princeton. N. C . Raleigh, N.C . Reynold son, N. C . Salem, N. C . saiem, jn . u . Scotland Neck, N.C . Snow Camp, N.C . Suramerfield, N. C . 1 Trap Hill, N. C . hi q 0 553ti) a > a ■as a » 0 5 « 6 H Monroe High School . Moravian Falls A cad emv . Mt. Airy Academy* . . Mt. Pleasant Female Seminary*.. New Garden Boarding School . Catawba High School . Homer School . Oxford Home School . Yadkin Mineral Springs Institute. Carolina Academy . . . Pittsboro’ Scientific Academy .... Princeton School* . Raleigh Male Academy . Reynoldson Male Institute . Salem Female Academy . . misses \v euare s irrivate ocnooi. . Yine Hill Academy* . Sylvan Academy* . Summerfield High School . Trap Hill Institute* . . D ! • 5 • • a • • 0 0 ! s*g a i'&s hSh & © Jird P< STATISTICAL TABLES. 483 03 ^lOO ■ CO O 10 o o o o co oooo o co o o CO t^OOO HLOLOICO O -^1 CO CO CO CO CO T* ooo • o lO CO 'OlOOCOO' m co m co 10 • H 03 H CM 03 o o oPh 0) t>> .0 ® CCI-sI-sPh E? © ‘3 O ® q .a 0 ® 0 P g •2 1 a 3 % - c3 Jji.© 0 *bfl © ® I « S'lgf •gp3ll tjo; a • ^ j» 32-2^1 > Of r#> g Q <£ -r te Ka 0 q © ^3 Si^Ht§ s^slt! rfjSlgJ P4«2l-j^Pv5 : a : ^ ! -p" • fH 4 3 s- <3 CO ^ W cc l^w&l HMhSPn OOOOCOOO oocoooooco 00 00 lO CO CO L* lOLOt> HLOCOlOt^rMOlO 00 00 00 00 00 00 cc oooooooooooocooo CO CO Tt? CO • CD rg I O 00 00 CONNCLM • CO CO CO co ^ ) CO 00 00 oooooooooo 00 00 e . o^- p- q 0C'^ ScegsBa^a^D 2 S -_S fe f- -** bt.0 © .9 _ .q © .q a ” 5 P © g 5| 1 0 to 0 i> gC5.S S^-o P §0° §H 2.2-520 '^O^gog 41!*^' ps 3® f- .2 2 o s.2 .2 o®o :o 2 0-2 « P||o2 |gll o°o^ -5 ©-£ 0 P.0P4 cS ©+2+S t> >‘a 0 &'Eeg •SSSSS&'SS 4a!g©o'3j '§gS5 flS^i ObbWWWbb kcomcc bJO P • >.o _;L 3 § o ® §-0 3mH£ ^ O © O rj • 3 © -d . P 0 Of r-J.2 ©' .2 ®0 q 5 © PO q r- O t>‘ 0-q <£> c3 LT r qj cju f'3 ©2 ! 3 tfj o I IS rj O J P-i g o Sol IN^ I ,5? 3 0 0 ^ T3 © fee a A ®P P qi3(>fip I— s-i © © ® >> © 3 ©•§ ® Si» Sq l>> ©H ca <1 P 3 , t» 'I >S >5 3 0 3 q © q a Prq 3® © «3 w-pnq © IJ--0 p o ©^1 .2^2 l|3l r«H S o o Er t>h) »53m m •^3 -P © a 2 0 M<1 ® « P b£ M a.s 3 . a. © ro . kr i— 1 ^<1 b° S| 5 ® 0 q- q 1 g fl Cu a St™™ rP-2 ^ p q g giP 03 a ® f-nS rt 0 O 0 (3 © OWCKWt> •rt c3 ^0 o 1-& © a ^•R +3 © •^P t>S 11 ;P ■ bfl ! a . P >jS II |a rail •P O O © _.fp qpa ^P3 0 q § © 2 ©.2 ® J^«3 ©O BCOOi COCOCOCO cococococo CiCJCSO O) G 05 Ol C CO ^ ID co t^ooo 05 C5 CP 03 C5 C5 C5 OHfMCOrfiLOCOt^ »OiOlOlOLOlOlOlO C5 05 C5 C5 C5 C5 C5 05 03 03 03 03 03 C3 C3 03 03 < Springfield Seminary . ....I Springfield, Ohio . I 1874 I 1873 I Mrs. Ruth A. Worthington..! Non-sectl - 1 5 I 56 1 4 I 52 * Prom Report of the Commissioner of Education for 1880. a Sox not reported. Table VI. — Statistics of institutions for secondary instruction for 1881,- ^ — Continued. 484 REPORT OF THE COMMISSIONER OF EDUCATION. •iTjel ottnap'eo'e jo oeop ooais xooqoe ogijttoxoe •JBOA OiraOp^OB JST3J JO 980X0 991118 939X[00 pgjgxug; •9S9XX00 HI 9SJU00 ogijnaioe joj 'anpredoj j •9S9[xoo at 9sonoo x'boissl’io joj SutjTjdgjjp ■soSwnSutJX uagpora up ^ •9Banoo x^otss'bx^ nI n •98jnoo qsixSug; up 2 CO tH < CC t> lO t'- r I •9IT3K •I^JOX !t-t'OW oooam oo «© m © TfOH®»0' __ _ mooo inw-rnoci^ co c~ oo t> w ot>wo r-l 05 _ CM y H © •sjojoiujsm oxurag^ GO I ^ o «i © ® g.s t> .g +a .® a a tPCCha £ t> PhOj3 W h. ►4 o go oo 3 P3P3 fcJO a of © © a a ~ Q P a 0 os ' j 0,0 . ◄ SPSS'S . gjg-raP-s > a«H u §p^H J ^IwcziccaS i-ii-jl-sS if tea 1 a £ • © © •J9JJFqO JO 9J13(P 00 00 00 00 •£,aO OO .. © , © r© O'© P^rS 03 ®2o icHB !_o o :3 3 :° . °op.2 . g'lo 5 ’S 2 ■ • .go 3*3 ao ® £ *t?g|®0° ® C3 -S fg _rrf ?r> >!fl »© ® a © i3 £<'£ © 2 0 H© rO k? « •© “2 p H til © © © £0 bro ° - © _ be -_2 JB >- © bia! g ■R i ® « O © .2 a M a-g ® =3,23 c8 © © oooo ©'©'©''cT o a 0 O p © ctj © h© a p a © o o © iJPhPhPh I § O 4i P3C/2 iJi feCCtw §2® N1 ^ S > VJ © p ®b © ° O1*. § ?.st - *>r ^ s 5 a I , © © be : : : © ® :l ; © :h a © © r'o ©.2 © © Ifl "3 bir-H 00 m © o _: © ‘ „ 2 CQ OH J®0 2 £rd 3 -b © * oo h ® © 2 ■ o. ; 23 ■ -a © ■lib © ®. I fc©i: »OP xn. p © £W PhH atr(CH^©'3p:5Qr3aV; ^glgi^®®s^| i®as'-ao^ofl2 [8 rfa5r©t/2 £ "o ce.2_,j ' 03 05 STATISTICAL TABLES. 485 : : : : H rH 03 O 003 • • i i • j i j • 03 • -HO • 03 • 03 rH • 03 : : HHN -^1 o • • • ' Tf • CO • rH to CO • . t 1 o • rH 1 m : ; : : : : CO CO 03 O o • • • • • • • rH • 15 "T ■H' • 00 i ° • rH • 03 CO 1 10 7 23 12 rf OC • 03 • 03 03 O 1-* to 03 CO 03 03 • T-1 CO rH rH . «rf 1 L- ’ O iH • CO • o 03 O O O • rH HnO • rH • O CO rH l> C5 *03 . tji 03 'Cl 9 Zl 03 CO • O rH o 00 rH • CO rH 'ICOIOO I TT C3 38 20 o r> o m co co to •too 00 o • • » • to rH 03 03 • • • CO CO CO 00 • 03 rH Tf ' 05 03 03 CO CO O • 2 03 03 rH rH 03 • ir o c IT 80 140 67 13 1 51 50 OOOOHO o co to CO rH 1 rH • O to to rH ' tO • O rH t> 03 * HC1 CO O O • CO 00 to to to • if 5 03 tO 05 CO H OO O O to 03 CO o co CO CO 50 103 50 11 90 116 40 O 00 05 00 ^ O CO t> rH CO ■ lO 00 O b- CO 03 • 00 CO rH CO t— CO 03 CO rH O icocoo • tHIO 0*00 03 0 03 to O *03 ^ • 03 L— 03 * n CO CO • lO t> 03 03 • O O •COt>^ • CO O • rH CO tO CO lO lO CO 00 T*'l>CO rH CO CO « -OOrfi* O 03 O 'H' CO 03 • CO 05 to tO ■ CO 03 03 • *03 03 • O CO CO I> CO CO • O lO O 03 CO O CD O ICX00 05HQ r— i L- OOOOHO O CO to CO t' 1(0 O rH CO rH CD '•H tO rHH* OHHHO COCOCO CO C5 l> tO OJt>OJ t> lO tO COrf O lO HJ tOL^OOHjCO iH03COO3COt> CD 03 tO CO CO 03 • lO ^ CO rf 03 O CO 05 03 03 rHrt< to NHflO • • CO CO CO rf rH 03 03 rH CO 03 rH CO CO rH rH c P= • * • § • * 02 >© i . o t CJ . coioi>-'a< ic ooioi>iot'!Dot^et> wiooo OOOOCOCOCCOO 00 CO 00 CO OO CO 00 00 00 CO 00 00 OO 00 00 CO oo HHrlHH H rH HHHHHhhHHHH tH CM rH tH 1881 1875 1869 1852 1873 1880 1850 1866 1866 1873 1862 1785 1855 1880 1847 1866 1874 1860 1857 1853 1806 1871 1853 1849 o • co t>- « L- 00 « 00 1876 1817 1868 1868 _ 0 0 1866 1852 0 i i CO co o to . . t - -v sD 'X _ H . .00 ^ CO 00 ° CO • • rH HH tH bj & c a © ’S a: Sheridan, Oreg . The Dalles, Oreg . Wilbur, Oreg . Alleffhenv. Pa . :«b rPn il Beaver, Pa . . Bellefonte, Pa . Bethlehem. Pa . Birmingham, Pa . Bristol, Pa . Butler, Pa . Centre Hall, Pa . Chester. Pa . d PM c i © a c 'U Downingtown, Pa . Doylestown, Pa . Easton. Pa . Eldersridge, Pa . Erie, Pa . Erie, Pa . Eactoryville, Pa . Germantown, Pa. (Green and School streets). Glade, Pa . Greensburg, Pa . HolliHaysburg, Pa . Jersey Shore, Pa . Kennett Square, Pa . Kimberton, Pa . Media, Pa . Monongahela City, Pa .... Mt. Pleasant, Pa . Murry sville, Pa . Nazareth, Pa . New Berlin, Pa . Now Lebanon, Pa . Norristown, Pa . .4 : >» % :| 0) . © W :1 xn a © b © S'h 3 ® g ° <5 '2 < u * bn^ cs^.S S ej* C ©:g 8 &0 c« £ f-i » ftoW § © e3 a f=J . HcO^ tU/2 0Q nd bg ^ a a 2 b ;g © ff o ^ r/) -rH m S hH ti I © .t3 © 2 9-e-S a © Sf'SlJ'ggS.S ffl pqpq^pq^pno a - ©3 b© b +3 c3 a 03 a s-S-g* 3 1 >>© I* ° ® ©CC'd^'H © rd’cS 3 © § © © gt> ^Hnrbs ©is lli^ill O ^ o u « 3ofiH « rs t>s |it s£jJ © ©"t © 111” till •g ji © *c W) bfi “os © © O 9 '° © bB ^ v CJL b^g g &DO . . -.9 gM c$ • h C3 r Qhgo ©g^ I1IC! gSP.S a®p^2 ■i L a* 0^ fl l^f -«*•»- -- §i §13 bObMH WHPMOQ . f>5 © a "©•© >-5+2 © a '-*3 « bllH 3 oi SJO .* -.- ^ ©>,943 -balS gM ©4 © W cQt© ® ©3-S: w>g >5 +H _J © *g © eg bb^S§5W a ®H.s ® - - ©rtf a © ©qs •S'© h © *7!§ •gH § 5+2 © © © a .© © © 3hPh © ©._ ■CO ©T5 ©*§ air a* assas ■X^OHWCO^lOO^ • C50500000000 >050500000000 ooh:i co ^ io o o o o o o o 03 CO ^ilCOt'OO 03 03 0 3 03 03 03 03 o o o o o o o # From Report of the Commissioner of Education for 1880. a Including normal students reported in Table III. b Reorganized in 1879. Table VI. — Statistics of institutions for secondary instruction for 1881, <$ c. — Continued. 486 REPORT OF THE COMMISSIONER OF EDUCATION. onnap'BOB js'ex jo esop eouis xootjos ogijtroios pajojng; •a«9A oioiap'eo'e jsbj jo 980X0 90HI8 9S9[X00 poTOjug; ! p ! ■9391X00 Ut 98Jnoo ogijtrecos jQjgnij'Bdojg; •9j39|»oo in 9BJT100 X'KOfRSBX'J aoj Sni.reaojj O .-I O •sog'BnSTi'Bx uoopoui uj •98inoo x'BOISsbxo nj ^ •98JU00 qeixSng uj ! ’H •9X'Bra9li o o o © •9X*?w o o o •uuoi a •8JOXOTUJ8HI 9XBurog | QC <0 Er2r--r5 ^ 'S V C? r2 1 yj P-l -2b ■§ © §■© « © .2,13 ©3-23 £3 U M 3 © 3 33 b!2 i Ph P-i Ph Ph II 'S •Se Ph 02 - 0- ^© r e« .3£Ph^.£ ^©*5 ^Ph . 2 cf 8,ef -S3 ei3 ®3 p* &gp- ^ ’’d .3 ^ § a'3w a • • 05 ^ co co m co • • Tf rH CD 05 b- 05 • rH rH » 113 47 40 (i 53 O -P 05 ^ m 05 09 08 • mo cd 0 • 0 m • 05 05 TJH • O O • CO 05 CD rH • m rti 05 • CO o 47 40 0 50 53 O • O 05 O O O OS ^ • CO O 05 CD CO CO oomoi 0 00 oco ocoo OS I H 05 H CD H1 Tfi CO TJ1 O H » CO iH • 50 41 124 21 *6 34 m « 0 os • co moi ocdn co h< rH • m TJ1 • CD m T*1 05 h 05 ?H CD 113 50 47 40 41 50 53 O ^ tH 050 OO CO ^jh oi m os 05 cd co r— co in 05 00 oco mm 0 os cd 05^ CO OI CD rH Tt CO OSl> CD^p^ 05 CD CO rH 05 rH • t> tJI H l> m m oi cd 05 m 05 rH HO • in t> O rH rH m ^ 05 *05 co m rH CO t$i 05 C5 O 05 CO 05 rH co rfi SO (M rH CO 05 rH m ■ 3 • © ; a • o : 1 zj Friends . P.E .... P.E ... Bon- sect Meth . . . i Presb... I Friends. P. E .... P.E .... Pv. C . . . . c Bon-sect Baptist . Bon-sect Bef’m’d. R. C . Lutheran p. n . . . . P. E _ Bon-sect Bon-sect Friends. i ! O i .ft : P : ® ; ph 2 • o3 Ph : ^Ph .’ bio j i • P ® P ri •2 m .a jM M © rah Cooper.... . Supplee, A. M. .wford . CO P <£ bi O 0 ci J 3 ' J P-H i s 'g 3 «■ s ^ p p P O H : . jh : : o a : : US ft . . m ? . . r3 '=r® ci • •£•<■• P H - ® : • : n n- . g ® . - 2 ©“a ; a ® ; j p ^ ^ i3 C J ‘ O ^ bJ ■g » 0< ; CSOT 4= ® P -® ^||p§ S | Clements, A. [.A . ■ieht . >e . alan, A. M . \.. M., PH. D . Sarp, ph. d. .. m m % p 8m.?h © A -2 A 3 S £ SPP (> ® 2 ro S • . S s- Oo>J HadgH 3^1 ,^bW® o HpM S -g > 3 g £ ©5 © .C^ r— ^ P3 l>* in !>■ 00 00 00 00 00 00 : «i : : > : : : : 00 M i +j5^.L nl o d. 'S« cS c3 is .•S'' Q CS ft PM^Pn © . - © J- o o - t>- ‘O 00 00 cc:ix m 1- in 00 00 00 >00 00 00 00 c -e 5 $ a H > • .2^ SHi C3S.2J3.20.S ®.2 3rd - ^ cs 2 x3 ® © pg 2 I cS O rP-P uim a-s rP 03 «P SP « w ©if1^ 5m £3© l.s fo{)2 ft o'® HHH g-s ■p £ Is o ® <1 'g "ft© §>3 02 o o P S 3 © © C£ CO “■So ■gHg P bt® Is §P ^1 ej 2 80 H P s >» II £ £ £ ^ 'O o =«rP A » s«50 §3 N Ph ^ O ® ■3& B| ©^ H 02 : cs ;A ■ be : p . p . o >5 s«s g t» c3 b 5« 5r-^ S p 2pJ ^! ||1 so ® -*^>g r® a> ©be <| P © p p £?£ O o ® Ss.fl co a p btH’So btcS2 Ctco co in co i> oo CiOHNco m in in in mm mcocococo O O OO OO ooooo s a o th 05 co co t— t>* o o o o o From Beport of the Commissioner of Education for 1880. aKevised in 1871. Table VI. — Statistics of institutions for secondary instruction for 1881, O 1C rH CO CO •89SbuSuBX UX9poni UJ H 10 50 30 18 O •’ iO tj uo I I "98,1X100 JBOISSBp UJ to H 20 10 [ 20 16 ' i lONCO t> CO (M CO CO • rH l> rH rH •9SXUOO qsxxSag; uj « H CO 50 18 • l> O O m rH o • HO • C»iH(MiH^05^(MO rH CM "91BJ^ O H O' • O *000^0 • m I^co • • O rn H • O • rji LO • • rH rH • rH • rH <73 S5 60 50 36 18 175 210 27 30 30 45 198 40 265 548 •SXOJOUJJSUl gjBXUg^ ao UOiOO COt^lOrHT*ilOl>l>C^l£> • rH •eXOJOUJJSUt 9]8J\[ * ! rH rH rH in S ; • 3ect »S •uoxjBuxxnongp snoprptl O f-i . . © • Sh Ph 3 PhPh£ « fH O K fk & % £ p ’S-e S S S £ d a eg jg S © 9 ft O . . . ftCD >5 !j£§b®H ft |§|£w© ^ >-• . © . . tj p > £ > £ eg © ■© ft®£,P P3 3, © p 2 <1 33 •uoxjbzxxib3.io jo 9jB(i •xejxeqD jo gjbq; . . ^ co -£ a, pr‘ £ £ ^ HP-, ©- ©~ © 4XjP ftp p fcfl Htfi'd © © a O prp rp .H PU c3 1 — a> v P © o CH g >5 <3 M H rfirS ooO © (*) .1 © O® Pft © © _ P p* ft ^ © "£ ’> .© Sp P M CH ^ r-l Ph Ph M .p -p © ■a 5 a eg ft O ft W m ^22 «.S3 ©e© >3 £ £ P^§ ft p^ft o a © hjpM *5,- ft CO 2 BP 3 Eg o:pft A a § ^£3 o, g> 1 h 'p ^ i 3 .^ft- °tr$ 2 r-H.g'd O 2 £ 3^* Iw-g^: 6 £ i o '■d g bX> .9 9 ^3 O p 9 © w © <3 "5 u © 1 Xfl jn . ^ o >3 .3 P © eg w *00 .2 •g OQ *© 5 j® p o w g rt 43 m >3 73 o .9 be m P ^"9r- «fH 1 o 1 H? d 9 (D i ps © > p s3ft 2pB «8 ! Ph K STATISTICAL TABLES, 489 rH O 23 4 . • © | © © J J t> • • Cl • ; © i ; i H< O © • • rH © • © © • • © CQ • • rH Cl • • • © ! ^ ; 4 i ■ © * rH • © • ca r« 01 » rH © • U0 O CO oo no rH i rH © © © O JO • ’ to 1 H« © * 1 • « c z> © N CD t> • © O © • O LO O co • h ca ca © co©© ©coca • ca ca ca t-h co ci • th l> b- © CO 00 © © rH co ca © © •' © rH ca -Da ^ © © H< © © CO CO • © o rh CD ; 00 no o CD CO Cl r - © o hhuo© hooo o • ©Hi © © Cl OO CO H1 CO © • -H rH © © © r-» rH O r-j o © © © ca co H1 co ca o © o © U5 40 O 4ft © © © © H< © CO © H* GO CO © rH rH • 00 CD ID CO >(NO H< ^ rH O co ca © • •© ci no © th— • CO Cl • CO HfO © H< © • O no© • b- © © • 00 © © CO © CO rH COt>H< © b- © * H CO Cl 'COlOOWri H^ © © 00 Cl rH © 00 © © © © © © CO CO © CO ■ © co co co co • © Ca T* rH © 5$ © CO ca © NHTfOCQH © © © © t> 00 © b- ^1 ©©©•HO© CO rH © © H* © rH rH coca coca • • © « th -ioh ca ca t> ci ca • h* ca hhhco OHHHJJSO ,H rH blMHCOH jcaCQr-l (NH N H r-» Cl O rH CQ CO Ca Cl rji Ca ca HrlClHHHNNH H H ca C1 H NM C5HH j rH H SU Presb . . - 1 Non-sect Baptist . Baptist . Baptist . Cong . . . Non-sect Non-sect Non-sect Non-sect Non- sect o > ~u ! ’ooSo'o'o'o ( "5 <» , to . 4)* © CO Cl©tH©©©©rH© © b- b- © © © Hi © © © CO © CO 2SS 00 CO ^ 00 CO OT 00 00 CO 1880 1879 1855 1877 H* ca © © i—1 Cl © © © rH © ©H*oo©Ob-tHOOb» coco CO 00 CO CO CC 00 00 00 00 !U j-i !o ! 1881 b- • © Th ca © - © b» -rh 00 • 00 00 00 00 © H- © © . cq © xr © © © 00 00 00 00 00 -CO HHrirH rH 0 61855 1879 1874 1871 1855 • © • © . t>- • © • co • oo ! © ' § Chester, S. C . Clinton. S. C . . Columbia, S. C . Gaffney City, S. C . Gowensville, S. C . Greenwood, S. C . Lexington, S. C . St. Helena, S. C. (Beaufort P. o. ». Williston, S. C . Yorkville, S.C . Ynrkville,. S. C . Alexandria, Tenn . Arcadia, Tenn . Beech Grove, Tenn . Bristol, Tenn . . . Centreville, Tenn . Chatata, Tenn . Clarksville, Tenn . . . Cleveland, Tenn . Cog Hill, Tenn . Columbia, Tenn . Covington, Tenn . Durham ville, Tenn . Fall Branch, Tenn . Flag Pond, Tenn . Friendsville, Tenn . Greenville, Tenn . p i 5 ! E- 1 r* ! ^ ! 1 c ! E 1 p: Hollow Rock, Tenn . Humboldt, Tenn . j J 2 cf.C" 1 C P i-Si J o « Near Lebanon, Tenn . 1 Liberty, Tenn . Long Savannah, Tenn _ Loudon, Tenn . : a 5 3 © Eh H © bl|3 £3 > 2 a ■1% "in d>tc 'S g « u ;p3 a; fqopq ■g ►.£ o 3U°0 !l«2 §5 1^0 g|&f| 1,1 lifa O g ® « PI O o ‘n CD ® OOWhIPh 2 Cl ci © bt'cS _ 3 . - o « © ^ a> q ^Tl §^| glsslS CD ^ ‘g^ bio <° o . ‘DcB* > C3 (>. OB _rt H ^3 a br^ o S5 tfc'g .3 Pistes *sl§ ,§ h as I § © g j-i ^'PJ-gcipj^cift .bfo GG 3 g .2 ‘So g I gift's §H 3 a 2 2 ©£ ^ © r=3 rfl -5 33 33 O O cooooooo § £>>-•© co 5 g-£ © a ® £ Igl? a 5i o © §W5 ^3^ ®- 2 © >73 q1? S o' •5652. i^"S^: co © o h^eH o 111 S' pH ^ S © q c3 rq ,2 ©f o : ; g . „ • t3 ■ © $% ij-sl w -£ a >4 2 © « >1 ci •.* cl ©ClEtj <1 3 3 3 5 few* , O 1«ua* isiSf igfijs 'S6 ill 1.1 ill; Ct^XffiO ooo ooooo ICOHlOONXOJ O HC1 CCHin'Ot'XajOH IHHHHHHH Cl (M (M (MW(NWNN(MCOW * From Report of the Commissioner of Education for 1880. a Includes normal students. b As an institute; as an academy in 1880. c Reorganized in 1879. Table VI. — Statistics of institutions for secondary instruction for 1881, © lO © © © CM CM CM © © 'CO ' © • ■SgS'BUSu'BI UJ9pom UJ 14 O • lO o o io rH • rH CO ^ CM • • ■ • CO • © • • oo © © •9SJnoo x^oxesuxo uj | 2 O • LO O O t> rH • rH CM CO 08 ©CM © cm cm • oo l> CO © © no • rH CM rH CM •9SJU00 qeixSug; uj | 85 74 116 55 50 45 © 00 00 © 00 00©10©©!>CM©CO iO (N^CMCJCO^rji^O^CiiO© •opjraotf ” o h< © © © m iO CO H* © © © © r> © © • oo © © © • CO Qt'O^t'CM . ^ CM . -9M | 2 iO rH © lO © • ^ ^ t> IO CO *IOCMOO»0©©CM©CO©CO CM © • © © Hi © CO h* iO © © CO © •IUJOI a iO lO © © to © tji r- © ^ rH CO Hi © © 00 © IO © © © CM © CO © ©©H HCOT** CM © *co©©t>Tt*©t-r>-£-*o • 00 00 00 00 00 00 00 00 CO CO 'HHHHHrtHHHH •J9JJ151[0 JO OJ'BQ « 1875 0 1872 h* • • © i i 00 • ■ . I 1838 1868 1867 0 0 1877 1872 1880 0 Location. « Martin, Tenn . Mason, Tenn . Memphis, Tenn . Memphis, Tenn . Memphis, Tenn. (352 Pop¬ lar street). Mont Eagle, Tenn . Mount Pleasant, Tenn - j Nashville, Tenn . Nettle Carrier, Tenn . JNewbern, Tenn . New Market, Tenn . Norris Creek, Tenn . Ooltewah, Tenn . Orme’s Store, Tenn . Paris, Tenn . Paris, Tenn . Parrottsville, Tenn . Pikeville, Tenn . Powder Spring Gap, Tenn Pulaski, Tenn . © 1 H Martin Male and Female Acad- , emy.* West Tennessee Seminary . Miss Higbee’s School* . Memphis Institute . St. Mary’s School . Fairmount* . Morristown Female High School . Mt. Pleasant Male and Female Academy. Montgomery Bell Academy . Alpine Academy . union bemmary’' . Holston Seminary . Oak Hill Institute . Bledsoe Institute . Paris Male High School . The Mrs. S. H. W elch High School Parrottsville College . People’s College . Arlington Academv* . Giles College . T . CO CO CO CO CO CO CO STATISTICAL TABLES, 491 • O O CM • j • ° i i ! ° I lO • * • o o • 55 • CO j CM • CM O CO rH • O • • CM rH CM j • CO • • *o • • • S • 40 Hi • O • O • 05 Hi • o o • 25 tO • • iO »0 lO H* • 1 CM rH 22 • 40 j CO O CO CM O CM O CM 05 CM O O CM 4C • rH • ^ : j CM • • • 40 H< • O • ... 04 . o • • 40 ! 00 O Hi O O • • Hi • 214 1 | 10 ....200 20 100 40 • rH • o o Hi Hi C5tOtO • 40 CO 40 40 CM H< • CM CM o o rH rH 81 CM O 40 Hi ‘O 40 CM CM CM CM rH 05 CM O CM 10 • rH O CO 40 O 40 CO 00 00 CO 40 CO O rH 40 79 43 O 05 CO t- Hi 40 H» • O O r-i • CO lO CM • CO rH • 40 • L- lOrt'lOH O O O — < CM CM CO CM LO 40 CO CO CO L— O O CO tHCOOOOOOO O O rH lO O Hi OlOOH*CM CO 00 Hi H CO CO 40 40 H O CO CM O O O 00 CM CM CM 40 ■ O C5 C5 Hi • CO CO O • O • CDCOiOHi 40040010 HiOOCMC5 t^I>COCOCO lO O CO 40 CM O Hi CM O '04040400 COO • Hi 40 Hi 05004CH 40 CO rH CM CM CO COC4 • Hi CM O Ot^OCMCO • rH rH CM O O • Hi CM CO • 05 rH CO • O 40 O rH CM rH Hl>OLO 40040C001 ^^40^ CM CO CO CO O t-H rH HH CM 40 O O CM O rH t>C0OC0 40 40 O COOH OlOOO COHOC5CD CO 05 !>• H1 CM O H 00 O CO 40 lO rH HCOO t>- O t-1 00 t> ^ 40 HHH rH rH rH rH rH rH CM CM H H Hi 40 O O CO H Hi CO CO CO CM CO rH CM O 40 O rH CO rH •CMr-MO H 04 H rH CM O CM ■ CM Hi • • CM CO CM rH tH rH CM CM • rH rH CM rH CO CM rH • CO 40 • 40 40 CO j CO CM tH 40 C4COrH»H-^CMCMCMCOCOCO CO CM H< CM rH rH rH rH CM CM 3 HHCO CM CM CM rH rH 8 91 I 8 05 Hi C. Presb M. E _ Non-sect Non-sect Non-sect Non-sect Non-sect Non-sect Presb Non-sect • -H * -H • . -4—' , -4H -f3 • o • ©•©•©©• o© • © • . a y- H • © • -a ; pt § :< M • . 3-2 :j i< a.i la oi Horatio N. Rankin, president Jacob Bickler, A. M . _e ’p h c. t- pc a A. J. Robert, A. m., ll. b . Milton Ragsdale . Rev. J. W. Miller, D. D . P. H. Hensley . T. G-. Arnold . C. D. Snead . J. S. Kendall . W. E. Clark and C. M. Lyon. rlo St. fyinnilo an. perior. Maj. John M. Richardson . . . George I. Watkins . Rev. S. W. Culver, A. M., president. Rev. W. H. Davis . W. M. Crow, A. M . George F. Ross . William Schuwirth . i c J i \ p : : ’ 5 x 3 : * Philippa G. Stevenson . Brother Charles Francis. . . . Mother Mary Magdalen .... fi P ji- <8 5t> A . /j. jl • tf avivovjn ....... Addison Clark, president A. R. Horne, u. D., president. 1 050 *00 O 05 > HH GO *40 Hi t- • 00 00 • 00 00 CO • rH rH • rH H H 1 • Tj'lOO >Ht> 1 P- O CM . t> i CO l> co . 00 oo 40 05 H^ CO 40 O rH o h* i> ^ io to oo oo tH 00 co oo oo 00 00 00 00 00 O CO rH CO CO O 40 Hi O l> O CM rH 05 .COCO CC t- GO L- 00 CD D- 00 40 00 40 40 CO - P— oooooo oooooooooooo 00 00 00 00 OO • 00 CO 1849 1880 0 1858 1840 1879 1853 1840 1880 1795 1881 1868 0 0 0 1879 1880 0 0 0881 0 0 0 . O • * 05 • CO CO . CO • • L- . I> . 00 • ° i co . co co Rheatown, Tenn . Rheatown, Tenn . Ripley, Tenn . Roberson's Cross Roads, Tenn. Rutledge, Tenn . Savannah, Tenn . Smithville, Tenn . Tazewell, Tenn . Tyner, Tenn . W a shin gton C ol lege , Tenn . Watauga, Tenn . Well Spring, Tenn . White Haven, Tenn - - - Austin, Tex . . . 4 > 5 E- f t 1 l i 1 c V Q 1 P- i c r P }j i -j j - Davilla, Tex . Gay Hill, Tex . Gonzales, Tex . Hempbiil, Tex . 1 _ Homer, Tex . . Honey Grove, Tex . Lancaster, Tex . TorWlr. Tflv M X J k 4 hh^ £ i gfd- P 5' j 5 ® R £ l t ®.a| i 4 D i > - fl lb a o ST 3 (J , ■ h \ : ■ gp2.©.® iH -R , 2o < H R's fll i © § 0 t j k -J-I cS c lOPHffla 4 t> C <3 H E- 2 2 a 'f 5 < a c <\ < a c 3 c 2 a San Antonio, Tex . San Antonio, Tex . San Antonio, Tex . ■ M ■ ■ :h © : 1 © H. : 2 bfwi : H .R a . i f? M ©coco © Q, © -© 3 -S' Oh i 3 -R >s DcoEHE-t 3 a f>- © aM -§.2 cC © 15 >> © <4.2 as ^(5 S O W)Mrgo R © •r< S o © frj S Jj © Pij-'l-R h ©j© p 5cis£w >>R 2 2 R-3 Is I? See © a ® © a s if® © ^ &r ® n -2 2 ^ ®^,i'fl ® 2 p 2-3 © § js>B pO-^eQpr+a M &«•§,£ o q p ® © g.g 3fs +i) © M'S • ©In , ;0 p| t-.PH k©m d'a S §•§. 2 § © a g s © P) © o ©^ <1 © *■■+=> S c3 5,5 b©.2-° R S > g > © g OOAHO : m :£ a a s- a> ©^ 0 s £S.w © £h O •2 R^- 'i eoH F 48 b a 3®§ 2 M ^ © © 2 >sS ©so s §o j'Sis ^20 w^A (X §«« HFhs -*? R.P o © © a “a -R o .20 JUtS d R R I >> * ■ 2 • © poR®> g -S © i*H 00* 30^5 .©0^00 | ^-Isis’S! a : 8 ® IT o> 5 w^i- o a a 3 2^3 §2 wr# ^ o »mo io to to co co co co co co co co Ci O H (M CO lC CO l> CO CO t>- t> l> t> I> O t>- i>- t>» From Report of the Commissioner of Education for 1880. a Sex not reported. Table VI. — Statistics of institutions for secondary instruction for 1881, fc, — Continued. 492 REPORT OF THE COMMISSIONER OF EDUCATION. ••reg^oiniap'eoB jSBijogeop I qq gouts poxps opij agps pgjajng; | h •jesi! oinrapBOB jsbj I ^ jo oeop 9oni8 9§9floo pojQjng; j h •9S9jpo m I & 9Sjnop ogipraps .ioj‘gu:t,recl9Jj | H | 2 •sgSBuSurx njopota ui I ^ •939^09 ut 9Sjttoo x'goiesBp jo; gtnjBdgjj | CO O O •oejnoD usi^ng; nj £ j C0(M(N04^mO( io»ccDoeo OLO ICO •9™ O © CO CM ® co co r* a h W>I CXMOLOHlflWO OOOCJCUOCOCOIO rH r-i CM l—i id UO Cp CM CO t- t- Cfc CO CM ,8J040tU'XSni 9X^DI9X CO CM CO T* CM CO r •sjo'pn.rxeat e>x^H CM t* CO 00 •uoi^maiouop snopix9'Ji be? ® rt d .5 M d g o o •*- E3 P3 p, d a . o cT o o 'a'a, •noi'jBzm'BSjo jo 9jBd 'J9'}IBqO JO 9JBd *5 'o<+£ §C§ § : S bS • a S5 m . au © a • 43 < . ? a ^ •e o • PfjS P * O ® ^ CS ^,-9 ® +° >5 b! ® O ofi 3 W CO u ra ° W,3 § .-S'® H c3 % oi s*' h< brA'r3<$ - ‘sd f-i ao o A a®ots fins ;p cs ® 0> . ©-H (D H O . lTl . O - _d rd CMH£o5K«££HgSl3S bJO. br_H r- '.S3 J ofra%o% 0) . ®'rt It H O . IT* 1 ■ ' ’ CHW^OoWd^H x< < © ©' rg > g O 3 aw d ® a) ® tfco MMOCOO >:1 ©o r- Oi M oo §5 55 So cr. r~ t" O !CC! CO t- CO C- 00 CO §£gt>£ *t» £ SSS^'Sla^g^ sga’Sg-aSss-S^gSll! pqpqpqpqppppppOHP^S^ g a t> o Is t>© £S P4CO na in.. © O © 013 g ■£» ® * g § |’-S S =-3--h“^ ® S « a g ce-goi ® a w h n C i f*3 ct'i CJ r- , M t -j ri ’ rr^ *?" « a « ^©.s o © § g.s-go^ a «|td&,sS^-a-§jWgSj,|,g ^ © -M © O ^§02^, OSH Zrr, oPH«® t*«5 rtneu" 1 S'O^I lS“g s I la's Sf ^2 d ^ ^ ^ ‘pIo S S ^ c3r2j2® COl>COC50H(NM^iCCOt»COC50H CQCO c: 05 O C5 O O O <6 O O O O O O rH T-< HH HH HHHHCMCMCMCMCMCMCMCMCMCMCMCM cm oi cm cm STATISTICAL TABLES. 493 oo t- O CO BP OOOUOCMOOkCO CO oo co O uO O U0 (M O 10 •OONHQ(N> o cc ^ t— LO OOJC5WO >.3 03,3 gs PP = a c ® td 2- oo p. a a pi as o O O 3 -© : a a o *£ a -p P^® S gWjg-Sb P5 S.-B Efl'g a « gp^ | jH* 83.2.1 2 © - feJD 33 © CS a m 8 n rJ2% ® 9rd3. -9^© •SSPh p §.pq te: 0 W-S © 2 . £ ■Ss§st?gs g^sS?, ^.g-ScSi © « .3gi © ® (A Pho2%PA& © & 3 a . £ o*5 s ) CO CO 00 00 CO CO 05 CO 05 HHHOl O CO O t> CO cc o 00 CO CO oo l> 00 ) oo CO 00 00 00 c < 05 05 > t- O > 00 CO 00 00 oo 00 00 00 00 00 :t> ^ o ®i £-§ p§ M S a o CfiCG .O 03 'S o 2 ^ .d o HH c3 .2 ^ & C3 CS C3fc*t> 9 £ ^®>t>t>' ..g a ±5 s' cs ® o pT£ "P O £ K la-si-m ^ l«HiatSg!s V.P S a ©•§ rS 3 o g ^ o "o^ § PI Is lavl a 2 S£ ® 5 © ® c« ©3 a •a § S a .2 a <1 o ®g ©,§ >■. Pi CS a a . © >■02 !& lllliai £ rt-S § O ® g illllll © ra *© rS r2 'o O >>3-3 a«| ^s-i gs® ^al C3 S O *s >u ■S cs" § M © £ 33^ <1 P3 O eS (S ^ >» r^rqj-qs SS-S X H M ^03 C ® ■<5 >fl a a IJ c8 t> >, a d c3 ® c9 cS t>t> C3 « IS® t> ^ CD CD © o.t: CQ O L- 00 00 00 - r=^b> C3 C3 „ w ^2 +50 © S o ^ drtSMPP^OPPnp r^O CD ^^^^JO^OOOOOO t> s 33 s23 o £ p a ^ ® « ,*. 2 a h a a -a S 3 §3S Pho^c^ !|In gs£« -Plr^c © ^ -ipq PmPl, | . J >3 Of C3 c fl p;© a • a ||« a^ ©* a w^‘ : ^ : 3 © • -w :3 : § >> ; rt 05 rj a ^ a g-s a 3 2^1= ® d §Q05<(l3 p H £ a © 9 © iO©a5®?Od® p & 3 ^ Co iljggjjgl^ ^83!^ © ©M"© ® JdrW ^ © 9 'o rQ ^ M Stt5§.2.S^ 13 CS fH 4i 02 02PP-I02 a-© §&' 1 S © hi <1 l> 00 OOHCMCOTtUOCOOOO 05 OHN CO tH lO CO Hh HCQ(MWWNN(MN(M (M cococo cocococo . OJ (M NN(NNWNN(NNN C'l CM CM (M CM CM CM CM CMCMCMCMCMCMCMCMCMCMCMCM 1>00 050HCN W^lCCOt > CO CO TjH ^ ' . - - - T CM ( O rH CM CO T* 10 iQioicimo 0 CM CM CM CM CM CM * From Report of the Commissioner of Education for 1880. c The Yeates’ schools are about six miles apart ; they a Reorganized in 1876. have the same hoard of trustees and are supported b Sex not reported. by private endowment. Table VI. -Statistics of institutions for secondary instruction for 1881, cfc. — Continued. 494 REPORT OF THE COMMISSIONER OF EDUCATION. •J.B9^ 0IO19PB0B 4.8BI JO 980X0 1 90X118 xodijos optjnoxos pojajag; | a 1 j rH CM i •JB9^ OIUiapBOB JSBX JO 9S0X0 90X1X8 0S9XI00 p9J9jua; H CD tD ID rH t> CM CO ^ O o tD i> •osatioo xboxssb[o uj | a 1 O 00 • ID ID ID o rH CO ID CM ■ 00 rH CD 00 CM ‘ rH O r— 1 CD •9SJU00 xjexxSua; up | a 1 ID H' C5 rH CM CM rH o ID s; •aiisnia^ m o o o o o $5 : •9F?K T*U°I 00 © ©OOO' KN^OWIO W -.w OPS g tLa §«l£ '"3 u u ■6 .2 .2 w S 2 ^02 GO fcJ3 & a M!| |5| 3 £/t> cl, o . » SO .3 w «8 O c3 " a 2^3^14* *** KpS^lfthipHpRH’PSM 02 © g a.& fra ^ ft © §1 t-2^3 ' *g ft ©^ rig* i 00 00 00 c •jo^qo JO 9JE(I 00 OO 00 00 ^ c* a o h i> kD CO CO CD to 00 l> 00 00 00 00 00 00 oo © w o ® ■g-fe H & £ 3 p^w C3 To t>t> • . C3 C3 • ..s . ffg^.spjEg^i, SS <* § S S ® 2 && r^PH^^PSPaP^PHO^^P^^^S giE££> K Ip © © ©“ .2® £ll ©oo ■ ^ ft ftfe- 0-3-3 J> s © © © §:s:s.9 822J OPnPkPS t/2 * o .2^ ft a -Li © !*3 3 © +3 ft g M 3 It Si o® p'tf 3.2 : ft ©-g -e CO J * -43 | 'I a' § £ ct>-2 ‘ : a -ft © a _ „ ._, » ® ClS 0 $ ° d® S Pm -g ®.3 a^-ft'^co'StS'ftO^a £ ■^oJbJCo-oiaOnia-^cs^WoS g'S^®co-g®^|w|«®-soc5 E> O - r -H 00 t- - -- irpliy STATISTICAL TABLES. 495 :pq : : ^ * 0^00 © flO o o ftSp P p4 pq £ § w £ ft 0 H o “ £ ft » § •H ft ! ' .% 1 a . © : • © \* ft I 5 fep- ; ft. 2 is < . ffi^5 :hn t 3 . . © ft _ © ft riSfB ocb^ |w| dWo$ 2 S ft- ft^ -2 -2 03 .X m «5 03 ft n a ® . § ft o5 ® ^la S3 b£-^ M ©ft pp4 ft ■s H p ft eS £ O r-| NO® h GO ft co ac CO CO CO © 0 d 1 S^l 0O CO ■pH CO X CO X § .tsj % § £ ft o n a a § s • co • a ZD CO IO O O i 00 l> t> CO CO c* ! to t- • • tH tH rH »H 3 3 rH s s S S S : 00 00 00 00 00 00 00 eo P 2 o £o 5-p5? |!.sl.ss^.s!.s! c: x “• x © x,, x.. > ~-d "©P © • S -fs 9* p I ics fete fee® fee® M- .31 3ft xft < £ X «► £ £ ©3 £ O X £ ft ® CS Tj ©ft f* f is © !j > <$ 50 o P pT o ti .3 x5 e3 « £1 bp j -x © § .2 ft x ® x 03 © ft 2 += ft **,? S3 a ®^ ® h3 m Tj o"o © ft *4 a S I a ■ft rs 1 a “ 3 I 1 (3 fee . 3 -2 ja'o^ tc woo •3 g-g © <1 ft 3 o o ft o 03 ft P>> ® ^ 3 PI ft a ° & I .2 ts +3 PI © cS ■3 2 ft H © *.co c3 d © s S g PS "b5 © a © m © X 0 o CO u a g OJ -& ^ ® 02 n© .i d ° 2 H 2§> -B © . © r© +3 a a © s o ft X o ft 0 ® 1 OQ .3 d ft g § ^ P X © £ Young I fef^S ^ «3 o ®e £ CO t* lO 00 00 00 (M < OOJOHOWMOOWCCt'HOO ^iO©-HOCMeoo*-0 (NtNCOO«HX!NOCC^OO^Cl J>aO©CMt^T- i rH H H H ^ CO ^ H CM r- CO •eio^oru^sai 9j upj I lO CM t* © 00 CM O CM H M -H ■ (N^INCQHCOHXM (NO^hN 'COO • HO^iON 1 CO O CM •uoT^uiuioaap stioiSipg; 43 O r; O • • G • • • O CO 03^05^ ' • <0 • ' 1 • • H CC.^ CO • • CO • • ■ CO . gooa g+5 ©s © c3 ® cS ® . .O . . . O qJ h .£-< L, . i wju • • • w pqfcpqfctfgfctfpSPSfctJpHPiP apSPpSPHptfO 02 Hr Pa •ooipzraoSjo jo opct HMOfflfQOOt-MiJ'OOOOQOmiO 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 XOCOLOH^JCX 00 00 00 00 00 00 00 00 •j94J,cqo joe-j^d u H o . .a^rC.a pppp H K M © © Oi 5 2 +j f2 si - r a „w gg Igl 1 ffsaa® ^-11^1111 ?-'L?J^r^(^c^c3c35eSc^OoqL2 bJ0bX)bJ0c-.?-ic3c3c3ce OOOPhPhgq^c/}^ : ^ : a §•2 -2 -ga :g (=1 ©£§ o •Ini’S ® a © ©02 t> pS os : m • ■ j © ' 1—1 bo I'M © i ® £3 : ks is- 1* JpC'g a s C1 ci ?p a--g - ai5-5 °© a be feu g csSC St* a-S l^l^l si I . Q >5^ O 2^c£> © a o o ◄ H t> 5 ^3 a0HH® t- • co o o » • Tt< CM • co m O T* CM rH m oo o o o co • 00 CO Tf< oo co CO rh • iH CM j 00 rH ^ CM CM • rH rH m H H # “as j s Cong ... L.C .... P. E . . . . Non-sect .... 0.a J ohn M. Coyner, ph. d . T. W. Lincoln, A. M., acting . . Lev. Theophilus B. Hilton, a. m., president. Mrs. J. P. Morris . Lev. E. 0. Tade . Lev. J osephM. Caruana, s. s. Mrs. Lemuel H. "Wells . Sister Alberta . 1875- 1870 1881 1871 1879 1880 1872 1866 1870 1877 1871 1881 CO • • S ° ■ .00 MMM 0 0 0 bpp H u a u 0 © © © 43 H HH; ^ M O 2 03 03 bJD .<3 a 1 * M rC* /H hT © H 6 to > £ ooo © © © MMM cS cj cl HHH -P -P -P '“‘'rt'rt ’a a =«. o cafe o mww « *0 ^ cs 9 e4 0 rt (h © ! ! c3 S : : '43 ; ; *a 3 : i 'h © © © k* ‘ in . 0-%> 173 O u ®-2P O jn o oc«° HH ® 433 -a a fcl ^ CO © © © 03 n«H © ©.E.K ,© jh tow) £ * © © © a © © a .a © © P.H2 2 s IM 9 © © © 2A-9-9 PHHH * e-© v 498 REPORT OF THE COMMISSIONER OF EDUCATION. S3 V. 'g'O g a ,9 o e3 «S 'O'g Sow P flS o W HJ o 3a2£s si's •1 §2 t3 d-S^iV ■g-P +a 05 © 00 ^ i-H^rl r r o r+s PVP CL « o o ® OOOtn . „sass a>-d_ W,Q ^ a a^ a re c r s •» r © -4-3 -M +3 £ • -M -4-3 -£ PnP^PHp^g g PuGi Oajoj sc co fti-3 m m a 03 ^ CO (C CO CD 00 3 r fl 3 S S 3 be-*? bt be be ©£ bi) P g

tH rO o o o o o o o o o o o o o o to o © o o o o cm" cm ©‘ © © t> © ^ ^ © •uoijmj joj juop -njs qo'BQ o; oSUuqo psnuay h « $10-30 9 . *20-45 a3 Hid rHrji r-4 Ift o o HOOOOIOOOIO CO^OiO rH liO tO ^ CM t|4 CM CM Jet o O O O CO CO CM rH CM rH © © to © © © © to to CM to © © to 1 1 CM CO CO CM - to © V 1 V © CM CM © ^ ^ © CO Library. •J139j£ xootIos js^x 9qi ni 98B9.ionj c© S o o 0*0* o • CM ■ O • 1 to to o • CO j o o © : : :S •samnxoA jo J9qmn^ L© o o CO o 1 000 z 005 000 ‘S 0 2, 850 0 0 o o © © © © • © © © © • © ^ CO CM • TP •enjuiuddu ptTB j9mq«o pjotqdoeojiqj; 24 0X0 o ; x o x o ; o o O ® X X © X X © X ? •XiojBJoqnt xuoimeqQ n C4 0 0X0 o ; x o o o o o o o © X © X © © Is mnsio taught ? 'XBjuaranjjeuj X X X X X X X X X o o X O X X X X X X X X •IX500A H X X X X X O X X X o o o o X X X © X © Is drawing taught ? •putjq 99^ © « X X X o ; o x o o X ® O ; x © x x © •X«0Tuuq09j^ 19 X X o x o ; o o o ® ® © X © © ■P p © §.-gfc ® o Sp jg’3 ilia IsSl rp g£ £ o^_ 2 o 02 O 02 S’S be J3 O 0«2 ;o2 ;•& :0 CJU 02 W .9 ^ g _. © t* ea O r.0 fc“ * a >aj © „ „ a^^g a- "Soow? a p.S ©^ d) n -P hr cS ^3.2® .wy : §W ttO p, CD (D fl fl ® d HH I'S'g’gMS aagi?^ « g> ccS. © a bo a © p btu -j fn'H SQ^U u >> W-S.§§5S-“3Sal f ^ o 3 S’-* 2W p ^ .S l”2l"3'=-*'S,'sl P b/'bCrj^ 3Ja ^02 -geo ig'gHg bJO« « BT, M (T) ZJ 2* f- HC . r ~ a p © rt^2l> ©k! $ S+j.^ obs HH^pH bJO li e3 bC •X'BXnomnjjsni o o © i r. O * © • ? cSaa § ^ ® fcE _B .« «2 .ft -*3 ‘-£3 ^ 02 pa « -a ^ w ^ .a ® « § o o o o iO lO 0 00-^00 OiQOOOCOO (M O O a a 2 2 > S w P3 3 t* ^ allfiaj! =^ll 5 ooj HQ3 o o S ^ tc a w 'Sr/5 [a'HOT » oo Oj ±2 a OP ® 5“ ®W'3 §<1 'n^SsglSO q i 3 t£® flu^ ©«h Ji^'OhH I3S5s*«SHj?flial WtlNasisil! fe:rnS > > 2 O rA) M r/) H r/) b A 8 s a a >>btt a.s ^■s gg 5«a . »o|"g§: t- ooaoHiN eo^w ®i-©ao^?J«Hi ic to t- co a* to to to t- t~ t> t> t> t~ C'-L~t~c~-X0000a000 OO OO CO 00 oc> STATISTICAL TABLES, 501 -4-»+3 V & GO JZl GQpO H.H.a"a • © s t-fin 4-> 43 43 PhP.PhP.Ph PhPhP^ j >> >j >» ^ £3 53 b jj © W ca 03 to n 0 0 0 PS'S 0 a n c-S <3 <3 c3 c3 © hshD^hsO OOO OOO CM O O O lO O O <*> “ItS'f'T OO^OO XJ1 Tf (M CO tT a -s V o . 'grd >>* I o o < 000010000 o o < 0000 0000 0000 00000 00000 O O O O 10 m cm 10 CO CO CM d d ; 0000000 OOO X o o a ‘ *** _ • r© _q C>a* to- r 'P . 'O rj Pvjjj >j §org g>+i> ■43 9^-h ^ 43 a 5 o g ^ £ « 2.0 a aZ! 0 ©02 © ce WOOnOlOWOMOWN OlOt'OH lOH o -ooo • o 00000000000 o o o o x o o o o o o o o 0000 xooooooo g In © a g I >d bal,S © ■5 © : = ^•02 a ® b R +3 ® © pi 2 op d Si -r1 t» & « *«JS „„ b o © * A ® e -s r-i r2cc © g^'o doflo ^ §a.2| li^^d oijj 'NW^l0t5t>l»aOrJNC0'#10®t'00 i0050500>0>0>05000000000 CO l© O 00 05 O »“< PI CO sMO O t' CO 050, HrirtHHHrtHCJNClCJClNCQINfN Cd CO < « | -® « rd . >• ■g ©3 ffi S « a (-, © © S3 hl)M 43 c3 ^ >5 ® © o»-S*- rH bC ®2 f d* d a «® § _S ©*S *i "SSfl-S © m Pd S © E2 ?&&2 fltd o o §g§g ©-<3 « v> sgd© § ® © g R^tb.a § §2 g s 5^^ i a-a ra § § s § §1m2| i S|S ^^O^Wcclil^^MciQpqiipi-sMGUM^W U^OUH 'AS Q^> Table VI.— Statistics of institutions for secondary instruction for 1881, §c. — Continned. Note. — x indicates an affirmative answer ; 0 signifies no or none ; . „ . . indicates no answer. 502 KEPOKT OF THE COMMISSIONER OF EDUCATION. yf I I O CO 10 ui • 'Z'Zs w a a ^ d <£> d d ci ■<1 B 10 i-s B ha •aneiC oijenx •oqos ui 85[90Ai' jo joqoin^; ON . O CO •809J uoijinx raojj juai jenx ©q'i -ioj e^dioooa; •gpunj 9AIJ -onpoad uiojj 9taoonj •epunj oaij -onpoad jo ju'noniY o o o o kO o o o !M05 1CI> •sn^j'sd •dv pire ‘figuipiinq ‘epunoiS jo onxBA o o o o o o o o 00 O 00 rH •norjmj joj juap -njs q&eo oSa^qo ixmany o h« in MnOiC ^ooqoe jsnx oqj ui ©enoaoui •soumxoA jo lequinx •enjni'Bddn puw qomq'Eo xroiqdoeopqj •jfjo^naoq'BX xnoiuioqQ 3,a 5 i qnjuaunujeai •X«ooa tuo . az It *3 c3 •punq ooj^x •X'eoitreqooj^ ll •j-S*. a §-3 a ^ ; a r-« . <£> § :Ph M §9 * •|«C3 iH-a :.l a I g* W gw VJ \T "5 « '5 p i-H aag^ligg & Rifl'd *5^ O I tgo - a ®^ 3 843 1®^ o t^O W> -•^al ® S^S-g5§ | | js js S os ^fg®^ ®1> 02 go s' §'£•’§2 o^wS •^coosa’p’rt aasv* © § © ^ nd ®ojaopQp UQOoflflP^WS Cl rt lO CD t>( . _ _ _ J ^ I - - 'I0i0 0»0i0»0»0i0l0 STATISTICAL TABLES. 503 504 REPORT OF THE COMMISSIONER OF EDUCATION. « *3 ^ .3 i» I oijbbx -oqos nr sqaaii jo aaqnmj^ •899J uoTjraj raojj xboa qsxix oqx joj ejdiaoag; •eptinj 9atj -otipoid uiojjauiooni •spnnj oatx -onpoid jo juiioray •enj'BJHd -dis pun ‘eSmppnq ‘epunoiS jo onpjA •uotjtoj joj ju9p -njs qoua oj oSj^qo |buuu y xooqos js^x oqj m 9SB9ionj •sonnqoA jo joqumjq; •8njiutjdd« pun J9mqi39 XBOiqdoeopq j •ifaox'Bioq'BX x^oraiaqo 2*p a b® S pi fepa £ B> p p -p p •XBjnounujeui •Xbooa •pmsq oaj^ •X,80iin;qo9^[ ^ >1 >5 >5 H. P pH P P P p P p P P P P p p P p p p P p Pr= POPP p p ® p p p p p Hs Ph *-b> ^ *-5 ^ t-3 I I P eS p p p p p p p p p p f-shsHs ^ . P g P P P r> p -*S P P P o fi i*i d a r 4J S &C3 d S o H"3 M l“5 H"5 H-J O P P P P P P P P p hjHsH-S |1 CO ^ CO CO CO • CM rH CO o o o o o o o o o o c; id io o o o o o o CD lO OOIOOOC1: rH CM CM rr* CM * ■ee- i e 1 e ©ooooeocoooo © © © © © © ©©©©©© CM CM *0 CM CO © © © © © © © © © X © © © © X © J Is o m o§” I'Sf t , -Zi ^ ^ ,rH ^ r-« ^ :P oo C3 tri bJC p lb p o ®\S p^ ® fl pp^£ppg^®= *££►2 2.2,3 ®-2S ©iC©r>OOCMlCCOCM * w - - . P K.O o £.PH |>cZ2rP S-g i'-S • ®.5£§ g S's.SfU.g lt3g>9 8§M3s.g (s'© ooc A< „ h-i o ® ^ m .p'.e <1 ^ SO^goa|&« I^FiS-s G»3tfSSEtf«=s t»t»p a aM © © ® BOH g|M o a p -g © 2 p g p' tZ2fc}cG< i & a 'S § p ri CC o | Is a O *S S < 1(0 © b- 00 < I 05 CO lO © LStitul STATISTICAL TABLES. 505 j © o & c3c5c3ei2<3clc3 ’“' 3 -p - tfpppinSSP+j r .* p m ® 333 3-3 333 &p p b-5 p c3c8c35 fl © a-§3 © 3 ^ a ®§ .HQ gH © w/P a Jo « ® g s^H ^ co sa cl g<1w SS'Simp^-S*! Jl; ® ® >.'5 rP > r2 S ^ rd fl ; o § §£.§ © 5 © is ©^a g HHHHEhPPF^PP^MPPhP gH d j | -c d © \4yAznwE\&m COr»-ir)O^OOOOHWW^l.OO^OO OtCOCOCOCPCOCO^'rh^'^^^'^^'xr CQ 00 05 CO O O CO CO o o CQ C^J From Report of tlie Commissioner of Education for d These statistics are for the year ending June, 1881, g Total receipts for the year. 1880. since which time this school has become Rabun h Since closed ; principal has charge of Ascension Average charge. Gap Institute. School, which was opened September, 1881. Average monthly charge. e In 1878. % Includes board. Receipts from literary department. f Grounds and buildings. Note. — x indicates an affirmative answer ; 0 signifies no or none ; _ indicates no answer. 506 REPORT OF THE COMMISSIONER OF EDUCATION. © 3 a ◄ Scholastic year be¬ gins— W w September 1. September 1. Sept., 1st Mon. September. September 4. August 29. Sept-., 2d week. September 6. Sept., 1st Mon. Aug., 3d Tues. Sept., 1st Mon. January 1. September 13. Sept., 1st Mon. September. July, last Mon. September 30. Sept., 1st Mon. September 1. i September 20. oijsui -oqos tri 8^99 A jo joqumx e» M o oo©o ooooomr^ o oohhoho^ oo co co co co ^ co co ^ ^ co ^ co rr Tf ^ ^ ^ co ^ co Property, income, (fee. •S99J UOtJIUJ UIOJJ JB9A jeiq eqj aoj ejdi909^ H 1 l $1,700 :::::::::::: 2, 000 2, 100 344 1,817 4, 200 1, 960 400 . 6, 000 1,296 200 10, 283 c6, 000 •SpUUJ 9A1J -onpojduiojj 9uiooux © » • o • 0 4, 000 52, 027 1,000 0 536 0 •spunj 9aij -onpojd jo junoraY © (St o o o • • • * o o <&- • • • » o 16, 000 0 000 ‘01 0 •enjujud -du pun ‘eSnippnq ‘spunojS jo Qtqu^y Xj at $1, 500 22, 000 10, 000 163, 000 30, 000 45, 000 «30, 000 22, 000 400 1, 800 0*00 o • 0*00 .o » 0*00 o • o" 1 t> co" o" • CO . CO CM ; •uoijinj joj juop -njs qo'Bo'oj oSjeqo pmuoy at t- O ^ !M O O O ^ 05 CM CO C5 CO CO^iOH 05 05 •ea- O T* O 05 O CO Ol CO io 30-60 30 18-27 195 c300 Library. •jb9^ xooqos JSBJ 9qj UI 98B9J0UX © at 0 36 40 ! o '» • CM . * CM o ! o ! * r-t ^ . CM • •S9urap>A jo joqurayi; ! „ | * lO oooo oooot^ CM CLOOO O O O to -H r-i CO CO CM ^ Tt» iO CO t-» CO of 1,500 400 OOOO O • OOOO O • COWHiO CD • • enjBj'edd'B peu jauiqeo x^oxqdosopqj; i * at j X : X X X XXX© X X o X O O X X o •LiojBJoqai psoiraoqQ « at I X ©OOX XXX© XX o o X O O X X o Is music taught 1 q'Bjuomnjjsup at at X xxxx xxxx X xjxxxxox xo qcooA 1 H 1 * X X OX xxxx X xxxxxoxx xo Is drawing taught 1 •pUBq 99JJ © at ; x O O O X X X X xxxxxxox xo q'BOiU'BqOQpf © l * o© ©X M : - j ; x ; o x x Name. H i Teachers’ Institute and Classical Seminary. Howe Literary Institute . Friendsville Seminary . Northern Hlinois College and Nor¬ mal School. German-English College . Montieello Ladies’ Seminary . The Young Ladies’ Athenaeum . . . St. Francis’ Academy . McDonough Normal, Scientific, and Commercial College. Grand Prairie Seminary, Commer¬ cial College, and Conservatory of Music. Edgar Collegiate Institute . German School of North Peoria. . . St,. Marv’ft Tiiftt.it, _ Bettie Stuart Institute* . Lee’s Academy . Vermilion Academy . Institute of Our Lady of the Sa¬ cred Heart. Todd Seminary for Boys* . Sand Creek Seminary . © fHlMCO--* l0(0l>00(»0 t - t~ E~ t- C" C- t- t» t- t- 00 (M NNNN NNNNNN CQ CO T* © CO t- 00 03 Or-, oo co oo oo oo oo oo oo a> 03 IMNW«NNN(N CNi O'! STATISTICAL TABLES. 507 ® . a . 0 a § OM •g'g 3-g a a-1,2^.2 ® © r „ r 3 ft ft 0,43 ft o’ ® © © ® <© © OOwco-cgcgoj cc f-.t-.5i © © © rQ.©©^ • a a a « ss-sg, p, p. ft b © © © rj ccajoQ5 3=5 ©,0 §4i «-G. PiO J ©P ■slt^S^aosISSB i o Q ® g.s p-o 8 cs g,g * 3 l © ©^ O § ft© § £ £*» § © PfiShfls • •spunj oatj -onpoad jo junoray Si Si o i ° o o o o l> 009 0 0 © j •snjBJBd -du puB ‘sSutpxiuq ‘epunoaS jo ouxba GC C* $7, 000 a5, 000 30, 000 0 2, 000 o o 1ft 35,000 12,000 20, 000 14, 000 3, 500 *50, 000 10, 000 16, 000 •uoijmj jcoj juop -ujb qouo oj eSjnqo [«nnny h $19 22J-27 20-40 27 24 36 20 15 28 16, 20 25 26-32 20-25 25 40 © © T* © © o ^ V ^ © CM CO Library. •anoA poqoe jsbi; oqj m oenaaoux © CO o o © CO © © b- © CM rH © -j •B9umxoA jo aaqran^r Si 3 o o o o o o HIO vH © © © CO © © © © © IQ © CO © 100 2, 000 •enj'BJ'Bddn puB jeuiquo yeoiqdosoqqj Si O X O X o ! o x © © ; © x x X © ‘iCaoj'BJoqBi jeoiuiaqQ w Si X O O X o o o X © © © ©XX X O O X Is music taught ? qBJUOUITUJSUI ea Si O O X X o O X X X X © © XX X XXX •Ibooa C* O X X X o o X X X X © XX X X X Is drawing taught ? •punq 99.IJ © Si X o X X o ; x X O O XX X qBOTucqoapj; a o o x ! o x © © ; x ! Name. H Friends’ Academy . 1 l| | l ~ '■‘a ! & IPS Western Normal and Business Institute. Manchester Academy . Howe’s Academy and Teachers’ Institute. Hazel Dell Academy* . Cedar Yalley Seminary . Ottumwa Seminarv . . . German Evangelical Lutheran School. Tilford Collegiate Academy . Washington Academy* . . Ainsworth’s Grammar and High School. Wilton Academy . Atchison Institute . Anchorage Classical and Military Institute. Bellewood Seminary and Ken¬ tucky Presbyterian Normal School. Bracken Academv . c b « c ;C P c P P Bardstown Female Academy . 1 00 CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO t> 00 05 © r*H CMCO^ Tt< LO HO no lO lO CO CO CO CO CO CO COCO STATISTICAL TABLES. 509 fladrt < rH c ^ g g; r2 ^ OJ GO OQ GO rH 3 QWHHHrt, a a pi a a Hrt °Hri 5 ° o °H U U H r£ r£r& «J ^ ^ ® GO rP OD r& a aa^aa^^a o o o r © © r r r r 5 u § § S 2 O <0000000000 oooo oooooo^ooo o o c£ myimmmmmmmm wmmvi wwm m m a^ a^ a a« a !■ - - © .- © ® p ® ® . . +J-P+S-W fcjn+3 +3 -. ftflftaaaHftftOi OOOOOO’^OO'^1 O O CO T#1 o o o iO o CO rH t>«r o o C5 © o o o o o o o o o o o o O to © o o o o o o o lO o CM lO o o o o o o o O -Tti CO CO lO lO lO o o o o o o o i CO t* lO GO CM 00 © oooo COOHH ^ 000 03 00000 lO LCO lO CO CO CO ^ O 00 > lO o > I © CM .. > >c^O o l> CM O O O tJi (M rtuo 1C r}< ^ • J. ~ o o CO o o o o o o o o ico»o o o o o o © X X X xxooxxxxx ® p a « rtf * O s| .3-2 §!^^“m1So a a£ o£0£ o © © ,. . PR © c3 .Jo^oeS^R^ori .cefl :S1 .:=:.—<. p 7 u « *cg fl.3 ien® O C8 t* as o.o © 9 Tr^ h a a f^+3 cm ■ ~3 j5 • c3 't* ® ® * E*3' t>."® ^ ''S 5 ^ ® iiailn ifiiiririi^iii a ea :J a (43 © OPh © a s'O a ,»- s?|13q|ig^,HSl53i&^ sllfllllilS bj illlfsls'lal in II if I a-x i|H § glssls^sl”1! aljl i| 3§3 “111 S,l«- s E’S" 8 g£-3 &K8s Si'Sl-pa | nlJlU^l-sf 1 1 III llR4s| 1 !'g S1^*3 1 S' £l I a I'll § |l?,|| I Sails 1 55wdawS5oc»H3^Ww3^!lpH^^McwdwoiSm^ a © a © « ®t-00®OWNMH(in©l>®®OH(MMHllO®t'®OOHNCO.J'in e0c0t0«0r~t^t^c-t~t't't^t^t~00 00 00 00cx)00000000000sc5c>05050s cocccocncccoconconcoeoconcocricococococococooicoc COCOWMMCOCOMM I CO CO CO 05 CO * From Report of Commissioner of Education for 1880. e Buildings and apparatus. h Value of apparatus. a Apparatus and furniture. /No school for the year ending July, 1881, except the i Total receipts for the year. b Suspended during year 1881. free term of five months ; school reopened September, j Charge for tuition a month. c Includes board. 1881. k For non-residents. d Free school money. g Average charge. * l In 1879. 510 REPORT OF THE COMMISSIONER OF EDUCATION. o 0 Scholastic year be¬ gins— n n September 1. June 1. September 29. October 1. September 12. Mar., 1st Mon. September 15. September 15. September 1. Sept., 1st Mon. September 1. September 1. October 1. September. September 1st. March. Aug., last Wed. Aug., last Mon. Sept., 1st Mon. September. •.reajf otjbuj -oqos m sqaoAi jo J9qmuj^[ «. w r>- o oo o o CO CO ^ Tf ^ O CJ Tf ^ Tf »D O W CO 05 W CO O CO CO CQ CO ^ Property, income, &c. •B99J uotjmj toojj juoX j8u’[9qjaoj sjdpoay; H W $4, 500 o ! o • £ • CD i o 8 D3 © © • . iO © oia ■ . Tf © iH ■ .CON •SpUUJ 9ATJ -onpoad raoaj ouioouj © M o o © O O • ^ 00 CD O • Tt* CO CO rH . rH m Select School . rO £ s t-i p e 5 be 3 «4SH t> O Sh^ P P" ® ® ® «» s ® to a rH a rods© ro r © ": ^ © © © <4tfl<4 32,0 3! a a a a a ® © © © © ® ® ® ® ® CZ2CZ2CCCOCO ^§§ fi&ftft ® ® ® ® COCOCCW2 §§; pH p4 pH © © © mwm a a .3 a a a ©0^000 23 ®322 n rS r2 ?h r2 lij r r © r r :+? 43 43-P43 4J-P ® PhPhPhP-(^P,£ © © © © © © £ cgc nmx/imm ^ be CM CO OOLO O CO c^oo i o CO CO o o- o o 8§§ NNO o o o: § * CO © 0 o o o o CO o o o o o o o o o o o o o o o o o CO o o o o o o o o O CM o o o o o *D o o o o o o o o o o ID CM o O CM (nr HH « lO »D CO CM < o o o o o o o O CO 03 CM I S SiA. 'A q © o o o o O CO X X X X &B bb'a S a s-s rz< ©r©'© <0 S73 c3 cj c* C s o ©7 a ® .. 1>> a§ a a o _ 2 O 33 O O X) CO o ►.« c« >> • « § ©.a ->CO 3fl 9 ® § g &3P ©-g S go jH SsOCj U w c3 h d ^ A ©^ 2 ® d P'h Ss®- ©^S «,§ ►,'Ss^'g'a ®£ gM-a^-s © ® o«! §ip a ® ci o £p S'© £S o c £s 5^ ®1? o 3 cJ O S t4 PhPhCP 3 5 ©33 '■j’3 ©^ ^ .•H5i ®» u5 " .a iS 35 ,2 -S' rS O P1 ."S ® ^1 cS . fi fi . ® ® x o S]H ® © ’ ^ P'S V ^ wja O f»5'o o.go g o 03 ^ ro 9.25a ^ _ _ B ® ■ fl © 0-3 p>a=« s W°w^ ri52d£art^S3^3tH-S3^3ri!ifsi^^,'!:t::'i=3;,JU|’3i rd p © © • 02C0C: J- ® S3®W +3 ci H © “co a ® A h ° ® © a O CS ico^ >/-0 o .a ® 5 p.^1 . a.2^ a « s ® g bfi © d +> ■£n$a-°>'5 +i © 33 :j3^ 8 &1 43 S.C3) P O'oCO . ® ^O oWo fP © H go Bo .; H «?- ^ be ' >>®L [co. WW WC> I •J139.£ OiqSB[ -oqos ui sj[9aAjo aaqratijst ■B99J uotjraj rnojj JB9^ jsxqgqjaoj s^diaooy; •spunj 9Aijonp -OJ(I UIOJJ 9UI00UI •spunj 9aij -onpojd jo junouiy •BtlJBJBd -du pue ‘eSaipimq ‘spaaojS jo oui^a •aoxjmj joj jnop -njB qoB9 o j oSieqa pmuay ® © 4=,© a a © © ■+j -u as* © © 02 02 4 © ®rrj . . rrjg h f* U % U U U l-t > >s r9 I |1|£ I 8-3 • !I3 d) *rg S ® c8 • ® • © d ® >> : tx ©wio^-gg < g“ P o 2>h ©^ ©«2'W'S\] o ©~s 1 3 :h M i-® I P o ns* i|* m^-3 •SsJ.° Library. •au9^ x00ll08 JBBX 9qj UI 9SB9J0UJ » iO 0 to 00 03 O O 03 10 03 *H O O I • 03 O • 1 OOO 00 0 •saumxoAjo asquint ^ 2, 100 650 400 1, 525 OOO OOO tj1 03 CO 88 220 4, 000 O O 0 03 O 0 0000 tc 10 H O 0 •snjBJtBddB puB joinqBO XBOiqdosopqj « X X O X X x ; x x 0 x X ; x x •XjojBJoqBX [BOTra9qo w ct X X 0 X X O X 0 0 X 0 0 XXX la music taught ? •XBjugranajBui c< XX ; X X X X X 0 X 0 0 X x x 0 ; 0 XB00A H e< XX X xxxxx X X 0 0 X XX X X X 0 Is drawing 1 taught ? •pUUq 99J.J © x ; ; xxx X X X 0 0 X XX X O X 0 •XB9IUBq09H Oi ** xx ; x x ; X X 0 0 X 0 ; 0 gfll O O ^ *0 ©^h §.§.* © ^ 'Sg §,-* t3 a e o 3 2 53® . p=> © © ?s s 2 >,*02-5 ©pH ©a^f .© g ©fc f-IJ^ te (h <0 *3 fl ® g 5 3 5oo^ ow ^ aHa202ps&&frp fcr-P -Pi--. — -w i- i- i- ©’2©©®©©©©©® m<\mmmmmmmmm p-ftp- © ® © CO 02 02 O OCX) CO 05 l> CO ^ CO CO CO CO CO o o cocooooo cm oooor>t^o T^co^cor^ ^ ro co co co co CD CD CO 00 CO O O O O O O O CO CO CO CO CO Th TT< ^ ^ ^ CD CO 1 98 • o o o o • O CO o • CM CO 00 • r-T CM ©1 600 500 o o O O o o O CD rO CD O O O O CM O O CM O rH Tii O CM CM »— " oo" 7t2, 800 9, 200 640 O O O O CD O O O O 05 ODOOI> cm" rH O* CM* rH 1 3,000 o co . O ID • O CO • tP rH* • o o -coo (M O • CO O ^ L- • O O r-T r-T • ccT o 45 o o CM cm" 350 008 | oss‘1 O O O 5 O • O O CO O • CD O • CM - * ID • 10, 000 25, 000 10, 000 100, 000 O 000 ‘08 000 ‘8 • o • o • o ’ s" o o o cT O O 19, 000 20, 000 0 000 ‘8TV 23, 000 0 0 j3, 000 o o o o o o o o o o o o o o o O O to o o o cT cT o' cm" o' of lo" ^ TH 1-1 O rH h(c, S 00 CD CM CM - CM CM o co 37 20 &100 e37 21 50 60-75 18-54 50 6350 O CM O O O ID CM t* CD CO P CD rH 10 6300 12-24 24 25 0 o o ■ ID • O O o o • o • * O ID O • • ID CM ID 30 100 o ©ICO • o O CM o * 00 CM CO CM • t> O O o OlOlO O 660 0 50 006 o o • o o o • o ID CO -CO • O ■ o • id" o o o « o o o O CM O ■ O O O O ^ CM • id rH ID i-h" • CO* o o o o o o ^ CO CD 300 | : o x x © © o x x © x ^gf* a a © a © , © © 02 'SJ’ssl'sa <5 ©P) © es ^ 5n© O © ■S#S1« '©■§1^1 SpSHjhq :s0 -3 ,® rP © © * 02 <3-! >a • a ^ 2 S>3 ® l^J^l^-pll .2 g.as », ^ „ »„s h$jnS cqP-i ~ HRp1o2 p3 fl.a.s °«og^ cs «i tt ^ += HP)£M :pq 1|^ § O CO 1 ppv^ I a t? ■ ~ If :t<2 III 6*1! Hoo 2 ! §2 o^S . IIpH-I *!'£ I Sp CD O 2s P r$ H ^5 r^OQppR CO >5® a bp © | a '>>o © POP ; >»g ©a3 3 *5^ a o £ a 02 c3 6f* £? . 2§Oc3 '.3©row>i ^2.9 : iccar2 a >> Sg^|j»ss§|l^g,) © is § pS^ §^,Sri'^w| 'm cs-K .ra S3 r s e F jlUl^SSSIsr*-! ll’IaSl'JIS'gl^gl^g.SS TP TO O O &C (~j CO -r-j f-* © ^ Q ^ w W^^CbW^^PnPPOH SSoSoIoq bDO •o cc cc oc oo oo o as an H CO CO tH lO CD o o o o o o id *o id id id id 33 e l>0C05OHCQC0^lOCDI>00 OOOt-it— i mhhhhHH iOlCi0l0U5»0»0l0k0L0»0»0 QOH(MCO H CM CM CM CM O 1C lO lO LO 513 * From Report of the Commissioner of Education for 1880. c To non-residents . a V alue of building, a Removed in 1881 to North East, Pa., and name changed dFree to town residents. /tin 1878. to St. Mary’s College; these statistics are for the year e To non-residents ; for residents, $6. i Average charge. ending June 30, 1881. /Suspended ; may he reopened in 1882. /From report of State superintendent for 1879. 6 Includes hoard. 514 REPORT OF THE COMMISSIONER OF EDUCATION. Scholastic year be¬ gins— n W Sept., 1st Mon. September 15. September 7. September 1. September 1. September 9. June 30. Sept., 1st Tues. September 15. September. Sept., 1st Mon. September 4. September 1. September 6. September 1. Sept., 1st Mon. September 15. Sept., 2d week. Sept., 1st Mon. Sept., 2d Mon. January 1. Oct., 1st Mon. •juaiC otjstq -oqos ux sqoaAv jo aoqran^[ 9 ! » : © COO CO CO Tf< © CQ O CO O O U- •spunj 9atj -onpoad inojjaraoauj e CO ! ° ’ • 03 • ! *=£* ! • 1 O 1 © • © ‘* • o • ■ 00 • 1 • © © © • •epnnj oaij -onpoad jo junomy 55 « $3, 000 • o o • ■ o o • T*1 o • • iO* • . 000 ‘81 1.9 _ © © © • •snjeaud -dv prre ‘sSuippnq ‘spunoaS jo ouxba 30 01 $20, 000 100, 000 4, 000 3, 000 2, 500 5, 000 4, 200 30, 000 8, 000 25, 000 © o o o o o o © © © © © © o © © © lO © © o © © © CO lO id CO CO 03 10, 000 500 1 10, 000 •uotjtuj joj jaap -njs qoue o j oSauqo peuuay »■* 91 © o lO WOOrtN ^ f 25-31 30 19-25 25 -9* O O O 00 O O O O O O O 03 LOOOCQrH^^^JiCO^^T|00 r-4 e o' O O O O 03 CCCON N N cT 03 Library. •aBOiC jooqos i js^x aqj ui asuaaoui 1 « ; ; o o • © 2 ! 1 3 -3 - la | (in 5 Ph-| 5; \*h ■ Sm ^ « « c a c p < > \i !J ;-c ii ;a Minneapolis Academy . St. Olaf ’s School . Minnesota Academy . Haugo College and Seminary . Academy of Our Lady of Lourdes 1 ) ) 1 > 1 1 J dz JC « 3 < 1 « * * rZ 111 00 * 5 a St. Paul Home School . Gustavus Adolphus College . Wesleyan Methodist Seminary.. . Methodist District High School. . . lO c !■§! |w| .Tsc i •_ ” ■a « 1 <0 C! B fa c o c < EH ) g p Id Waverly Institute" . Can ollton Female College . Columbus District High School. . . Mt. Hermon Female Seminary - OI I0»0k00k00l0»00»c^ci0 STATISTICAL TABLES. 515 & £ ^ J % '5 gg2°S"H -SSS-g-g-pV p.p,p,p^^ p.p. . * aflft C3 CS © 1-3 1-3 02 a ~ a g 5 Ou Or-! g HWr- pH ec g JJJeJS pL, p, P S3 Q. Ph © © © c3 © © mwm^wui m CM p . co © • • • W o CM o • w -r ® ©,.'©ffl~©®®+».*3®43©.t3 ^•pj-SS-OrOra^^rO ® ®. g-tj=r-. gOCNSg=! ® 9 ® r 3 « ■' ® ® ® 150,0 00 ' 9' ' O.p-p.p.p-a&p.p hP,P,P-P.P,P,Ph ® 2 ® ® ® ® ® O'© ® ffl © © ® © © u±<,mTJ2xcv:w.ir)mwTfirjiuim'JiiJi © 00 © o o o o o o o o o o © o o o lOWO On 3 • © ® © sssss ppppo © © <0 © 2> mrJimmrJi o o o o o o CO CM o o o o o o o G O O O O O O O O O O O O O oooooooooo oooooooooo oooocoooooo o o o o o o o o o o O O O IO o o o o o i-O o o H O CO tt O CM CM CM t* o o o I Tt’ CM CO CM I I fO O 00 oooooo oo Tp CM T* lO O T* lO Tfi O r-tc^o I o' O O CM H^OCO CM Cl CO -CM - i CM CO O CM t* CM H«0 tO O O O iO O O X X X X X X O 0X0 xxxoxxxx -p 9 rt ■«3l©£ll iitissa s o ® (©>£<*; 27 c3 ® b O g P--3 & g ooHwWrfM >-.,2 as -i* © a . a g J’H © W o © •3 •’a ~ .-s a’-s -S ® 9 On. r/l w .02 ,0.2 9, S'*- 5 TO 9 "5 § ^ 'S w % §o-g'C3 ® ® £ § 5 «§ «. q llll ®go g Bo § OOCL< ,p4 all^s a p © += ©Tp (5 § w a a a d © M © © .SPh ©Pn-a a 1.2 b © 5 o-g|s P3 S U £ . ‘ s ■ QcC«2 02t> ^.2C ’sw O J2 A 5 ’a 3 §g ■as .&© SC f-9 OQ c3 JS .N'rt'o d t3r2 o “ii” r^Ol i-SS' ?r' In • H UP So® c3 _e8 O ©'SO >.iL l« "a &C® © ^ q43 § >.-rn a grn e^n « c " ,;. q bD 4J -q c3 bfp -p Po d o ® 2"^ a ®‘J3 a'sl ®r2UlS =3 q U 2 g § g g > 1 > g o g^M g >-8 g § Jc.2 C ^ O ec JC r-^ hH P Lh iUI ®S a © S®m°®£ fcjn ® pi *r^ > 1 .2 « I-! 'o x w « «o ® s 11 ® <1 XX September 1. September 1. September 1. Sept., 1st Mon. Sept., 2d Mon. Sept., 1st Mon. Sept.. 1st Mon. September 1. OB • B a a ; o 5 • • o .® ’ W - lO t' H M --< {£^2-*' -2 B cc s s ® s ® H rr® r ® ® r ® ® s ® ,b ® ^b.p.US.A'S.c.^p.-S p. ,®®®®e®ffl®5®o ® ! x x x x x x x x <1 x O xi •Je3i£ OlJSiq -oqos ui sqeeA jo aequin^ g © © © © o © ^ © © ^ ^ Tf< ©©©©©©CM©00©CO©Tt ! cm • CM CM CM CM . rH • ©~ 00 CO CO ’ © • CM H rt H • Library. •JB9.£ poqos JSn[ 9qj UI 9SU9J0UJ « © iO Ift • © ' . iO • 1 1 © © © LO © © lO © © CM © CM • • © • •soraiqoA jo jequmy^ i « o o CO © © © © © © LO © lO lO © © 1, 500 250 400 © © © © © © CO IH © 2, 000 © © © © rH CM 1,000 0 0 •snje.reddi? pun jauiquo p30iqdosopq I 'C c < 1 K t Tc .5 ® !C \x Pawnee City Academy “ . Nebraska Conference Seminary .. Atkinson Academy . Candia Village High School . Chester Academy . . Colebrook Academy . > «D CO tO CO 50 C o co < STATISTICAL TABLES. 517 2 11 coggs .3 . * SS35IS 1 sjjjU 1 indicates an affirmative answer; 0 signifies no or none; - indicates no answer. 518 REPORT OF THE COMMISSIONER OF EDUCATION. 0) I I •I I 05 bJO 3 ©• • ® +5 © © 5th s a poo CO ^ CO CO 48 41 48 1 Property, income, &c. ’S99J uoxjinj mo.rj .iea^ J8bj 9qi JOj sjdreoay; H M $14, 000 1,145 1, 050 14, 000 ' o o . o o . O o • r-T iO o o lO 2, 000 1, 150 3, 000 800 3, 600 •epunj 9atj -onpoad mojj oiuoouj © M ; o • ° ! o ; o • spun; 9ATi -onpoad jo juucuuy a 5* • o •<& o j o • o ; •snjBABd -du pus ‘sSurpxxnq ‘epunojS jo 9ujb^ (JO c* ft$40, 000 7, 000 c50 16, 000 24, 000 20, 000 10, 000 40, 000 30, 000 8, 000 12, 000 o o o o CM 8, 000 cl50 4, 000 •uotjinj joj juap -njs qoB9 o j 9§JBqo jBnuuy h « lO CM CO CO O OO CO ^ !G <*6 CO o 30 32-60 100 O 1C CO ^ CO 24-80 40 100 100 _ CM CM CM CM t- tH HH o Library. •JB9^ jooqas JSB[ aqj UI 9SB9J0UJ © • O i O to • CM CM m ! CM • • CM O • CO rH •saranxoA jo jaquinx 1 | *5 i * 1 _ ! o o o • o O m • O ; CO o o o o o o ^ CM CM o o o CM* o o o o m oo o o o m o •snjBJBddB pan jeaiqBO jBOiqdoecqiq.j ! ^ ! ** I O X X O X XXX X X X © X O O X •Xjo^naoqnx IBOiuraqQ ■ w 1 9* 1 ox O X XXX x o X o o o Is music taught? •[Bjuauinijsaj ! « 1 « X X X O X X X o X X X o © x x ; •XBOoa nr | xxxx xxxxx X X X o © X XX Is drawing taught? •pUBq 99J£ ! * xxxx xxxox X X X X XX •XB9IHBq09J\[ 1 ® i H xo X xxxox X ° I ; o x >-//5 a b -o a 2 2 ■“! ®.s © © C 3 © S S5 2SS mo © M 0 43 -*3 ©-Q 1VI JaH* 2 « 5 -2 >h ® 2 . a -.2 * -<| -< J3 « ’ -® « © .§ r P Q'P ci a © m IIIs §*jig gig?8..? |IS l|l g|11 ||.l || « « © Ph g ago a sp.o^'osrP m Pm a © © b©SSt;adPp®f1iaiofecHgOf.M ^aSs^ooogs .c3!Z2£«2^;,2L0®0 ccHO|£5 Mr^Wt-sWcOO hi 4 © © cCt* J m3 ■ ; C _ o d o 2«i -P 3 - ®‘S p ©-2^ o'g By a.5^ gate! ^ s PI PI p- «c SO SO «o «© rO (-1 cS © . ►> 1 © m £ A 8'& 'o © 02 IE ( s? September 8. g Sept., 1st Mon. ^ Sept., 1st Mon. ^ Sept., 1st Thurs. go August 30. JZJ Sept., 1st Wed. August 23. ^ August 30. _ September 6. Sept., 2d Thurs. M Sept, 1st Tues. 2 September 21 . ^ Sept., 3d Thurs. P October 1. ^ September 19. O tzj September 1. September 1. September 12. July 1. Sept., 1st Mon. September. Sept., l3t Mon. \tb9£ oi'j.sbx -oqoe ur sqooA jo joqmnxj w O 000005 ^ ^ CO CO (MOO ! 00 00 O OO O 000(0000 05 ^ ^ • CO no CO CM CO Tji CO CO CO cc co Property, income, &c. •S99J uoijinj rao.ij jb9^ jeT3[9qj aoj ejdiaoag; H ee O O O lO • o o o co » Th o o co • r-T icfcoV-T • ■€£- j CM OOOtOO COO O C O MO 05 Cl (M lO LO co (M O CM O CO CM CO CM CM CM CM 1 I CM CO CO ~ r* | lift) HK4LO) kO hO lO fO rH CO HCUO lO (OH CM CM rH O r-1 r-1 o Library. •j«9£ xootP8 jenx oqj ui osearouj | © j « * O O • • • CM • • O O T* Cl VO : j : : °s : •eomuxoA jo asquint kS « CO o o o o o cm r* o rH CO O CO 400 1, 500 224 ....... cl, 200 1, 250 500 650 1,610 200 563 100 600 1, 540 •enjuxeddu pun jouiqeo xeotqdoeoxxqcX ! H « X O X X X X OXXOX XO X XXXXOXX •Lmjejoqiq pjoiuiaqo j W X O X X X X oxxoo xo o xxoxoxx Is music taught ? •XBjuamiujeuj « | X XOCXX XX X X X X X XO X O X X x * © x •X«ooa H " X xooxx ox XXXXX XX X ; X O X x o X Is drawing taught ? •pnnq 99J£ i © 1 ** x x o x x x x ; X l x i X X X X X * •Xnoiunqooj^ © H xooxx X ; X X 0 X X L _ * . 1 H Washington Avenue Institute for Young Ladies and Misses.* Buffalo Practical School . . Heathcote School. . . . Canandaigua Academy . Canisteo Academy . Drew Seminary and Female Col¬ lege. Chappaqua Mountain Institute. . . Cincinnatus Academy . Clifton Springs Seminary . Foster School . Clinton Grammar School . Dwight’s Home School for Young- Ladies. Houghton Seminary . Evening Classes of the Poppen- husen Association. Cornwall Collegiate School for Young Ladies. Dansville Seminary* . Delaware Academy . . . Dundee Preparatory School . Aurora Academy . Friends’ Seminary of Easton ..... Itural Seminary . Starkey Seminary* . . •>* iccot^oooi co O) © h o rc<)uo o f im (M-racatN'M cocorecccocoeoco coco Tji -s* ■<*•«#'**< -9< t> C- C~ t- t- L-~ t» t> t> t- t- fc- C— t- t- E- t- t> I> t- C- Collei STATISTICAL TABLES. 521 . »o wn£® £2^ ®to I ts !|| i’Ti'i •<$<1a2a2a2cco2GQ m ®2t2^ B flri r kij ^ 1-5 l-S OQ % ft Pi ^ cL ^ 0) 0) J jO 02 X <1 <] X o o © o co © © o jo ■ c: o c Ci o 0 ® a> - , SO© ag O GO O O © o o © © CO o o o o o o o o o o o o o o o o © o o o o o o o o o o CO © © o o o o o o o o © o © »o © io © O O O si5 c3 I © © ccofl H J O.J3 £t-P Pi c3 © Pi ' ~> © "C 'cj 43 jj -J r~r. r-r, r#^i r/-\ rK >» llliil !§1 | ®S S |jbI?^|s|SIIs 7? rjr^3 ^ 0+3 Jw r-, W ^ ^ C0^ o O £ B O ® o S B tffl WWh *.5 g ot g a © § © s % § © § Kg a a g a C3 & ©5 <2 O^g S4ik2wH"SvSiHMVH^h2 Hi ro r* » . .' ic »o O ICIO lO lO lO IO lO O O CO i'- 1> i> i> t> t> t> i NCO^ »OCOl>OOCaOrH l> t> t> t- 522 REPORT OF THE COMMISSIONER OF EDUCATION. H I © OS \IB9.£ OTJStq -oqos m BqaaAi jo J^qumj^ •809J I uotjitij mo.i; j jsiq oqj joj sjdpoajj •Sptmj 9AIJ | © -onpojd oiojjotnoaui ! W •spnnj 9axj -otipoad jo janonry •StlJ'BJBd -du puc ‘sSnrppnq ‘epunojS jo a’nx'BA •uoijinj joj juap -n!j8 qoB9 oj a&reqo XBnaay •©P2 cc g © © © CC CC CC tScfl P ©-/© a a P * * . 'z H rr*. f’ L « S\-« © . o ^ q <|02 © © Ifaji 1 1|“" \ © ! P \S ■ o ■ © i . n is . ® o © j.2«w >0 ij 1 o ® i 7 -S § a ! kcgp ©* I S os 02 S t>- 'SjjfSa © *fcr . o _ ^ .2 ©02 'H ^ P ©'©-©'© *o P ®P ©Oq 2 2 ^HP >>n O eg J.S I 05^'© © Sp 2 2 «s 2 © ■gffl rJIA 02 £ >-.31 c3 SP 33 © <1 tsi © r cs 002^-© © P i ©p ,fl §£ *02 ^ ■SpS O >s© -rl C3 ^ d S3 d afi 2 5 2 P ® P ‘ > ce ^ -v HP *-•1 /il^S - >» (S © bfrg Srt gg©^«l p® ■c ®s«2^±:^3r© P^ ^ H > xt< » O 05 . i> |> 00 GO 00 00 STATISTICAL TABLES. 523 *From Report of the Commissioner of Education for 1880. & Includes board. d Income from other sources than tuition, a Average charge. t From the 93d Regents’ Report, 1880. Table VI. — Statistics of institutions for secondary instruction for 1881, $c. — Continued. Note. — x indicates an affirmative answer; 0 signifies no or none ; _ indicates no answer. 524 REPORT OF THE COMMISSIONER OF EDUCATION. ‘J/EOA OTJSBJ -oqos ui sj[90a\."jo .ioqmnj^ g 33 Property, income, &c. •saoj uoijmj rao.ij .reoA XS'Bi'oqxAOjexdiooaa; H W 1 r-T* 1 jl is r-T - r-T • iO O CO S3 1 ll rjT CO* Ills COLO all ill ~ i”f •epunj oatj -ortpoid raojjQiuooux © w 0 0 011$ s l O 0 0 700 0 0 261 ‘b> 81 •spun; 9Ai‘X -onpojd jo juiiomy § o_ ! 0 0 l O t-H O 000 ‘01 0 0 .1 j OOO •snjBJBd -dc pm? ‘sSutpxinq ‘spunoaS JO OUp?A 8 $1, 600 12,000 22, 300 8, 000 5, 500 40. 000 35, 000 30, 000 5, 028 9, 250 5, 000 9, 500 O *8 16, 485 | S 4 Saugerties Institute . Sauquoit Academy . Holbrook's Military School . Ossining Institute . VirAiin % l rz < 3 rJ -c ts f $ a 1 § jl > !l 3 < 1 ^ <£> s. £ 1 J * 5 ® . 1 ill] 5^ O £ III! jcb c! I 1 1® i 3co^ Mount Hope Ladies’ Seminary Troy Academy . j Troy Female Seminary . Unadilla Academy* . . On.lrwnnd ^Aminarir : >> ;§ Sill ill Riverside Seminary . West Winfield Academy . j Alexander Institute . . STATISTICAL TABLES. 525 Table VI. — Statistics of institutions for secondary instruction for 1881, fc. — Continued. Note. — x indicates an affirmative answer; 0 signifies no or none; - indicates no answer. REPORT OF THE COMMISSIONER OF EDUCATION. 526 STATISTICAL TABLES. 527 * Prom Report of the Commissioner of Education for 1880. b Average charge. d In 1878. a Yalue of apparatus. c Includes board. « To non-residents. Table VI. — Statistics of institutions for secondary instruction for 1881, $’c. — Continued. Note. — x indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 528 REPORT OF THE COMMISSIONER OF EDUCATION. © i o CO © © © © © ^43 ^.©.©'P'S grc! asaNrH®w ® © © r r>—2 p 4J4J+J+3 O ■+» ft +* ^ © © © © © ^ © TfllftWWUlOvl o o as. © © 43 43 CO X CQ ffi r;-- 43 © ,Q © T— © r© j^r© *1S 2 S rH a a © a *3 6, © r r p © 4= 43 fcr.43 43 © ft ft £ "ft ft & ft-g ft 50 02 - vt O ) oo to CO e •jc9^ pjoqos jeiq 9qj nt 9&B9aouj •89ran[0A jo aoqranjq o o o o o to ift •snj'BJtjddn ^ pui? jamqco [coiqdoaopqj C* •A j;oj,BJoq«t xisDtuioqQ qisjnotmijjeni I ^ •jbooa •pncq 99JJ I'm * § X X X X X quonrcqoopi; >;ro >, 3 © P s<«*3 Sh '1.9 3 © b : ® ‘.a 0 g © o ■■£ 1 OQ fla <2 Z# © ^^3 p-SS 9 § ftg'&g’S © .2 5 '© £ §^k9-^© © ^ 8 ©*_, . r© c &*§? to ® © 1.1 fir ce tc© a SH fjf^l oSSe« 8 © * m . P>vp . • fl P2 to .si* >> M 3 £rrt © 3^5’S^ 3 ®PQ 3 © 4i © '© --ra e ^ © .i' * .s -5 « -c £>.g pj S ^ © C2 r-H 0000000000 >03000000000 CJOHWCOrf in O rH I-H r-1 r-f »H o o o o o o o STATISTICAL TABLES. 529 ® © ftft S 3 jg ® ftp* ® ® co to 'P rO to o rH pj it E SN a"«ifl?® r U -e b£ bt+? -g C. ft rt rj ft ft ® ® <1 co <3ftl a« a h1 ftftftp a ® ffl ® TO ® CO 02 02 h> 02 Som O’-* 64 4=^“ £ o to ■ o> O CO o !ooooocmo . T* ^ CO rji CO . CO ^ TJ1 s Th ^ ^ co xti ^ £8 OOIO pTcoi-f tO O O O O O cf©OOI>©~©~ to o CM s o o o o © icT O lO CO OWbHOO Cl Ci CO CM lO OO ,0 CM CM e ^ $ >a &>> CO p iai«sss„l ft "a o • o co ®co o a 52 «■ ! R rf l-SW < CO rj fe.pr ’ a-” p L R S • Ill ~ om-2 g^fta 3*2-2 « a •HnM^Fl^cJOpriK ft ®1a 2+s 3 ® « t5^oHcoPH--.< coj® - as 8'fi'C.9 § gftftfta © 0*3 naaa 2®.9| 02 b® 3f»a® n§ft ~2±> §02 © ®ft ©©CO-P _ © 2 +3 ® 3 ®S IlSlig^i p p ^ ^ ^3 9 g ^ a p a 2 cs SS ° ®ro®®Pj2r£0 s^cocococo.O^-po r5 ©©©©tH^PS® w : ■ b£ • ; pl : ■j* >J* : V® t*> §£a| :§5| d R ffi'*4 '.a UJ^ H ®f^5 >j ! fl -2ft £ft cs p : g OOOOH(N CM CM Cl C5 CM Cl CM CM CO CO CO o o ooooooooo O O O O O G O < > o o o o o o o CO T#< to m o o to CO t- 00 O O T 34 E f From Keport of tlie Commissioner of Education for 1880. d Value of building and apparatus. ^ Estimated -value of the residuary estate of Stephen Gi¬ ft Includes board. e From collections. rard; the income of the estate in 1880 was $694,248, of c Average charge. /In 1879. which $350,112 were expended for the college. &Keceipts for last session. Table YI. — Statistics of institutions for secondary instruction for 1881, $c. — Continued. Note. — x indicates an affirmative answer; 0 signifies no or none; - indicates no answer. 530 REPORT OF THE COMMISSIONER OF EDUCATION. * I o as 53 o §'3d A § j§ © © © © © m m 02 oq in IS-i -g fcx+f ©3 © co<3co .©TS,© a™ a ® r ® "chAA. © ® ® Tjiwin 3 :q brt a cs >.®.a -■a s.3 ® ®,*P ,■§ ®5.° © ® ©=* a © 3 ® — ® .9 c3 13 > >> 5P.2 rJ1 30 R 0 — 2 rg © © e-2 =« a © « pTS csP o p PHP Wp "la I £p tc 5 03. 1 3 sa .p ■gsw^^ 'o.p'tS'^ c3 OflAfl® bS o Pi .4 © o •C«i M— • r_l 1 S 'H 1 9 0T“< 03® nj C^ •* j* •* O O » rj fcC rj do-g J" bi-g -g -g fc'cfcS 6J0 ? an r-< ft ft ft r-( r< rSt ^43g-a sx-g-g-g CJ ft ft ft g © © © <1 eg eg eg : >, o © Ci r^ 1 O o o '•| mm ii|l|ll,gi!l| ^ "5 •£ |25 g 2 g Plft ® ^ ©-©h^®£j-S'©c^^— o ’©■Qaas©0® g o ® -p -g « -9 ”<111 o's^cc •g © ©r S §g ® C3 c_l © -t! © ^ 9 te § S <^o!^c8£ PC t>OOOOHWCO^OCOt^OOO< ooooooojojojodoociooc OOOOOOOOOOOOOt OOOOOOOOOrHr— OCO 5S3 § *FromKeportof thoCommissionerof Education for 1880. b Average charge. d Value of apparatus. a Includes board. c Charge for a month. c To non-resiaents. Table VI. — Statistics of institutions for secondary instruction for 1881, P +3 ft ft-g ft ft ft ^ <© O 35 <3} © 0202Q020202 ^ a -P-S &pi a t> 00 . O cq IM to, Eh . ’H h <© rH ® <0 -g> r ^ p: ps a, h m ”a® aa-<®a^ _ ® R ® ® . R ® r .-u OP-P-P 0+3+3 a R+3 Rftft+g ft ft c2®®©©®®©© 1-302002020200202 •aaartfl a • RgggggR«3^R ^ aH.H.HHHa«^gg. •— 1 ® r r r r r ® p O® ft ft c. ft®, ft ft y> y af-'S, CD o » o o o o < owoooo oo» 1-1 O CO o o o CO n* CO Tti x*l HO00 • IO o o o o o o < OIOOOOIOOOIOPO COrHCOr-iCO CO' "^T r-T cT r-H ^ Cl ID CO * J? 2 Mm : fl-'S a rs .ago r^m ®H 0 a K2.fc a g.§.g §p I hP © O Pr2 S’® ■ “&J®Sia „+iga,y|£sp P g rt .3 'S rg ® P ® r5 © .3 R ?? g ®rj II 8* 2 si a J- ooPHOmW f S* 1*9 .2 Kg gw*' © ; g a^ io-^’a o 5 bS. 1^ Cj+i (S n ® fl ca R«g a-p s = g'g^ , _ . 1 ^ M So M • w +j >.\2 n O ^ © ftlj jh rv] ^ c3 oq c3 CC *1 1 d H ® '•'h 41 fl c® P .2 ^ S § ^ C3 eg ^ .5^ Cd H ^ eg hf) i I II Ill'll §| i4j I ||?ll 111 :RPHRWH^KS<3^ Oa2a2PoQ03 O O • • © H 1 ■€£■ • o « 1, 000 600 6, 000 o o m 720 800 1, 142 900 •spuuj 9ATJ -onpojd xuojj einoouj © W $600 55 O • 03 > 03 600 900 o oo A O CO CO o I i •SpUUJ 9AtJ -oupoad jo junomy a « o | 000 ‘I | 000 ‘01 o I 10, 000 15, 000 0 13, 400 5, 000 © © i ■snjTjjnd -dc pun ‘sSurpxmq ‘epunoiS jo erq^A Q 0 G* $10, 000 7,000 612,000 3,000 000 ‘8 003 ‘I 4, 275 8, 000 35, 000 90, 000 12, 000 10, 000 2, 000 12, 000 3, 500 •uoijmj joj ;uop -n^e qoB9 0} oSjuqo pm any OHOUOOHHO - O H O 03 in 03 03 03 H 03 ‘03 CO 1 CO 1 ~ 1 ^ ■ 1 10 00 03 G CO O H H H • HiO • 03 • e : 18, 21, 24 12-16 20-100 10-20 30 24-30 18-22J 20-24 in m © H C3 Library. viuoA xooqos jsnx oqj ur osbojouj © o in o ! « o » o i o m o O « | k l £ < 4 '■SC il ■1 Essex Classical Institute . New Hampton Institution* . Orleans Liberal Institute . Lamoille Central Academy* . Black River Academy . Newbury Seminary and Ladies’ Institute. Beeman Academy* . Caledonia County Grammar School. Troy Conference Academy* . Villa Barlow Boarding and Select School of the Sisters of Notre Dame.* St. Johnsbury Academy* . Green Mountain Perkins Acad¬ emy. Thetford Academv . Bell Institute* . . Glen wood Classical Seminary . School of the Bluestone Mission. . OHtMM^lfiCO^OOOOH 03 CO OOOOOOOOOOrHrH * Hr- i 03 03 03 03 0J <£ © r» ftftftftftSj aaaaa^ © © © © © r +3 4-> -P -P •gg^ aa® r r® ©.Q +H5 4JPO ftftftft-£ C nd 300 alas ftft-g-gftft P^+3 PftH3 11 •§§ ®NN gHH ftft -^ftPiftftft ®© »©©©©© 03 33 Oxnuimmw 3* ° <1o p n o o p 43-P-P 5 © © © © ^XflTflXflUl S d ^ W g’-g'o’q © a a^ ®m lls§”§ ©'g-tj ^ 2r © « ^ CD o rr ■ - ~ & © © ^ J © © ® * © q bbl^p ci 2ft .2 "© "© i— i ;g|ogpH®©© Mill's .1 >P “ J a b£ Pi 2 ^ p, o g P o c^i^.'S O'grg W^r-; g C3 d peg g D(SSSSfS{HM^SHHOWj>38!l(§^ ic eo _ 04 04 04 04 (M 04 04 04 - - 04 04 04 04 04 04 04 04 ( LOCO h»000iOH03CC^l0?0l>00 OOHNM^W COCO CO CO CO ^ ^ ^ ^ r*i r* ^ ^ lO iC lO »0 VO iO 04 04 04 04 04 04 04 04 04 04 04 04 04 04 04 04 04 04 04 04 04 00 050H04WTj •pUEq 99J.J X O X X X X X •psonreqoejg; X O O ! X X ! X :,b . © .02 : ^ J ill eg, .OS'S :p* ,\2 © a © 05 ti +S .a f* - Sr S 0 a O 0 m B T0 co « s B ®<|,J © C3n3 io . M gw On Wcc 1 :£s 1 =?■& S :-s « f -Slf'slllgg •§ * °>a;3o o o ^ ^ L, ’ t>5tKg w bKfl r-* O ^ b b^ ^ w M r-, ov bJ | § b &a'| grl'ul sis 1 1 § |^W©6-s|.fc I gJS’S’Sa'S^'fci *3 g b 5 S3 © oOJ P«h © £ >,(8° ®V.S 4-» • W 43 *3 bo W 4>,B «H< 2 o JP I £* gg • rH © ^OQ S« OCOC20H'MCOr^iOCCt>COC50i STATISTICAL TABLES. 537 o . (j S 3d Sidus OjS 9 & g ^=>rQ'Cl'»TS^i'!5rOrO a g^ a a -2 ftftftftftftftft ft ©©<©©<©©©©© wwuimmwviwm ;§ §§ ***** ^ a a g a sj^sa^s- s*ay J5 -S-s-g-g.© ^.sts-s ® ®-2'2 *5 S^'S^-S “-g-g arngM^gga^^^^aa^a^^a^sS-SS ® : © - rS^« r r r r « © r©rj3©0fl®.®© . -. -J_) • _> -, _ lzzj •*> . i_J -13 -13 -A3 Aj -A3 -43 -43 s. r>-+3 '-r u r-43 -43 +3 -13 Wr£ fettC-S" r©- _ . ■aft ft £ ft ft-3 £ > ft ft ft ft ift 'ft ft ift S' ft a S' ift Ot jSU ft ®®®i2®©®iSk?®®®®®®®®.3®_3jj®®®® 02 02 02 3 02 02 O £5 Y\ 02 02 CO 02 02 02 02 03 <1 02 <1 03 02 02 CO g.§5| o §1 35 :-*-z, a © bgS'Se* g 9 IIIs®! s~®®p_§§ ?h 0* 03 £-* rH WH ^ 3 C3-" flOO^ r) So ^S^5-& ^oo CS50 -02 § ©«a ®3!- g wre)r-,fl:c3N'* - >"H H «■ go ^ o Slls ,3 bfl £*£ © fl1-© -y> 2 cS > |.Sg'§*a g §<*<_ © » ^ ^ 0 ^ g©5 § ass^grca cococococococococococococ oco Note.— x indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 538 REPORT OF THE COMMISSIONER OF EDUCATION Scholastic year be¬ gins— M W September. September 15. September 1. Sept., 1st Thurs. Sept., 1st Wed. 1 i j » * i ! j -oqoe m os A jo jgqoinj^; C* « j GO CO O O » O CO CO rji «*< . rf Property, income, &c. •899J uoijrnj otojj jc9j£ jen’x oqj aoj ejdtooay; H M $350 2, 000 •SpUTlJ 9AIJ -onpoid cuojj omootij © M ■€£■ • • * •spunj OAia -onpord jo jahoniY © G* 000 ‘I 0$ •enj'Bj'gd -dc pa® ‘sSaipxittfi ‘epunojS jo oiquA QC $1, 550 1,200 10, 000 al5, 000 a3, 000 •nopmj joj juap -njs qoc9 oj oS.reqo xunnuY G* $8 27 100 20, 40, 50 32-50 10-20 Library. •JU9JC xooqos js^x eqj nr oeBaiouj © o' o o . (- eS p g « 'S c c H Alden Academy . Colville Indian Industrial Board¬ ing School for Boys. St. Paul’s School . Whitman Seminary . St. Marv’s School . H d CO CO STATISTICAL TABLES. 539 List of institutions for secondary instruction from which no information has been received . Name. Location. Name. Location. Dadcvillc Masonic Female Institute. Lowery ’s Industrial Academy La Fayette Male and Female College. Germania Institute . Ursuline Institute of St. John Baptist. El Dorado Hmh Schopl . Napa Ladies’ Seminary . . Miss Field’s Home Institute. Sackett Academy . Sacramento Home School. - . . Sacramento Institute. . Young Ladies’ Seminary . Home Institute . University Mound College. . . St. Mary's Academy of the Sisters of Loretto. Everest Bectory School . Brainerd Academy . Kent Seminary . . Bulkeley School . Hillside School for Boys . The Selleck School . Boarding and Day School for Young Ladies. Say brook Seminary . Miss Aiken’s School . Betts Military Academy . The Maples ^Family School for Young Ladies. Stratford Academy . Alworth Hall . . Academy of St. Margaret of Cortona. St. Joseph’s Academy . Ackworth High School . Adairs ville Academy . Antioch Academy . Mulberry Grove Academy. . . Means’ fligh School . Oak Grove High School . Brantley High School . Hickory Head Academy . Brooks Station Academy _ Lodge Academy . Dadeville, Ala. Huntsville, Ala. La Fayette, Ala. Talladega, Ala. Tuscaloosa, Ala. El Dorado, Ark. Napa City, Cal. Oakland,' Cal. Oakland, Cal. Sacramento, Cal. Sacramento, Cal. Sacramento, Cal. San Francisco, Cal. San Francisco, Cal. Denver, Colo. Centreville, Conn. Haddam, Conn. Kent, Conn. New London, Conn Norwalk, Conn. Norwalk, Conn. Norwich, Conn. Saybrook, Conn. Stamford, Conn. Stamford, Conn. Stamford, Conn. Stratford, Conn. Tyler City, Conn. Winsted, Conn. Jacksonville, Fla. Ackworth, Ga. Adairsville, Ga. Antioch, Ga. Antioch, Ga. Atlanta, Ga. Bartow County, (17th district), Ga. Brantley, Ga. Brooks County, Ga. Brooks Station, Ga. Bullard’s Station, Ga. Byron Academy . Paris Hill Academy . Franklin Institute . Carsonville Academy . The Methodist Episcopal School. Chincapin Grove High School Byron, Ga. Cameron, Ga. Camesville, Ga. Carsonville, Ga. Cartersville, Ga. Chincapin Grove, Ga. Marietta High School for Boys and Girls. Maysville Institute . Johnston Institute . Monroe Male and Female Academy. Newnan Male Seminary . Norwood Academy . Liberty Academy . Powder Springs School . Baytown Academy . Bock MaH Academy . Borne Military Institute . Boswell Academy . Camden County Academy . . . Sandersville High School. . . . Senoia High School . Smyrna High School . C. P. Beman School . Spring Place High School . . . Stone Mountain Institute. . . . Sugar Valley Academy . Excelsior High Schooi . Thomson School for Boys and Girls. Union Point High School .... Whitesburg Seminary . I Wynn ton Male and Female Academy. I Zebulon High School . I Ursuline Convent of the Holy Family. Notre Dame Academy . Misses Grant’s Seminary .... Park Institute . | Sts. Benedict and Scholasti- ca’s Select School. Collegiate Institute . St. MJary ’s Academy . . . Academy of the Assumption . Bradford Academy. ... . Evangelical Lutheran Parish School. Des Moines Collegiate Insti¬ tute. Eldora Academy . St. Joseph’s Institute . Pleasant Plain Academy . Troy Academy . St. Mary *8 Female Academy . . St. Ann’s Academy . Beth saida Seminary . Cochran High School . Corinth School . Crawfordville Academy . Culloden High School . Culverton Academy . Cuthbert Male High School.. Howard Normal Institute .... Duluth Academy . Eastman High School . J ackson Academy . Fort Valley Male Academy. . Gainesville High School . Grantville High School . Hawkinsville Academy . Braswell Academy . Hogansville School . Planters’ High School . . . Farmers’ High School . Kirkwood Hugh School . La Grange Male High School. Neely’s Institute . Clayton County, Ga. Cochran, Ga. Corinth, Ga. Crawfordville, Ga. Culloden, Ga. Culverton, Ga. Cuthbert, Ga. Cuthbert, Ga. Duluth, Ga. Eastman, Ga. Forsyth, Ga. Fort Valley, Ga. Gainesville, Ga. Grantville, Ga. Hawkinsville, Ga. High Shoals, Ga. Hogansville, Ga. Hollow ville, Ga. Houston, Ga. Kirkwood, Ga. La Grange, Ga. Leesburg, Ga. La Bue English and Classical Institute. Columbus College . Eminence Male and Female Seminary. Ghent Coliege . Franklin Institute . Lancaster Male Academy .... Home School for Girls . Holyoke Academy . Graves College . Maysville Seminary . Minerva Male ana Female College. Union Academy . Henry Male and Female Col¬ lege. Jessamine Female Institute . Prof. W. H. Lockhart’s School Madison Female Institute . . . Fairview Male and Female Seminary. Masonic Institute . Marietta, Ga. Maysville, Ga. Monroe, Ga. Monroe, Ga. Newnan, Ga. Norwood, Ga. Pine Level, Ga. Powder Springs, Ga. Baytown, Ga. Bock Mart, Ga. Borne, Ga. Boswell, Ga. St. Mary’s, Ga. Sandersville, Ga. Senoia, Ga. Smyrna, Ga. Sparta, Ga. Spring Place, Ga. Stone Mountain, Ga. Sugar Valley, Ga. Taylor’s Creek, Ga. Thomson, Ga. Union Point, Ga. Whitesburg, Ga. Wynnton, Ga. Zebulon, Ga. Alton, HI. Bourbonn aie Grove, HI. Chicago, HI. Chicago, Ill. Chicago’ HI. La Grange, Ind. Notre Dame, Ind. South Bend, Ind. Bradford, Iowa. Clayton Centre, Iowa. Des Moines, Iowa. Eldora, Iowa. Iowa City, Iowa. Pleasant Plain, Iowa. Troy, Iowa. Leavenworth, Kans. Osage Mission, Kans. Buffalo, Ky. Columbus, Ky. Eminence, Ky. Ghent, Ky. Lancaster, Ky. Lancaster, Ky. Lebanon, Ky. Louisville/ Ky. Mayfield, Ky. Maysville, Ay. Minerva, Ky. Morganfield, Ky. New Castle, Ky. Nicholasville, Ky. Paris, Ky. Bichinond, Ky. Simpsonville, Ky. Somerset, Ky. 540 REPORT OF THE COMMISSIONER OF EDUCATION, List of institutions for secondary instruction, §c. — Continued. Name. Location. Academy of St. Catherine of Sienna. Spencer Institute . Day School for Colored Chil¬ dren. McGrew Institute . St. Aloysius Academy . St. Augustine’s School . St. Mary’s School for Colored Girls. China Academy . Fryeburg Academy . Lee N ormal Academy - Pembroke School for Boys ... School of Letters and Sciences for Boys. Steuart Hall Collegiate and Commercial Institute. Brookeville Academy. ... - Notre Dame of Maryland Collegiate Institute for Young Ladies. Day and Boarding School for Young Ladies and Children. Mrs. H. S. Hayes’ Home and Day School. Highland Hall . Friends’ Academy . Miss Salisbury’s School for Young Ladies. Willow Park Seminary . Assumption School . St. Louis School . Booneville Institute . Brookhaven Male Academy. . Corinth Female College . Grenada Female College . Sardis Institute . Zion Hill High School . Arcadia College and Acade¬ my of the Ursuline Sisters. Chillicothe Academy . St. Joseph’s Academy _ ... Mt. Pleasant College . German Institute . . Sedalia Collegiate Institute. . St. Mary’s School . . Beede’s Academic and Nor¬ mal Institute. Stevens High School . Hillsborough Bridge Hnion School and Y alley Academy. Appleton Academy . C offs Northwood Academy.. Dearborn Academy . Kearsarge School of Practice. Trinity Hall . Boarding and Day School for Young Ladies (Misses Clarkson and Bush). Hackensack Academy . Academy of the Sacred Heart . German- American School in the Martha Institute. St. Aloysius Academy . Mt. Holly Academy . . Tallman Seminary . Stevensdale Institute . Miss Sarah B. Mathews’s School. English, French, and Clas¬ sical Institute. St. Elizabeth’s Academy . Young Ladies’ Institute . Female Institute of the Visi¬ tation. Juvenile High School . Lockwood’s Academy . St. Mary’s School . . Chatham Academy . Springfield, Ky. Taylorsville, Ky. New Orleans, La. New Orleans, La. New Orleans, La. New Orleans, La. New Orleans, La. China, Me. Fryeburg, Me. Lee, Me. Baltimore, Md. Baltimore, Md. Baltimore, Md. Brookeville, Md. Govanstown, Md. Boston, Mass. (West Chester Park). Boston, Mass. Millbury, Mass. New Bedford, Mass Pittsfield, Mass. Westboro’, Mass. St. Paul, Minn. St. Paul, Minn. Booneville, Miss. Brookhaven, Miss. Corinth, Miss. Grenada, Miss. Sardis, Miss. UnionChurch.Miss Arcadia, Mo. Chillicothe, Mo. Edina, Mo. Huntsville, Mo. St. Louis, Mo. Sedalia, Mo. Virginia City,Nev. Centre Sandwich, N.H. Claremont, N. H. Hillsborough Bridge, N. H. New Ipswich, N.H. Northwood, N. H. Seabrook, N. H. Wilmot, N. H. Beverly, N. J. Elizabeth, N. J. Hackensack, N. J. Hoboken, N. J. Hoboken, N. J. Jersey City, N. J. Mt. Holly, N. J. Paterson, N. J. South Amboy, N. J. Summit, N. J. Albany, N. Y. Allegany, N. Y. Auburn, N. Y. Brooklyn, N. Y. Brooklyn, N. Y. Brooklyn, N. Y. Brooklyn, N. Y. Chatham Village, N. Y. | Name. Leseman’s Institute . Cornwall Heights School Coxsaekie Academy . Deansville Academy . Hamilton Female Seminary. . School for Young Ladies and Children. Union Hall Seminary . Martin Institute . . . Trinity School . Classical School . Mrs. Froehlich’s School . John MacMullen’s School. . . . M’lle M. D. TardiveJ's Insti¬ tute for Young Ladies. Moeller Institute. . . Mt. Washington Collegiate Institute. Murray Hill Institute . St. Vincent's Free School . . . School for Boys . Sisterhood of Gray Nuns . - - Bishop’s English and Clas¬ sical School for Boys. Mrs. Bock6e’s Seminary for Young Ladies. Brooks Seminary for Young Ladies. Eiverview Academy . Miss Crittenden’s English and French Boarding and Day School for Young La¬ dies. Livingston Park Seminary . . St. Andrew’s Preparatory Seminary. Boarding and Day School for Young Ladies. Temple Grove Seminary . Shushan Classical School Mt. Pleasant Military Acad¬ emy. Mountain Institute . . . Irving Institute . Trinity School . Hartwell’s Family School for Boys. Utica Female Academy . Webster Academy . . White Plains Seminary . Eavenscroft School . Judson College . Lincolnton Male and Female Academies. Ealeigh High School . Washington School . Buckhorn Academy . Friends’ Boarding School. . . . Hopedale Normal School . Morning Sun Academy ...... Northwood Normal and Col¬ legiate Institute. Salem Academy . Dague’s Collegiate Institute. Grand Eonde Indian Agency Manual Labor Boarding and Day School. Jefferson Institute . Academy of Mary Immaculate Linden Female Seminary Collegiate Institute . Friends’ Graded School . Linden Hall Seminary . Location. CollegePoint,N.Y. Corwall-on-the- Hudson, N. Y. Coxsaekie, N. Y. Deansville, N. Y. Hamilton, N. Y. Irvington - on-Hud- son, N. Y. Jamaica, L.I.,N.Y. Martinsburg, N.Y. New Brighton (S. I.), N. Y. New York, N. Y„ (54 W. 33d st.). New York, N. Y. New York, N. Y. New York, N. Y. New York, N. Y. New York, N. Y. New York, N. Y. New York, N. Y. New York, N. Y. (723 6th ave). Ogdensburg, N. Y, Poughkeepsie, N.Y Poughkeepsie, N.Y Poughkeepsie, N. Y Poughkeepsie, N.Y Eochester, N. Y. Eochester, N. Y. Eochester, N. Y. Eye, N. Y. Saratoga Springs* N. Y. Shushan, N. Y. Sing Sing, N. Y. Suffern, N. Y. Tarrytown, N. Y. Tivoli, N. Y. Union ville, N. Y. Utica, N. Y. Webster, N. Y. White Plains, N. Y. Asheville, N. C. Hendersonville, N. C. Lincolnton, N. C. Ealeigh, N. C. Ealeigh, N. C. Eiddickville, N. C. Near Barnesville, Ohio. Hopedale, Ohio. Morning Sun, Ohio. Northwood, Ohio. South Salem, Ohio. Wadsworth, Ohio. Grand Eonde, Oreg. J efferson, Oreg. The Dalles, Oreg. Doylestown, Pa. Germ antown (Phila.), Pa. G ermantown (Phila.), Pa. Lititz, Pa. STATISTICAL TABLES. 541 List of institutions for secondary instruction, - C. Washington, D. C. Washington, D. C. Washington, D. C. Washington, D. C. Washington, D. C. Washington, D. C. (New York ave.) Washington, D. C. (908 12th street). W est W ashington, D.C. Doaksville, Ind. Ter. (Choctaw Nation). Helena, Mont. Salt Lake City, Utah. Table YI. — Memoranda. Name. Location. Remarks. Centre Hill Academy . Pacific College . Mills Semin arv . Mrs. Posten’s Seminary . . Leadville Academv . Maple Grove Academy . Fitch’s Home School for Young Ladies and Boys. Oak Hill Seminary . Laurel Classical and Commercial Academy. Centre Hill, Ark . Colusa, Cal . Mills Seminary, Cal. . Oakland, Cal . Leadville, Colo . Green’s Farms, Conn . Noroton, Conn . West Haven, Conn. . . Laurel, Del . I Buildings destroyed and school closed. Not in existence. See Table VI LL Closed. Suspended. Building sold and school temporarily closed. See Fitch’s Home School, Darien. Closed. Closed. 542 REPORT OF THE COMMISSIONER OF EDUCATION. Table VI. — Memoranda — Continued. Name. Location. Remarks. St. John Baptist School . Clark University . . Cedar Creek High School . La Hatte’s Select School . Jacksonville Academy . Long Cane Academy . . Marietta Military Institute . . Nacoochee Male and Female High School. Rabun Gap High School . Smithville High School . Wrightsville High School. . . French and English Academy . Harvard School . Freie Deutsche Schule . . Freeport Seminary . . Morgan Park Military Academy . Spicewood School . Barnett Academy . . Gladewood Seminary and Normal School. Hadley’s Academy . Friends’ School . , . Coe Collegiate Institute . . Boardman Seminary . McLeod’s Select School . Irving Institute . . High School . . . Morehouse College . . St. Catharine’s Hall . . Patterson Park Seminary . . Milton, Del . . Atlanta, Ga . Cedar Creek, Ga . Gainesville, Ga . Jacksonville, Ga - Long Cane, Ga . Marietta, Ga . Nacoochee, Ga . Removed to Faulkland and nama changed to St. John’s School. See Table IX. Not in existence. Superseded by the Methodist College. Not in existence. Not in existence. Closed. Not in existence. Rabun Gap, Ga . Smithville, Ga . Wrightsville, Ga .... Chicago, Ill. (corner May and Harrison streets). Chicago, HI . Danville, Ill . Freeport, Ill . Morgan Park, HI .... Boxley, Ind . Charlestown, Ind - Denver, Ind . Changed to Rabun Gap Institute, Not in existence. Closed. Removed ; not found. See Table YH. Closed. Not in existence. See Table VII. See Spicewood Graded School, Ba¬ ker’s Corner. Closed. Not now in operation. Indianapolis, Ind _ Salem, Ind . Cedar Rapids, Iowa. . Durant, Iowa . Huniboldt, Iowa . Irving, Iowa . Manchester, Ky . Bastrop, La . Augusta, Me . Baltimore, Md . Succeeded by the Hadley and Roberts Academy. See Blue River Academy. Changed to Coe College. Closed. Closed. Closed. Removed to House’s Store. Superseded by Bastrop High School (public). See Table VUI. Name changed to New Education Sem- New Windsor College . Newbury Street School . Union Park School for Young Ladies. . English and Classical School . Convent of the Blessed Sacrament . Norwood Hall . Natchez Seminary . Louisiana College . Hope Seminary . Gay’s English and Classical School Milton Classical Institute . New Hampton Literary Institution and Commercial College. English and French Boarding and Day School. Mrs. Park’s Seminary for Young Ladies . Classical and Bible College . Academic department of Brooklyn Col¬ legiate and Polytechnic Institute. Columbian Institute . Clinton Liberal Institute . . East Hamburg Select School . . St. John’s School for Boys . Middleburgh English, French, and Classical Institute. Fort Washington Franco- American College. Notre Dame Institute . Academy of Our Lady of Angels . . Miss Germond’s School . . Graham High School . . Alum Creek Academy . . New Windsor, Md... Boston, Mass . Boston, Mass . Williamstowa, Mass. Hokah, Minn . St. Paul, Minn . Natchez, Miss . Louisiana, Mo . St. Louis, Mo . Concord, N. H . Milton, N. H . New Hampton, N. H . Morristown, N. J _ New Brunswick, N. J Binghamton, N. Y . . . Brooklyn, N. Y . Brooklyn (209 Clinton ave.), N. Y. Clinton, N. Y . East Hamburg, N. Y. Manlius, N. Y . Middleburgh, N. Y. . . See Table IX. Closed. Closed. Closed. See St. Mary’s School, apparently under the same control. Closed. See Table III (normal schools) and Table XT (theological schools). Name changed to McCune College. Closed. Closed. Closed. See New Hampton Literary and Bibli¬ cal Institution. This school has united with Miss Long- well’s Seminary under the name of Morristown Seminary. Closed; principal gone to the S. S. Seward Institute, Florida, N. Y. Buildings first occupied by this college and later by Dean Female College have been sold to St. Mary’s Catholic Orphanage. See full report of Brooklyn Collegiate and Polytechnic Institute, Table IX. Removed ; not found. Removed to Fort Plain. Closed ; building now owned by the town and used for public school. Reorganized, and name changed to St. John’s Military School. Closed. New York, N. Y New York, N. Y . Peekskill, N. Y . . Peekskill, N. Y . Graham, N. C . Ashley, Ohio . Name changed to New York Military Academy, and control from Roman . Catholic to non-sectarian. Transferred to Fort Lee, N. J. Temporarily closed. Closed. Changed to Graham Normal College* Table in. Closed. STATISTICAL TABLES. 543 # Table VI. — Memoranda — Continued. Name. Location. Remarks. Miss Nourse’s Family and Day School. . Brooks School for Girls . Madison Academy . Andalusia Hall . . . The Hannah More Seminary . Penn Hall Academy . . . Lititz Academy . New Lebanon Institute . Classical, Mathematical, and English Seminary. East Walnut Street Female Seminary. Friends’ Select School for Girls . Miss Laird’s Seminary for Young Ladies Rawlins’ West Philadelphia Academy.. High School for Colored Pupils . Clinton High School . Limestone Springs Female High School Enon Seminary . Stonewall Male and Female College. - . . Friendsville Institute. . West Tennessee Preparatory School... Mrs. Dr. Milam’s School for Girls . Pulaski High School . White Seminary . Woolsey’s College . Corpus Christi Military and Commercial Academy. Live Oak Seminary . Burlington Young Ladies’ School . Jericho Academy . Lyndon Literary Institution . Montebello Institute . . . Newton Academy . Webster Military Institute. Monongalia Academy . . . . Elroy Seminary . ' . Monona Academy . . Sharon Academy . Big Foot Academy . Academy of the Visitation . Rosslyn Academy . Roys’s Classical and Mathematical Academy. San Miguel County Educational and Literary Institute. Presbyterian Mission School . . Presbyterian Mission School . . . Cincinnati, Ohio . Cleveland, Ohio.. Mt. Perry, Ohio.. Andalusia, Pa . . . Germantown, Pa. Penn Hall, Pa.... Lititz, Pa . New Lebanon, Pa. . . . Philadelphia, Pa. (11 S. Sixteenth st.). Philadelphia, Pa . Philadelphia, Pa. . . . Philadelphia, Pa. . . . West Philadelphia, Pa, Charleston, S. C . Clinton, S. C . Limestone Springs, s c Butler, Tenn . Cross Plains, Tenn. . . Friendsville, Tenn . . . Mason, Tenn . Paris, Tenn . Pulaski, Tenn . Sparta, Tenn . Woolsey’s College, Tenn. Corpus Christi, Tex.. Sold to Misses Storer and Lupton. Not in existence. Closed. Closed. Closed. This academy suspended in 1880, and reopened August, 1881; has sine© closed again. Closed. Name changed to McElwain Institute. Removed ; not found. Former principal is in charge of the Institute for Young Ladies at 2045 Walnut st., which latter school now goes under the name of West Walnut Street Seminary for Young Ladies. Closed. See West Green Street Seminary. Name changed to West Philadelphia Latin School, and school transferred to Table VII. Closed. Succeeded by Clinton College. Superseded by the Cooper-Limestone Institute, Gaflhey City. Closed a3 a secondary school. Not in existence. Succeeded by Friendsville Academy. See West Tennessee Seminary. Closed. Identical with Giles College; Giles College is the old name of the school which during the first two years of its present management was known as Pulaski High School. A free school and occasionally a sub¬ scription school. Suspended. Closed. Near Brenham, Tex. . Burlington, Vt . Jericho Centre, Vt. .. Lyndon Centre, Vt .. Newberry, Vt . Shoreham, Vt . Norfolk, Va Morgantown, W. Va Elroy, Wis . Madison, Wis . Sharon, Wis . Walworth, Wis . Georgetown, D. C _ Washington, D. C - Washington, D. C _ See Live Oak Seminary, Gay Hill, Tex. Closed. No academy here; an occasional term or two is held in the academy building. School is practically closed. Closed. This academy, which is identical with Shoreham Central High School, is suspended, to be reopened Septem¬ ber, 1882. Military feature suspended indefinitely and name changed to Webster Sci¬ entific and Literary Institute. Not in existence. Closed. Closed. Closed. -Superseded by Walworth (public) High School. Name of post office changed to West Washington. Closed. Temporarily closed. Las Vegas, N. Mex. . . Not in existence. Payson, Utah . An elementary school. Spring ville, Utah An elementary school 544 REPORT OF THE COMMISSIONER OF EDUCATION. a <5 8« S <©>•2 '81 41 pe co 5^ rt e S'? 2>X ■JB9i oij8B|otjos ut 6^93^ jo laqurn^ o H ©CMN ©ooi^©©©©oo © © © oooo©o ^mmvcom'O'm ■'#< ■*« eo eo ^ •i!pu)8 jo osinco ]jnj tri exeaX jo xoqumjq; j ^ COM Tj< ; LO eo © 00 © • co ^ ‘ Students. •suotjnjijeiii xaq;o xajua !)oa pip put;' jbo'-C oirnapno® ije'Bi jo osop eexnoo pojajdiroo * © jNuo :©t- ; N j j ’iv9j£ otraop^oB }8bx jo oeop oouis po'qos oppaaros paxojug; « H rH • O ;©H • j rH 3 2 17 i 0 r mboX onnapBOB js^x jo 9B0X0 0Oui8 oSajpa paxajug; « H CO • Oi • • O 'OOHOJON O O i t-lOH Tt» t> to rH ^ O • l© T* 1© rH • •SJOjoTixjsut jo J0qum_n C« © ft Pn s *< . .§ . < ft 2 S , . . • • _'S ,q ; gg •© ^ 2 o>+5 + 2 2 cq > > bS o< ^ M « ^ w g ® , • gR •gW-d h> o : c ; : p : stgj ■•sjsg I § eM ®lsa g£"?* ©, . O'ZS OWPhH' I coijbziubSio jo 0j «d | H uapisqa jo 9je(i « ooooocowwi 00 00 00 00 00 ^ ^ CO d CO 03 (3 O CO o 05 ce to 00 00 00 C- 00 : pj ft ' a s rt o © • • flQP ! © § ~ . Jo3|^ || 8S%3g 5f^-l|||Sl#g 4Tft c3 b-'©rft © ® p-33 ft-S * £ £sa § w>* c3c2^® ©X4 pj 3 ft'ce 2 ® o 8 : ^ : a : o p ■ ©^ ‘<1 o * . o ig'g IS® g.2w, 5 P '51 :°1 ■n p id3® ® : ft ! 8l+ ioS® ■ •■ai^ls-sL :w||||^|a _ im : © rx g *3 +> ©. © ^ t/£rft :§rCiB©R4d,^,fr S j w> . ft B g £43^©. £c ® h *3 Q. ^rhCii ° © r3 a. 3 5 :a a t>>®2 ■ s£r © ®pa u ^its M Pfl bt W W rHC^CO^lO<£>l>OQa>Oi-!e3 eo STATISTICAL TABLES 545 TjH CO O ?§* 00 t* ^ co i CO CO t> CO o »o 10 O M^NOOOO CO T}1 X O CO M _ O O CM l£> CM lOOCQlOON rH coh^sqoo CM OCM^-^^iOO^iOCOi CM CM CO 05 1 CO O r— i 00 CO .43 t p< P< ' -43 P+S'P .Sg.^MM.I'gSgSS ftgfs If4! § g g I pq^pdS^pq^^Jzitzi^ p pi o o fejz? p p o o £ 6 p'g :og c o , . o o!*h 'Ah^ ■^43 ft -43 +3 o © p ; © ® © ®pq ® •II O0 ® , ® Pflfl ®H P d 0,0 n . © pqjzj^^pujzi oco gd CO © O,© H p ■ o h\ £ © s fig IS ; « ! < ; 0 n © » 2 o.g< tJ o S.S R jg" ftPS lro§^|g|^ 5 9 9t>>- Pill I fi oW!4' :w :a«isi^sa >-3 jO rqr3 H P gM p2 o 9 . ^ : o ; : A. M . A. M i pa s Alii ■< ® ^2g d S ££ aH '3 our rt p r Sr,. . 2 p® ® g gl fi S«4&gp te OS , ! ia © © ^ p 22 p«2 a W-g te pa MM c~c© 00 i 00 00 00 OO CO 00 00 00 00 OO C— CO 00 00 00 Ij ” gg’fsgg’gai ss&SoSa^S „ o P 2 r o r ® P'S 5 O flfP-P il! P, cd W r— ( OH ® ^ t ^ J5 rd o3s.t> fc> f-< +3 <0 O ** H dP!^pScot»>^ POffiOOS o o pa F?o2 ’I a ®$ * p ®.&w a nP P © © ® ©fi^ a ?^§a.g ft® S 9 a a o rc ®rP P.^2 2w l-p-a £s .o_^ l!?!tgll!i h4 5^^.«® ® d ‘p 'ro 05 oSSfl g 2 bs-P S Ifjl-ailsl! pS^?pqt>dWAnOO o o o o rPrP o © mm GQ ® , ® P P io H ® II OPP >» S1 -prp IS* ofi » ^ ,p "p 1-1 © 3 p % ^ © .9 m a -p ® tlnW ||a O P © n 0rc fipH p 0«2 © s ®t IkiS ~ o w fl • ■ &s^3»-S.l” gtg jHm ® 11 Ilia'S 2^a © ^ SM ®5J 9^® ted®. S1^ 2«j ^ s . cm K)Ho^<1a} o . P3 | ,S 111 .311 fi"« ^ co 02 s d ° r Ss9l^| © p 3 c, gS-S'-g^S S.g-3 g .g 35 E iOCOt-XQ< t IO 1C O 1.0 o O lO O O lO * From Report of the Commissioner of Education for 1880. c Assisted by faculty of Illinois College (Table IX). eSee Table VI. a Whole number of students. £ 0IUI9pB0B J8B[ JO 9S0P 90UI8 9S9XX00 p9J9JUa oo "" m © ^ > 3^1 ‘ SW 4 « g » :£ p r© B Ph N. -g 3 £®^ h © pph > p g . © •Ph ^ Igtrp • t> © t> JS ©ns © ©Ph © « PhPP PP 'g 2 : © 0 «S : s © © o £ pH ;fc 'O © © p a cs HrP ^ ®OoQ 1 ® ’L-ga ^ .2 6 p P p «■ +5 pq .2 ^ > ^fi-£,Sd|^i§ £ £ £3ti£ z&m •aotjBzriiBgxo jo ojbq; in o o cd o H in M LO ■hi _ oooooooooo oo oo e- O O T* 05 eq oo in eo ^t1 co oo •JQJXBqO JO 9JBCL oo oo oo oo oo oo in ©> -a< ^ co m 00 t'- CO CO * CO 00 ;w © © w &. . d'1"© ^ g o -S o OitjC fl b. ©FB ^PPM i-s.2 -a £ o £ * c © 0 3^ >h : g^Jzp o ce _ _ P B c« iS •g eS O © i ; : a ■ . © • ■ m &E. © -P3 eS mi WM6 <15- : ?3 © ® 9 p.r2 •so® ©o ^al^§ at* ^ o >1 a .a St! .9 og 2 3 WSot^PP II > « P 1 W >-p b d ci © 0 Mu p be 'o 'M ° r© ^ © c - r3 ® S 1-1 a © 2 be Ph 02Ph 2 2 P: p © £ 2-^> N s- (SPa'-' o OO a' ^ „ ll*2& « •© be 2 gMPPn c3 ^ © c5 £lo|.fc © o£ p OOhPh © o t^pa §1£ rS © © |g* MM* (Statute STATISTICAL TABLES, 547 39 40 40 38 40 40 O OONO O O O O 05 00 © © © © © © © © frl r*1 Tj< ^ ^ Ttl CO 00 CO Tji CO ^hCOrH © T* o o r> eo rt< © 00 ■ O ^ LO iO ^ COW^lC ^ eo eo c jcaicj© t> lO CO tH CO O CO o hhow in o • j j i© .-I cvieo cm ■ «® ■ • CO 10 15 2 0 2 0 © CQ-^r-icq ^ ^ ^ l> o £ £ ^ r~i (6) 8 (6) 10-15 (&) (b) 6 7 7-10 (6) 12 12 8 12 (b) 5 (b) © 140 63 8 2 40 31 ©L0©(M rji © © t' ©© lO O WOO H rH HH© ©oc© oo to © m • io ^ io © i© © hno oo CO -H rH(Mr*i rH • rH © t> 1C © © IT5 t© iO CO© ^ io ©t^r^ 00 rH r-' rH <43 43 *43 ' ' © © • © • • o 5" J ^ ^ c8 M 6 : ±•6 III ill*!* **isf b- bC HO p02 s,g|f | 6 6 6 6 6 PsPh W Phojcocc m 6 o I ©a w .111.2 .„ A fej3^3 rd o o£®0 O ^ .q-g - O ts -o d .-t'q ,-L u .9 p^.9 © © od a-g p »is >3 a ~ a 03 a ® cs o o O c3C0 * cS tiP-i Jj a «3 d a q, rQ ^ W S3 . p~ © aX © rS S ©-£ Igjif OO S a d go 5 **J Sf §*?J •s Mss c3 2 03 S £ fl'S § *•£© © isS- e§ © ©£ 2? 0.q{ H 3 6fH W' - ^ c3Ph © P4 s af ef ® 33-g O O & © o g 02,03 O Sm q H g3 S flWd cS © P-, bptitjg © cezg sd "g © -q o -S3 S°° +3 C3 © ■all's c3 fl+i f9IHP«2 tf Q bJD ® • ■g'S s ® ©3 gw|3 6 o >3 e ^ 39 •g 2 a 2^2 £ £ a 3^23 d o © 0 fl S C ■o >> 9 teg a o a cs o c« ?h q ,© LS"-|d3 © P M ^ oO d 9 9 >? « e3 . o ©t> - CO * From Report of tbo Commissioner of Education for 1880. b Not specified. cZ Probably includes students reported in Table YHI. a Entered theological seminary and college. c For all departments. e Whole number of students. Table VII. — Statistics of preparatory schools, including schools for secondary instruction having preparatory departments, for 1881, I O lO lO m (jj.S^rA ° p>J5 © ” © J KVQ S P »l^ L CD a .'9 s a-2^ | go O gf >' a > ^b-P crS|i Ph g P3( ft > > © ©: p^Ph! H § pH fc -3 d w'f ® * ^ a ^3 -o w ^ b £ •noij^zttreSJO jo 9412(1 " j&prcqo jo 9^(i O CO 00 00 00 00 00 00 00 00 CO CO O 05 01 D- U- l>(NCO t> 00 00 00 00 in 01 , CO 0 > 00 00 Ph .gf: <3 . pH 4^ ef ® b +3 . ft®' ©-df : £ dH If 4 Ph Pncopii ■gorf £ >< a <£> §2 PPHPh Ph O P «+= a © >a -S £3 00 d © R ■S d a w dt> !£ pd © a © .. f> (> be fc Ph *a : ta - cc § -J rrj O ^ © a o cs £cio 2 «3iS o 5 bJD >3 *3 oag a Mil® p£> ^ Ph a a. 2 o co ^ rH en ©a a 2 © I © © ^ u a PhOH «2 m a S a a a afl * 0 a !C a^ O d q ^cq a MS1* d 02 ^3 be Sr i?§ So ©02 a m t=W g © a a C Szs d to © ^ 00 © 1-1 N« N N STATISTICAL TABLES. 549 M^OOO O CO (M W t> CO kO WCOri WO rH rh iO 05 iO fl q p, ! qH fl O O s ' o o :ft^ ft 9 ^5n £j O c) 55 fl g ro . JM "1 CO © . ^ 3 ~ S-< n ^ r ^ CD c3 £ § ©3 t3 .EH^pqpqgtf < >1 •■b&i'S 3=1 ~ o © a ®-q ^|Pf£ ■S'S'IS I i'll1 (N WOQ(N O CO Tt< H rH (e) (/) 2, 000 50, 000 31, 500 •umuufc rod Sui -gpox put? pjuoq jo jsoo *9§,BjaA'y M « $250 360 1 O 1 o o r> to o o o » O rH CO to O CO (MHH H-.H CQ o • to • T* ' to » (M | o to * O Cd * T* O O O to to 00 COO CO CO CO rH CO CO lON(NH e & 2 2^ CO 00 • o o • CO o rH & n jQ •J159^ XOOqOB JB^X ©qi UI ©S'KOIOUJ H « O tO ® o o O O O OH O O O O CO o to ^ rH CO © « to - O - « •sounqoA jo joqumyj; e e* ooo to o o CQtO^ rH ■ o . o • o ■ cf 10, 000 1, 500 500 0 301 2, 350 0 500 <«) bt-*J+3 a.ftftft^ftftftftftftftpftft - - - -''j-^®® o«RaoopqpH(S6flR^£ < O 00 O O O CM O O 10 03 O O ooooo •xanun'B J9d Sui •Spoi puB pjBoq JO JS00 9§BJ9AY lO & 050 •uotjmj joj jnopnje qowo oj o§JBqo ^nnuuy C* •J139i£ Xooqos jenx oqj ui osbojoui •89nm[0A jo J9qmnjs[ o o o o o o >* ^ H ©■ © ! o,§00 «i© ■M f^o: © o r© 2 O ^3 'm£ a © a § I 2 © S'S|p§J« WPkooMoo *• '•srsir'aifiK • i— i ► q o;: u o ® s® fl ~ o o h © ci © £3 g v t g to r§ Ht a ® 02 gi'il-sl a*2 i § !|l “! fll t» ^ MS'S 5 te Ofcjj.gB,* £ Ot? 5 © ©g| STATISTICAL TABLES. 553 H *s ft ft © © COM ft -3 ® ft ft ft ft ® © © © 02 02 02 02 H® (N0o£ K hr j8.3».8.2lS a5* ® a 3th © r p © © r p. a p a a a wm^mviw §§ a a © © 02 02 a a . .... a a .5 -Sr . »®s 222 © § '*'5^ Tj"sl . t-h .’-lM ftft TH ©4 J ©4^1 © © © Xl © <£> Or— t ® p©p©©©r^©©© . .©© •4^ 43 VH ■P'p Kf-f3 Kf)4^ +-1 -4-5 ©-W4^>-4=>-f^4^4^-+i' P, pL| PPPPrTP^rPP P.-^ Ph pH P^ pL* P- pH ©© ©©©©^j©r©©©^©©©©©©© O G O G cc o 000 0000 000 000 000 0000000000 0000000000 oooooooocmo < O O t> t> 10 I CO LC rH O i o o lo \n o o CO 10 CO O CM co ■*v inmiflo^OH i s: 000 O 10 o CO CM O O O O o IO LO OOOO OOOO o co o o 00000 O X O X xoooo O X X o o X X o o o o_, O Q W w ,] & 2 - BJ **$&< p> O ©C] ©|ns3 Atf o bJU 2 • rr ^ sill 1 5|S^o 2 Scj§ a H =2 g § § opqWS «a^ a © © a a <2 1? ® g-.’S s a' o .2 'a cc Je ® © ft fcc«3 « ? M 3 a or ft P ® a t~ d s.s-s a 3ft 8-5 © '/. * ^ 43 ||S &.§.£* >:M ©*“r IfiBI c3 ®*rl ©+= ■Solo'S © 3 '’* ’5 ^ ft ft a ft a.aft tsft 3 ft © © ^02 .a o ft © . M2 hft S.SF .2 ft 22 © acc &r > ft o a’-© -2 © - 32 2ft" 2 t*l£e--V- . ® £ 1 2 SS^gooo c~’’2 o § ® • 1 3 © ® a. a ®m2cc o gft ©^^^ i a 22_ - „ w : ) '-•hO O ~P ^ ILpP — : w u WO.h _ ,jp p 0 cs cq - P frj K t>-.^ |j?l'|l'Sa|s'g|s ,g|ls^l*ga||s| © ®*ft ^ft— !^©3^^-h 3 t flfl£5 3 3 u © -S O BdrtL. ©a- !-. a ^rM(T3J o p I'gSll^ 9 a -ft 2 © 4ft a .s ft 53 53 « ffiOHNa-tnn®t>ae50i * From Report ofthe Commissioner of Education for 1880. e For any one study ; for each additional study , $10 per term. j Reported with collegiate department (see Table IX.) a Board and tuition. / Average charge. Jc For higher branches ; English course free. b Uses that of Stevens Institute of Technology. q Value of apparatus. I Belonging to principal. c Value of grounds and buildings. )i Uses that of Kenyon College. m From non-residents. d Total income. i Uses college apparatus. n In 1879. 554 REPORT OF THE COMMISSIONER OF EDUCATION. List of preparatory schools from which no information has been received. Hame. Location. Hame. Location. Berkeley Gymnasium . Santa Barbara College . Yale School . Bethlehem Academy . Houlton Academy . West Lebanon Academy .... English High School . Private Latin School . Monson Academy _ * . Adams Academy . Berkeley, Cal. Santa Barbara, Cal. Chicago, Ill. (103 Ashland ave.). Elizabethtown, Ky. ; Houlton, Me. West Lebanon, Me. Boston, Mass. Boston, Mass. (80 Charles street). ; Monson, Mass. Quincy, Mass. Greylock Institute . Springfield Collegiate Insti¬ tute. Mr. Kinne’s School . Anthon Grammar School .... De La Salle Institute . Easton Classical and Mathe¬ matical School. The Hill School . Rogers High School . South Williams- town, Mass. Springfield, Mass. Ithaca, H. Y. Hew York, H. Y. Hew York, H. Y. (48 Second street). Easton, Pa. Pottstown, Pa. Hewport, R. I. Table VII. — Memoranda. Name. Location. Remarks. Franciscan College Tlie Athenceum Academy. Classical School . English and Classical School for Boys. . Brittain Brothers’ Preparatory Scien¬ tific School. Milnor Hall . Department of preparatory instruction in Oberlin College. Lapham Institute . Santa Barbara, Cal . . ' Chicago, Ill . j I Dubuque, Iowa . | Boston, Mass. (10 | Somerset street). Hew York, H. Y. (1267 Broadway). Gambier, Ohio . Oberlin, Ohio . Closed to secular students in 1878, and only students for the holy ministry are’ at present, admitted to finish the ecclesiastical course ; see Table XI. Ho classical nor scientific preparatory students reported as being at the Athenaeum in 1881. Closed. Removed ; not found. Hot found. See Kenyon Grammar School; identical. Seereport of Oberlin College, TableIX. Horth Scituate, R. I. . Closed. Table VIII. — Statistics of institutions for the superior instruction of women for 1881 ; from replies to inquiries by the United States Bureau of Education. STATISTICAL TABLES. 555 •sdiqei'Bxoqos jo loqnra^; •sjaaraxind -9p n“B ui leqama x'ejox OONO^WOOOil> rH ^ lO (MCOOOt>C5(NCOOO O O CO rH^IrHrH r-< 1-1 ^ HHH o -p II © CO CO C~ CO CO •juoraj.TEdap Aioye.iud9.id ur jequmyj; •juamjand -9p Aioyejedajid ut ejoyonjjeup 10 iO l> O ^ CO CO ^t« (M C5 to (M 00 CJOWOOOOO CO 00 O rH r-H rH HCQH HH lH •uotjcuimonop snoTSixoy; ISTon-sect Presb . . . M. E.So. Presh . . . Baptist . Non-sect Presb. .. Non-sect Meth . . . Non-sect Non -sect R.C ... Non-sect M. E _ Non-sect Non-sect Meth . . . Meth . . . Baptist . Non-sect Meth . . . Non-sect President or principal. O F. B. Moodie . . . Charles P. AV'alkec, a. m . Rev. A. B. Jones, A. M . Mrs. F. R. Ross . Rev. L. R. Gwaltney, D. D - Rev. H. R. Raymond, D. D . Mrs. M. K. Craig . A. K. Yancey, jr . John Massey, ll. r> . Mrs. Mary Atkins Lynch . Rev. C. T. Mills, D. D . . . . Sister Marie Cornelie . William T. Gage, A. M . Rev. James M. Williams, A. M. Miss M. Rutherford . G. R. Glenn, a. m . Rev. Howard W. Key, A. M _ Rufus W. Smith, A. M . Rev. William Clay Wilkes, A. m A. B. Niles, A. M . James R. May son . I. F. Cox, A. M . •uoxjnzxunSjo jo 9j«a COO O) O .000 00 UO CQ 00 O O t^ 00 00 00 00 00 00 . 00 00 00 00 00 00 00 00 00 00 CO OO 00 00 00 •joj.reqo jo ojna; to 1852 1855 1852 1829 1839 1842 1858 1855 0 1877 1827 1841 1858 1875 1854 1873 1878 1848 1846 1848 £ 5 99 <1 <1 o o i> : CO j— a 2 cj o • «JO« o O a - 'tjcScS pq3wWp<1OO00 OOO e3 c3 ciJii eg © © ggg goo birt § a © o © ®02 r-* ^ S3 a +3 a ® o © +5 C © d o Oofl+S'Srtgpi os o h 5Hfa S f a^r^|©®5Spl £M Sgg 1 3° M s a ao ®°J © © > © © O ' rSa ofiS’er <3 & P>cflfl.2gg © S ££>'§ "S /S -p- OrQpQ •so®ggeig|fl^^ tape, WN h : >.* IU © cS fcfl H “ 3 «8 o ® Q-5 a«2 r® >§£-8 Sojflrh1— co io co t> co 05 KMfOrtOCC5 From Report of the Commissioner of Education for 1880. a Includes students in art, language, and music departments. b Includes studonts in music and art. Table VIII. — Statistics of institutions for the superior instruction of women for 1881, fyc. — Continued. 556 REPORT OF THE COMMISSIONER OF EDUCATION. •sdrqsJBXOtios jo J9qmnj ooi-i .h i© NWOBHfflaiOW rjiooo CO © N O l> l© O t- -S" i-H i— < rH i— 1 ©J ^-IrHr-t i--i©C| r-i Number in colle¬ giate department. •sjuopnjB OJB -npujg jo joqran^j; H i CM 1 • CO • O CM 00 ■ l> •OSJUOO |UIJ -.red jo jetoods uj w vi 00 1ft • . 05 • CM ^ CM • CO ID 00 ID ID CM l> CM CO rH O 05 00 CM •OBjnoo JiqnSoj uj « H WCQIO CD -*< • CO ID • 05 t> CO r-J CM ^ Tj< CO ID 00 O O 05 CD l> ID CO CO ID CM •juooijj'Bdop ^iojuaBdoad ui aoqum^; T* H OlOlO tH CO CM 00 00 ID rH C5 ! h- 00 • rH ^ • ID CM CM rH ■ rH ID rH 61 09 •juerajj'Bd •9p ^Joj'BJ'edojd ui Bjojonajeux C H CM rH rH rH CO rH s; g ; CM CO • rH rH rH Corps of instruction. •oxuaio^ Ci | 00 00 CMCOrH 05 CD CM CO ID O S w rH rH rH rH CM •oibk 30 ID CM CM CO CO rH S' S ‘ M ‘D CM CO l> CD CM CO rH TBjox h CO ->*1 CO 00 t~ 03 l© 2* 2^^ ^°°3 55 50 CM •uoijuuiuiouep snoiSipy; O O © 43 • - - . - - - _ „ _ „ no ® O ® •TP© ■ . ©©© • • ' ©^P^,© ■ • . » « -Jh to • . Op 33 32 r, ' .n 02 •" .• « • ^ 2 d'p.g p,flO^ APR 3 "£ o'p.p O ® c3 H o3 ® O O O lJ d< H O c3 q o , l *. . ^PhPh ft £pqow^j « : • ; J t£> • • • #c .S . . -< ■ pp - ; : q j ’ * ' ° • « ■ ft1^ ©p . ; © - : © u • !S 'l_5 OtfS a ! Q a :r_r -*J" ! 'o a sn. © << . « p P - S d" -d>!SS j gS-LS3 U f-i . - ^ H ©^ P'^M PMh , s^.2 a A • fcO m g b a t© © o to H o ^.2 — jfcoa o> . . ; b © o p^a © g-g'S I “Sgm m fe d © S3-® Ofcj< © © <2 ^ 2-P ©<,© g © . ij . © ©'c^^P »^©£ £wd ; t> £=1 l> 5 © . © 0 IR © > fH © P3 H oo 00 oo CM I !>■ ID ' oo oc < wgpi000®do a"® <3 - „ „ t3 bc-^ 0.2 fl >-.® ® P a 2 ©-S £ £ a 3 O « i © © ©-©.a > ? > S3 S3 © fcJO © > o « © © « L J PPMpH ss'H *glf S£ © t» g pj ' ^ M— © © O ‘rS ®’o=P CS O ot/3 _ . . C, •®Owo„ tx®*4 2 © > >5©s i*!f dfan-i" S Eo © 0.03 © S -2 ©3 p v_ p ©'-' p © a JMiss MHH © ©fH 3 © a s l § :$,®»SS£.2Jt o ' _, o a o - © o 3fHr© a ®«p i£'£v. 3§£ Jl* 3 a-s © » 3 a« s B Ort © 3 <© w..asi 1 1 B1 "•mli x 3 ©£L fl M CC’tlOO^OOCJOH CM CM CM CM CM CM CM CO CO iOH CM CO STATISTICAL TABLES. DO i O O O • O O • 'WCO ■ O H(MHCOCOO(M 00 (M CO CO O CO CO ^ GO rM> l> CQ CO CO CO ^ CO ^ CO ^ CO CO CO lO lO 1 CO Ol CO COOQCOCOt-HCOCOCO 'lOCOCOCKMCOHCQHi t- O t> H lO o t> co ea CO CO t> 00 CO CO iO O lO t> L-ThOi o sop MWMP mSM :S pm W pjzjpw^ W s .Ooo©ooo p o. Q 05 • . 03 O :g£3 S!^ J§ o ®hj 1^§S S«4ff ^ © Kd 111^ hO ^ © p £ 4 mMmM : a? : < a It—" O ; . ; P 1 (4 • © • -Z ■ a ■«£ :§ ^oooo . E: : a a p 3 g &.2 ® 4 /S la _ w w • M a . , 3pH oIdaj:rl.dorhE-ioMd^. . -^t^ • a • S 2%'® cLt? £ P d © ° P s?w,S6S!3|!i-8*3=SISPH’ri §0P ©ftM^P ©p^^mM d o I Ikpq^^h-2 t>- >x >w © > & ® o . .2 © ®bJ © • SfcJJd ® 33 t> p g-g . 4 © ■q ®a^ W m^mSo t> l> CO r" t> lO O CO lO '_ , _ _ _ _ CX)OOCOOOOOOOOOCOOOOOCOCOOOOOCOCOOOOOOO ) OO CO 00 00 00 00 00 CO 00 00 00 00 00 00 00 00 00 c c3 £ ^ O t> CM g 5 -SgpPW c.H ^ ^ P-Orf c3 ®^ c3 ® MW 00 00 CO 00 00 00 00 00 00 00 oooooo .^■MM ^MW^-S-2 00 00 00 00 00 l|a?2 « 5 l(5w SM If "• rf gl^i^ s4^44-43= a o >Srq H o o -HHl .HJH n IS ® - be r.5 P- „ « §M WfcCS-2 dS^MgpS a2.x| § C3 © Pfi^ ^ ® g *g ,Ti g ^ ^ b § o | h "ph'm ‘S s ^ ’C £ M'S'g g § p.® § dg hep O OZ3 h ®rH ^ ® O OlTjlj C3 O 3j3 ^ ® K^C3 !eh ppopooMWppSSp^M^^cc^o mSSmm 3 ®S^§5 *- fa^-s a ® g d s ”3 s B 5 5 pq pqoPM^ s5t> ® c3 ® a 03 £0 © 3 ©-g dBB o 3 Pi g be® <4-i d w t^'g ® rO d 3 ill Os W o 3? d d © ~ © S3 ®3 g Eg ro^^® s Is a 40 ^‘® d §1 M S o s lS> c u h 2 flflr P. hmH o ® oo be cc © 5 be be c3 ®WTe o BC®0! O © '3 ° § c3 3 i © 1 d Mtc 5 C3 40 O HOMO rt ot bo QJ ® O ®* be<3d3d3 ® &Msg\i\%Sv* glo 1-245 ©*' ©^=3 © ®o „ © 3° g£ * ® 1 1 © S©!° © | © ® I »fr^ip ©5-s a .§' ^ C3 02 C^H S^©oB «2£g S^d* d SO d bebocO 2^ 1®^^ 4o, Ip § © dl ^ «g| ^■2pl^|Illgfgwh Il|2j|f!l3|s|i! OPB 4 ©34 ® 3 4S s £ o .® o © £ 3 ®d3 WoPOPPwMccSSwMpcoccccOcc ® 4j be ■ o ® : o3dJ • O 73 : ®°ta ag-i-» o ;o ©•H © a Crt d J ,a "a 5 © d d -300^ ©O ^©3 £ . ^ d P> © d g a g a.j .5 © 4= £ -g dP s M ^ : : :| d H cs ; be a.S-2 : § ®|l p 1 1 a h* 1 Af^Jp =g f&Sgl 3 33'E^ .£ 331^3 § g d d S'© d a d WOPMP & =2^ M © § 3 .S © 3*0 Sa ©M c- Table VIII. — Statistics of institutions for the superior instruction of women for 1881, 05 00 00 IC«DIOI>«OX005(NIO o o © © :-g ©-g^ :-s.a-g^ : : hl)hn ~ ® © • ® © -,”3 .^2 p p p q n p § p pq P P+= ©< fl&jS ©1a.*§ © © ©Poo O O (. o . tPPtScS o c?fj ^ CjJ t, fH MMOO ' MM CLM PL MMSw ^MoPhMqW^PLCL P © pSrL-eg a> q ® 0 ^ P o q ■— h ir3 ^ posj «USo « > >■ > 2 © ® ® S«MM a a es £ eg © ^ .2 So § ss p-§ sg> * p< rqODPP a . © sw^ MLS.® .gS^ flnfi - &3dS 8*rfl M g S3 H*SU o a • .§£ *< 20- |.®0 So ^ I ^ SS^J^fio .• * « •■ > a|a3|riW! fcgHSWP pSh^Io 8P^pq ^ ® ® £ ® ® . © © 03 © „ . . . . . © » >• t> > 43 f-v-j © © © M SMMM •UOTJBZttnsSlO JO OJBQ Ci O *0 O CO C 00 00 00 00 00 00 CO •JQJISqO JO ©J15(I to 00 00 00 00 CO 00 00 00 00 00 00 Xi 00 00 00 00 00 00 00 00 oa p” ©.0 *§Ss ^ S gcg IT2 +i 4= ® S O P.'S «MMfL ©•^ ^ © a §s w-S I S.SS p © ot> gg j2 p p p MS _ 02 _» 43 q OQ S n ©u !§§a. •S^g £S P ►-I P a o « M Spqpqo f ® 1 ® 2 P O pc^.ii|ss p,p'S O „«f.Ss.S CC .2 — - 3 .S -P rP “ o ® s i i ® 2 j£ k£ ^ j? p "p ® *q WSoPL.X'OOPL^m ■S^| _ p O & 1 bC E5 : p 2 :'a © ’ ®4J a r©^ £ p © Sm © b»£> <1 © fan isjit, ^ p£d ^ rq q S C C/2 o l2 >3 :tn © CO CL u a a® cp © UlUu 5 a © • q p ;.S • i §c§D : ttS; p^p hrr' OO B© P JS eS •hH cS a P.hH cj qS.g « cS fcC Mfc[p© £ 3 go§ .a go . Ss ^ a a © © -^§Po d) O q ® S rPp ^ *3 ® ®r3 2 2 OS a^ © rt s a ■— © © ©rtM ©p; o p g © p g pPr^Sga®0 £■■»© p cs L 5 a '■rq - - prq«^ p _q©*rt®(Hp© p pH ©■©< ?Oft P P^’2 P-^4J ® £ ® p3 ® pS I o o o o o STATISTICAL TABLES. O 00 OiO CQ CO rH CQ CQ CQ m O CO IH O o ^ ?Q ci CQ H • rH ■ >© hJ< ■ c~ os • O cq m t- co 0 01 30 50 0 CO CO CO <0 C5 lO 1C • ^ O O ^ IO CO O 1- LO rH ^ CQ Ih rji d 35 . _ CO tH CQ • 00 co m * in co m co tH 46 CO OQ rH ! a CO CO t> • CM 09 CO i CQ tH rH O • (M O i rH CO CO 00 CO CO co co rH rH 48 439 O O 45 O H I CO 19 00 -CO O CO rH lOtH lOH -H 00 hH 00l>CO rH rH (M t>* • CO rH rH CQ 35 9 12 - (M CQ CO rH CQ • rH rH CQ J rH t> OICQrH CQ 05 rH 0 00 CONOCO • O •»* 00 • * CQ O OO LO CQ COO HOH OOl> rH rH rH CQ CQ rH rH rH O ^ rH Tt< ^ HCOI>OC O rH CQ CQ CO rH rH ^ 39 17 12 1 1 c fc pH Baptist M.E. So. Presh . . Baptist . Presb. . . R.C .... Non-sect R.C ... P. E - ■4H • -H> -H» O « OOO O' 000 m ' w & m qW d d dp£] O ♦ O O O ^ Non-sect M.E _ R. C - P. E .... Non-sect Non-sect Non-sect R. C ... Non-sect Non-sect R. C . - - . -r n _ R.C .... R. n . Non-sect R.C ... : pH ^ c8 . S 3 fl -ca 8 *51 i?3 j.2s ^ s a d P P .9 'g {s •rH P tt-g q . .a . . 9 t> t> J £ >• t>^* © - 'Sg © . .2* MO : p © © 1* p-s 0.9 § d a? k-j cj .2 02 p g d 5 HW : a : p Q • ^ ■ < « a S O 1 , _• . d . +3 <3! g •< ® ^ . is I » * “!§ | °M£a§l! w aw © g © .• *:3gw-jJw ^Hh5«H§ w&&£a£d WPSWMHM^ Eh w ® d O S3 w o a£ M > CO PhO P • W p Pfp s® :je Is III §HH£W t>! . o gjsns © o SH gt^2> pH © « cj ffl HPhmoM ro b*», no ■S & W d £ . a s © .2 g ^ ^ eH “S ^ s © £3 © *S§.|J § fH 5 ®+J co ci dO *m M >10 0 0 CO O MO) IOHHMOO CO IO 05 05 CO IO CO IO 00 00 00 CO c3 o n w 6 6 ^ o © o -2 -9 a q a «aO o o o -g5 1-f-s-s q33 § M M M S02 d © © © H MflHH : 0 w i i :E tH ® 3 © o' c5 .2 -a 0 0 NS aT <£ 3? O O 0 \ co © §©- W © a" Ro ww fl d ■g © -8 © ■ Sod +i +i mm -li © d HP) WWH w M*-= (h •-© r2? o ^ £3 a O o - ©r •'hr. hr. W K J* H £ P o-Sn© : 6^ [>i ©' d 1 ^rO §£ fl-aH-^!z5.S>^ fl d£ ^3 g o'| | +s ® bu.S rd-a ®dP43rdraraA® © 9 9m d o o ©sSsS d |> © Hi i ® b S &P5 osot2!Sd2 - k* © p a P © O ^r-j t-fl ^ 3 D drt © F W M M Id pH M <1w WWWOO o-g -gf O l2 F \M I M »,« 5’ pj© u » © 53 © H3 *■ 1^'lS; • bC ! n . d b» © © JP bl c © 03d • d * a a 3 .8 to |.2 :11 t>^ CO © :co . • ® © • u © bC • c3 d © , d ©33 :'|3o .. fr> S © s © j f© ©h a h3 d © rd coPPOH a w | *« . g © 0 d >».y 3533 ©h g 9 d^ § g © Id 3rd ^-.©^ co 5,2 !i|| is ISa^ig ^glS-Soll^lb - SIS Pm .2^© rq 9 © ci S? cS d.9® W © q' ©F © o © cop © 0 d i? bC^ Hi P coW •g*S a 2 • d : !M ’■§ J a% 1 □ 'd ® © « 3>S Sb®'0co 5^? >5 ill rq-^nq C« P C5 000 <5 <5 o§ rd pH O ^a rd“«p§ ©rq d o d 0 p H P be© qW^*1 W fl )OHCQCC^lO (Oh ^OiONc:^ ocd ^ HHH ISTumlier in colle¬ giate department. s^uopn^s 041; -upuaJ jo aaquinj^; H ! ! 0 • • • • 0 ;rt< ; ; : : ; : •9S.moo JBIJ -jud jo xutoods nj ft H ■ —1 CO TJ< • O ^OiCOCHCOO ■ r- 0 CO • H NO H CO • CO rH •gsjnoo juxnSoj uj e< tH 150 10 to N ^ rH CO • 00 10 CO CO • 0 T#1 10 IO 0 h* no 00 co th 00 th eo^ oq co co 00 co 00 qnoruqiudop ifjoinjudoid ui jaqnmj^ - 0 g 00 0 0 CO 0 00 uo CO r— < Tjl Tt* CO 0 , !M 00 ^ .^ICOS O • rH • CM CO CQ quoni^Jud -up i!jo;'B.iuda,id ui ejo^ona^suj © • • rH • C^I (M CO(MOO CO 10 l> 0 CO 18- C5HHQOOl>OTj O) c. o '< oc 00 00 00 OC 00 OC 00 00 00 00 00 00 00 00 00 00 •J9jj,Bqo jo 9ji3(i co i lo io io in 00 ■ 00 00 00 00 bfio £ °c222"® o'® fl'5'S ©S'® i «'cs'c:'3-a.S « .5 -S oy ■r- o .2 .2 ~> • ^3 bij c3 <3 5 93£5flo cO -5 0°- ^2’rS ®'0 a'®' 5l| 1°®^200J^|| i|l!|l!lll!l p cjr2 m g^33 ^ ^ ©33 a! yyycofi:oopp> l|S S?i 8S |c .® SJO, © « 33M o,.. SI =1 6m : o s :o a • ®32 |f 6 ® I? I S © &®2®H 5 (2'es 2 3 © ^ > * S ©-g ‘\© S ® J®33 g o o 3 §lc p>0 © * o I t>-.©® . rPbJC ! ! i ! ! :|§ ■ : fcD : : >5 : . m>° . §d © *3 ; | .a : « 3 1 ® t: © ° a . p3 - es ul^aj :6gg * CO ■w © s « § ®- “*s a 2 a sc P ® -2 "2 © "a 33 .- - rr. .3 2 2CZJ © STATISTICAL TABLES. 561 w g H Jz? Ph £ -i a m3 a o s« m tJH 9 §«5 t> > > © © © Ph P2P .9 "5 t>"§ P3PS .2 >> ft > ,-H afi *2 2 |1 ojS g£ «g H c4 ® *1 Il !W a • . °1 It bfl : a a w ft Q- . „ a|^|j||q; s : < a ®P3fe §03 .9«^ § S p§j3$i*i3i§«Sp’i2iw (2- Pn 3 x>® PP PPO 1^ a r cS c3 ^4. ag ® ®,a a ©n. 'S © ■— 'hp Sfsts*g -ts ^ « ■ to oo ' a B a a • .ag ©dr < . ' a : :«2 HH . , , , ,2gsflaH 1 ^ m 9 g § © •9(2^®^-a Eft*. ■gaS^'jSjgl^® aS “JjS.S'l'i HI SfeSIUSs^sS <£ i-P3^PhPh Ph i*Ja£®' alias'© -© ss^g^gie ! » _- © I : : : : : : : O O rH O lO to 05 1C 00 O r- ( 00 ^ t> lO CO O rr ^ JO CM OOOCOOiOOCOOOOOOCM oo t^^co(Mt>co^a:(Nioo COrHrHiHr-irHrH rH rH lO CO rn CO CO rH >H ^ HH 77 250 O 00 • • a • CO * • rH CO • ^ O ^ : ON CO CM CO CC rH o o CM CO • rH ^ 00 ^ O M HOOOOttOb CO CO ^ ao oo cc ^ t- o lO o CQ rH CQ ^ CC HO 'H’ o S ^^ooot^o 4*1 l© O 00 05 COOt- VC b- § • -o ” © •" a m © .. . - _ _ . _ . _ a H §W OftS a ci-£H a = pq 23 £aHS Cft c . £ •©aa®®a*ocr^o • w £ ■ dlziSS £d .3 T3 Q © £ N H a ^ .2 M rj"o M 8 ■s^l^st-'i3j|s,si ll°n'£II^s“S"7 7r> S . d f'-ji pi ®v t£(_ir2cpl-3 9 ©pd SQ O nr' <->.• © ,h. .i5t> © 173 ; •s'-i'd® H^Og eSHO^^Hg Ph ©gO ba>> ©^d©£; ©©0®J~® . £ © © pjMfgtf^Pn a a 1 £ eB« a a 2 a £>3 §£ o © 1749 1851 1870 1851 1857 1868 1852 1856 1856 ^ o H*COr^O^I> • • lO CO lO LO lO 1 t- C b b t> *20 1C LO lO 40 • • OO 00 00 CO 00 • 00 00 00 CO CC 00 00 00 00 00 00 00 • • HHHHH 'HHHHHHHrtH HHH 1862 1869 cs : Ph a ft d © ® -p £- i© S S : : : : : : : : : : : ^7 ^7 • ■ • • '. ti • • 2 rt : : : :aa • • ■ a a a • • • y ^'K's-a ©as a * ff © a <2 a . ® h 03 a g) bP;s eg ©rS^'1 ■g.s” a £ a. oi-P^S? o © WH fo H ^ hp asJ « fefa S-2hJ >> • © _ a "a • .9 • .•g ;’a ® 1|^| M o oH *3 |Sllgl:s=^.slls3§l ?as-S pH^oOOFP^PPPPOO^Pm-s ^^^^3 a a a a © © HH © © a a 'Irl I ® S^S^oIssJbj^?1* 3 o © © a aw © o a '-^> Ph «rttH ® £ &13°£ 35 *aPH^ © >5 ”© © bo S ©a 5 r» a o h© bo ® a‘?£©^ M d^PP<1o S ^S3o^©ilo?iJ ie|lill^ 111 b£”|l3^1&^a®|| a . a -S'® b£+s • bn © © ' r' 5.9-® l|l!£||lg|l^= PhFoPOPF^PP^PPC a 2 a ao® > a a m3 pi co s ^ CO oo ® a P o ©O S’5. a Bi S® ©M . M o®*>«S © a bo li^S) ®RoP P ”© © ® ^I'S B © g 'S 'b £ si ^ ® §3^ S a ® -a 'S s a © ®02 <1 © ®r4ra OR « OQK' OOHdM lOCNODOO. 05 05 0 05 ’ C I ^ <+-f c o I © . a -u & a © © >© a . >.-3 » D©3h a a ft § ® ft ftlb -S a ® *a .0-2 6 ,§ CC 2 10 K sSj,*B -4 - ® ©^ O 'Tj o fl PJ 5 0 ,©ftr®'5”® * w-2.2- 2 a ® ©22 H Bh^ 01 caa ^ a la ^.g © >5 E S S.S ^ a §°Z>< >^g oM © -^22 ^!§-g an ®£«!©j> "§ §"© ft^gS*^3 © _v > fg g ® «-3 | ni:sa ©-©ba pJcchp- -*3 ° * 8* © 36 E Table VIII. — Statistics of institutions for the superior instruction of women for 1881, $c. — Continued. 562 REPORT OF THE COMMISSIONER OF EDUCATION •ediqsj'epqos jo loqurax 2 •gjxraaijj'Bd j ^ -op ip* jaqranu jtjOjQ H ,©43 a a eS ® a 'Ska fe •fijuapnjs gj-c -np*jjS jo jaqmnjj •98JU00 {'BTJ -Jt;d jo pspads up •oeanoo atqnSaj uj nnarajj'Bdop Xicxpejedfud xri joquin^ O OO 40 Tj* I ^ ! i 'juarajiud -op jfjoj'tu/Bdojd ui s.iojonjjsnx •opraa^ 4ocooot>- ’9FK eo >o coco • co t(« m co m •p;pi oooxoooaoooe •uoij^utnionop snoiStpy; •■^OCCCO -03 C fits ; • ; • "gas o 3 © © © ■ ■ . ?'IIp4h0e4 «■■§, :C^ H'ft l**. & % 42 * ® feJ I— j • lJ .J C? ‘ • p CS> CCkJ®k*®©®a|_; • gpq :p^ Sp) re no * a P £ I* a r- 0 _ d • © P sS J3 -d 8 4.0 : 3a« .g ^.gfE J§?Pp3©i£W5S M w M . w c- OJ . To . ► fe'S > d S op l*wk* ©CC -« <£) M r>, ‘ a © ,a PhO © 'C rd S • ■ • ■ r Q UfSJjjHlSl a ◄ flg'flSC uJi a H535gilag| Jig g^SJPwSd — ®a3©®sJS®®® •noTj’BzmuSjo jo 9Jbq CO i-l CO CO OC 00 00 00 00 CO 00 00 c 00 X> 00 OC 00 00 00 00 00 CO CO 00 •J0jjuqo JO OJBQ CO CO 05 lO l © ^ jo fl * ° § li g ^ a 3 O "S © © ac £iipq5poo ^ § : *t> -V 51 ij ^ V gH.2® ” . a © •© -m a^ 9.2 « WmS1>^ -i a & - 5" a t> 5. S? ; .03 t> .Q c«4? blj .P->- ® c 4S . © M t> > 53 'S J- --W i2 W ^S-g'V^gggS i?3 ►IllsgS'S^'g .9® ®E©S3^^-a222 <^pq Pf^M^^iPPcccc^ • a • o ;«2 *.* :lJlJ|i i S :§ l^2 ®^6| I a &g §:||,lt5rS | 3< ojo ® ^ t. J5 © |S.al mi Sfera -£ a g ®42- o g £ ^S^g-sg.o^S^SS g^aq^PP^ <1P3^P> 9P a ® a a a © S “• • 43 >5 ® ® ;|&|ill 'a uO'~1vj>-{)-{ © So0'2r2'3A'|'| O ® §,a S 2 a i 2 S ® cr® I ® ® ©A^pO p g a § g £§£>>§< a i ©-2£5 - g § £ ^ " a q a® o csa4® 5 -2 o. ■XOOHd M rf »C CD N 00 05 OH-MCC^iOO^aCi m n w w ei S3 ?a n STATISTICAL TABLES. 563 C5COO^t«{00 g flS gc O o . O . S * O ■*< - ' ■< . - „ r, ® r~j eg ® c8 ;3^h f- p.® n r-; 02,0 p,pj (g. _ h^&h^oS p4W^2^| ^ t» d 00 g > cj +=> « kH M <3 ® ^ -2 K^^ccMOOQ s G IQ LT t> If5 lO OO cc CO OO 00 00 00 £ 2?l ' c3 >■ • <3 • t>t> fa flj-S 5; g bn co ® cS S ® "® lJ * <3 a *T> S o'^ o b-.H m gJS ® op^£wNi b£ 2 bJOo o o on U1°® ’e!r®'e3 § ■ ;_( ® s §*■ ^ cs ® 8 - ® a 3 t-'S s* © ^ bC^ ® a ■ w ^ u rz to r-^ tl CD r- Og O Q.C? cii l'=5|a|3 &£nkiSSs C H Ol CQ -fH lO CM Cv> CM CM CM CM CM CM CM CM CM CM CM CM Table VIII. — Statistics of institutions for the superior instruction of women for 1881, a p p p p p£ p p p p t-s P 3 H) t-s H> © © © a a 3 p p p • ... _Q o -a . • »©T)-5t-5»-s'-5t-5h5h3l-j^ _N»C10) > © © © © : p p p a © © © a a a a a a O O < o o o TjiOO 00 c o coin co 8 O 'WOC1 co • ad co ccT i r- o rH o o o o o o o o o oooooooooooo ooooooooooo O O lO O O O O i OlOiOOOWlOlNOiOOiC o co cc co o co r * 1-. o ^rH ► o o o o r o o in )0!N(M oooooooooooooooooooo O O O O LO O O C O O W W O to I--: »o o iC O lO lOHHCOWW^COCOOHH CM CM CM rH iH CM fH 1-lrH ^ o o o lo to in LO LO lO o oca ^ ^ O Tf< ^ CM o o o o o CO LO ^ CO ^ • o o o o o COW 1 LO ^ ^ • CO CO cT cm" ? 08 Ot-QS 08 CM CM CO r* h* h* oo ooooooi o^conco ^ tH • o o o © o CO CO CO ^ 4. :<± O • CO 50 30-45 O O lo O O lo CM O CM IlflOOOioSiflO^ COCOfH^CO^CO^rH jCOM^COW^lCOH • CO OlOlO JOO^ * MCLCOOO^OOlOLOO CO'X>CC^O)HCQOOOOOO WnHWHdCCCOiNNHN 00 oooooooooo lOLOooeoaooiLOoo COWnHHHWWCO icL e O CO CM rH 0S1 oooooooocoooooo .oo H* O tO O CO CO HfL LO CO H 00 LO O CM «OCO HWnWHHHHHHHClHH • CM rH e « ; N • • O LO • O 00 ^ . LO t- »o 00 o o o o o o o O VO O H- O O O O H CO 00 © CO lo rH co" OOS ‘I OOOOOOOOOOO ’ o o oo • ooooooooooo » O O CM • OHLOO^WOOH^fO • O 'T'O O • - - ^ ~ • rH rH rH . CO CO CO • o o o x*< nf ^ COOOOOOOI>Ol>OOO^COOCMCOOOOOOOOO CO'^T^Tfi^T^^COCOC'CO'^^r'rl*COTt -Hi • CO ^ ■ CO H ^ oc XXX X ! | x x Jxooxxxxxx xxxxxxx X X X X X X X X X X X X X X S ® % © to a o K bea a.-£ g u >1 3 © 2 bo fg o ©3 ca ° , o * 'M 3 ® c3 a >-> s □ © a •a-e © ||© If SP o © ' § I a 'gs* 'MS 11 §|| H 1 &i ¥ai% 1“ J?3^ 1 1| S34S11 •> if w i| -FI ll«» s|i l H ItIH §,gl gVg gl | ® -'SS gS? al! © fa £ S’a^'o ©a3 s © ,® o'© .2 il © fa ® " "3 © : s tote ®^ ®<2‘- s « o o D| rfg-SooS ;6 sa|® Sd5 ' m ® a §§?'§> '-w O © a 5® ^ ® u-sa K "a^- h.-S ® ■ O | 8)1 3 a©* ©«2 sin © *3&2l § s^® ®5 ® © © ® ®§ S 3^ §||.|| iCOhCCOOHMOWi * From Report of the Commissioner of Education for 1880. b See report of Knox College (Table IX). P hs P ®®®®®®S®®© . c p a a a p p,a p p 21 P P p p p p ® p p p J 1-5 1"5 1-5 1-5 P 1"5 02 1-5 P 1*5 3 •B99J UOTJXnj oiojj iboA !}bv{ oqi xoj e^droao^j < eS © o o ® © o © © womo ea eo t- © t-® © o> o o Ttl o o •spunj OArpnpoxd mojj oatoouj •spunj OAponpojd jo ^xmoury o o o o o © © © © © •en^r.reddfc pxrc ‘sSxrx -pfraq ‘spunoxS jo ©©©©©©©©©©©© ® w © © m ©©©'M-«*in©in' •osxnoo am -Sex ux nmuuc aea uoxjxnx •^nora^xBdop Ajo^wx^d -exd xn rannnc xod uoxjxnx §©®©©©©JJ© c*#m © © • — ■"*< n eo en ■<* nj_eo i>wnn •tana -in! jod Snigpox pine pxtfofl; o o o o o O O o 10 o W rl CO CO CO O O O O tc < CjO to rH -^1 < NN^lNHi tOONNtOO CO (N r-i H H (M Hrlnr-d MTOiC jooqos oqj m 9S^9Jonj i O 00 CO •Ipnjs jo esinoo xpij ux exe^i jo joqxnn^i; i BsoxSap o^Bxgoqoo jojuoo oj avbx Xq pazutoq-pig noxjnjtjsxn oqj af : o o o x 3 «3 | .a II '% a eS 2 J =3 0 0 P £?t>sp © © §® a gsH-g d a a «;a p.s ©^ § a © s,s a a g-g © © ®M-g jo | % i-a*® s § ©A «‘3 a * | a J §pP a ® a Pfcd ©Sj"^ ?iia ! a^ CS P tn £ £§ as © gw . ®.jp © 48 CS "Eb _® o O >?1 !§* i| “ a Ha2PWP:oP^PoPoa2 102 I Howard Colle STATISTICAL TABLES. 567 * o . ... to ’"H ^ ^ co # CM CM tH ^OOOOOO ^ tH < CM tHH »-i ©© ^©©©©G©©©©©©©© © q = e^q pppppqpqqpqq a sp kgqqqqqqqqqpqpq q ^t-5 ^ t-s 1-5 i-3 1-5 1-5 1-5 (-5 tp> 1-3 l-J l-j Ha ©®©®®©ffi® PPPPPPPP ppppppps Ha Ha Ha h^, Ha >~a Ha Ha C © © © © a a q a p 3 q p q q 5*P>l-sl-tl Ha O O O © © IP ©©©©©©©©©©©© ©o©©o©o©©©©© ©©oooo©©©©©© © © © ® oo 00 000 00 000 00 000 000000000 CO CO CO CO to 1 o S? CO CM OOOOOO CM OOOO T^it0OC0OOrt- to CO ^ CO to OOOOtOOi-HtOO'. COOOOOt>OOOC'^ o o to o ^ to to CM O CM OOOOOOCOtO OOOOOCOCOCM CM O O O tO CO CM O OOCMOOOOO o o O to CO r-i CM o" O 0“ o' CO to 00 o o o rH rH CO to CO CO OOOOOO CM lO OTTOt- nCOWHHH e e o o 00 o o o JJfc^as^gl&s&SE lil^il-ag-iiwsgStSI ! §•§.§ «.s § § g!^ !5§ g doo^-d'S © o , gB*&fi£§'3#0j''8'S'si a 3 s ® 0 c Sa 2 •q <2 ocqa g'3^ tc© ® ,S ,2 A -® Jp „ a §'©sd^si es s sro EtiO^fJcjqop^jooofitfi pHfc«la2MA<) ®qa ©7 00 g © © ° ^P= q P“ K-- •I agg^ ^ Ort C0 i*ig pj © r.d . © ® h q -d p q £p ,2 © q P . g§| a £ pcd fc£®5j q © co © *m op 0 « p ©£ g .So fc'Sg cop p* « 2 . ©.2 5 2 So r^n isi?s . O O © ^ o 2 2 c rt H 2; 3 t> a P ^3 ^ r 5? © SI © pa © o 3,® c3 o w d ® S.SqIj^ c! M® ^ o ®'s3 §.si|H H p-co © © © © © © © 1 Table VIII. — Statistics of institutions for the superior instruction of women for 1881, $c. — Continued. Note. — x indicates an affirmative answer 0 signifies no or none ; .... indicates no answer. 568 REPORT OF THE COMMISSIONER OF EDUCATION. © a p © . ... eo oo • »~i io ?o t~© 1-3 *■© l"5 ►© t-S 1-5 ►© 1-9 H© 1-5 t-T> ►© hj »© hi ^ •S99J uoijmj uiojj .tboA 9qj joj e^diaoog; •epanj 9Aijonpo.id uiojj oiaoonj t> X}1 o o •spiny OAijonpojd jo ^anoiny o o o o o ^ 'eny&reddtt pm? ‘eSni -ppnq ‘spunojS jo on ye^ OOOOOOOOCvlOO o o o o o o o o o o o © o o o cT iff cT cf cf •98TOOO .T'Bin -3oj hi umutre lod nox^inx § § § § < •39- rH i O O (D O O o o o o o o •'piOTKJI'Bdop -9Jd ai uinun'B jod uoi^rax o o o o o •H^coeoo «■ o'7o ^ © CO OlOWOOO oooooooo oco*oioaoo»ot>- •nran -tre jod 3mSpo[ pxre pj-eog; CO IM 1M CO 1 *XB0A looqcra jsbi eqj hi osBoaonj •soamjOA jo aoqnnui; O o o © © woo cfco © © © lO © © lO rH C3 00 -» •“» • 35 O CM S l-S Hi 1-5 Kj t-o 1-5 . (M © ^ ® ® 3^3 3 l"5 S t"5 t"5 © © a © 3 3 3 3 3 3 3 3 1-5 1-5 1-5 >-5 t> . .(OO^NlO C4 CO CO rH CO C4 04 ’ • a M N Rt-O' © © © © ©©©©©©(,© © _®©©©© 33333333 £>3 p.3 3 3 3 3 3 3 3 3 3 3 s g 3,2 3 © 3 3 3 3 HaHa Ha ^ h-, i-^ 1-5 ^ 1-5 ^ hs ha Ha Ha CO o o co cq *r o o o o o oooooooooo oooooooooo oooooooooo oanmooiocMinmo o o o o o o o o o o o o o o o o o o O m iO 1C CO C o o o o o o o o o o o o o oooooooooo lOOOCOOCI' o o o o o o o o o o o o o o o CO o' O O iff OOOCMOOOCOO*«*OOOOOCMOO wrjiin^ioco^co^iOioio^ioiAciioio O O CO O 0*^0^000000 IO CM ^ CM CO H — - oi oicoo CM CO ^ CO CO CM CM T ^ Cvp cr O ~ll'S5”-al^5 .SJ I 1 ®“f I It" a Efi a* 5 Isis Ilf I jta o'® g>g »*S § © §53 ©s-a ® § § g a q's 3?2 © i+s a 0 3 ?1«" 3*3 e3 3 g ®.2t2«3 3 ”3 oe U 1 ^ h 3 k'B 3 5 b3 >.2 s E b3 « u Ms ^ a3 c CgrtSo 3 O cjro « o g.s « :ni3cG^^!NpQa2APh^pqpj3t>^HWhH!^!3oQP3o2 IC4C0rJ‘l0«0t>-CCC5OrHC4iS0'^l0t0t~00©5Or-<(MSl5Tjiia< From Report of the Commissioner of Education for 1880. & In 1879. d These statistics are for the year 1880. Board and tuition. c Value of grounds and buildings. Table VIII. — Statistics of institutions for the superior instruction of women for 1881, P^-BW : ^ A £*o7H&Jrf©©r 5 : o gdiS^'E5© © © © © • o © © ^ •uoijnuiuiouop snotSqojj ®P4 «d® .2 £,o ® .2 £ g ft - - © fl O © cO-rt ® ® rfio^o » j C!WHWG(3W . w rj . * . fl flW •uoppmrregio jo ojbq; 0> W H (M H lO O N O^^CIO ip -xt co m t> 10 co <© t- cc> »o ^omoootxx) CO 00 GO 00 CO 00 00 00 CO 00 00 00 00 OO 00 00 00 00 00 00 00 •jo^reqo jo COON Cl lO N t- lO 00 00 00 - 00 00 00 OO C aoaoooccooooooao c :* =M-*rc3 plis-a* .$ O « ©+> o © 3 *S|g fcsg-a .2 fl O C5 0.12 ® !gg ; ®.t> i’dil d fl fl A _-fj ^ nnO o ® © •a^tfJJSg 3 "S ® -V3 © © d > tfi &C fl 33 fl ■s&gssjs ^ ® ^ cS © S'® © O § W ^ WOP? 1-1 02 °.-a-a-aJ !g> §°o3g o-g c 2 c3 rf O P © o ® ceo2 coajpwofi :& :‘B i ® jl rt !§ © ® ft.fcoS 3 9 oo wi oft o WPo^hsMO •a e <2? S.| ® 20 ® 3 bfi ^^P3 o ® °|q“o £9 fl^g Sfl ®.T3'^ S^flSg > |6l:;i£|£ fl^»®.fl®©fl© Si.£f g'.So.g coajdpWdod ca M Tt< l® SO t— 00 OOHMW STATISTICAL TABLES. -(NCOCq W I ITS CO l> O )(M(MWOCOWO« « co io .'Z A A Sd • :J Q « J ft A PrCf-g A aflfta^ P"> >. P © Q p|\S g-“ « S oft® gjh«w giSlip; >> >3 > Q G> ® h*. ® :« :► :4 :•“ • ft • o a. a © OOg^o© f-i O ^ 3 « s Q • 3ft rfi bCv >5 ftfe: ®c& , o 2 ft : j 'NftS 3 S .jtH "la ft 8d « © ©- • ^ Q" •s o ws §0 ft fj «£• |r/fe^! : q BP 0rg ft a ««&ft IdM “Jn a © X- o d °- ©3 t*«3 S^M k . > g t>* t>‘ > t>* > > £ t>'«5 > > > >(-5 >jj > Er* ©n3 © ®+a e pi C> © .© ©©©©©© © © © © 0 ® © © © . ©"S © © § •£ t>> {S « OB' 2 S-SI «1mSh toMoU '©rg’©ra | a a fl jWbSo ^©^fcjfe ag-SSUS'm Peg ft ft o CO' 05 3 a-g :-c o H«i|g Pngjzjpift «. . u . £ js : ft : _ w „5-§S ;>-i : ® ..a . .-* • • .fa*© ..2"S • •£ » ©A ©is -.p © gW^O^-gWWo glO^-cW-ag-l S gf« 0 1 ri 5W 3^ ^ : : S-ft © : :.2-g M^-g ©^ ^ £ £ bfci p'©?5&?2J£^3‘‘5$?y5br'?^?‘©ug oqoqopopocJOcocoQC^oooocojoaowoqopooooopop Nm©®®(0©OHMC0H ■~ •“ ro t- g ■ ■= Li=iM^3r£ g$ A^a££-5 o > ^S)§)« ® © ft"© o > P. Ill illsi^lsf 1 1 |.s11.ais§1 |aySa as Bo5^. ^ ft"-©"'© © > h 3 o © a/2 t^^rS 2 © © s ;a svs^iitf I A- 'SoD h .ft .ft .2 ©ft^bZ ee I © o ^ o © © .5 ' grA © fag sJS s3 'c 3 ° © "2 °0 go” BO -a a.2u.2 &a pa © 40 a a at, ** * From Report of the Commissioner of Education for 1880. t These statistics are for the year 1880. i Reorganized in 1879. a Includes report of normal department. / Since succeeded by J. M. Allen, A. M. j See Table X, Part 1. 5 Since succeeded by William T. Reid, A. M. a See report of Knox Academy, Table YU. k Includes those preparing for laureate course. c Total for all departments. h Preparatory department is identical with Whipple l Preparatory department only in operation. d Reorganized in 1881 under State law. Academy (See Table YU). Note. — For statistics of the professional schools or departments connected with any of these institutions, reference is made to the appropriate tables. 574 REPORT OF THE COMMISSIONER OF EDUCATION. •esrnoo opr^uo H • CO !>• • O I . t> . ca • t> CO (M O CO CO !oho ! t- 1 H d t}( 1 t- °MOO CM CS 1 -ms joj guijndejj; H jj CO •QSjnoo xcois © • * « o CO *CD • • CD H iH • CO CO CO to to CO rH 11 h ONCICO^-^OOCOCOOO OOCO^N-^ O rH lO IO ce ft © •opK QO lOtOtO^I>T}iOOI>t- sH CO CO 05 x*i iO O CO CQ to CQ -H CO CO rH 00 to • 1 j CO •P99 « -isenpun e^uapn^e jo joqumjj r* o ^ I'S : o ; o a J as'd : ® ■ 03 £3 «-§ 2 Firs s-a a © § c-d 3 '©S-sp 2 -r1 s-H-s § d gPHM“ cSqCh o-a flu a SNMSgSl^ ^pp3pp3 a a ◄. a# .iHSfti 3 a t* ^ tf m ^ 9 £ ftP^.SPVP •id §o| >qS pp&S^dp M- OQ oo tO CO (N CO » 00 00 00 00 00 CO c •J94JUT[0 JO 9Jl?d W t-WHOfl}CTj 111 § 0-2 © I 2 dWW M0 22 t> © d'd ^■glg - - © lS 1-1 §*: : :* g-g ►3 Ef g =3 ^ t© I i -o ? fc ?.© l2 “ c3 ► o - I ■ rf\ fc> i*©^ © Sd| WflH Srrf ©H ^"S i§ 0©5 2s0 © flo'r!,Soft o S o ® fctfl o.a2 • o S ® ® © © ^ ci f* £p3Ph«2oP ppppppe KHH p P .. _0 - B- m © ®hh12m- : - fl fl >P ® © ‘o <33 © 2®--£5o® l£ c3 ® ® a-r.gp^ l©l®g£2|§oat| ^ § s-ga ©'3 2:2 2 a -a £WWpp^jppp£ ©a d © t 2riS ® ro M o fcr^r -- Dp bC bid 5° ©* ® M . O ; i s | i § ® a? 1 s g’Sja§| ^ izjppMPdMiJ :g §ag O 3 5j Xy oi b)P3 s- Pi >i ©' o SciJPP |« s3 s £sN! f 1 g B J £ © g O TO c^OmOO lOOt>OOC50H(NCO^LO« cocococooi>i>t>t>i>r>i 90 I Penn College . . I Oshaloosa, Iowa . I 1873 1873 Friends. ..... | Benjamin Trueblood, A. M Ol I ( ir.iiwoTim'+n TAv.Tr. T. . ^ inro * r, - A i- , I -w-k , . . ’ STATISTICAL TABLES. 575 ro ci CO CO 00 rH ^ O Tf(M00 • CO C5 H (D.h O H ^ ° fe O d 43-43 .£ ^ 73 w : pi « p g >> A p d © © °!3j=e: §S g* P Idl stdi^llSI o • ? SgoJJ^M > ^ > W u >* >: pq ^ i> > pP > «j g “ _; © > o « ^ § © H © © © © . . ® © 0) 0 • tnk o ® ® . rd • © 3 WMoflfl ,J £ g« d aw i gH .W I (P g > S ® ►aP? P5 h> a c a o ^ « pq © d © £5 o ® O t> 60 IPO ^.§;- itf g §|.g ; o a ;H £ r=ip3 a,' o| o js £ «ww: p ©w © n ^ ’h es - w ‘ ~ r-r, — • T2 , -i ^W£H &a ^ ®_g ®©®®^©00H5®®Lrf>L #peit>pq£pqH£ MWP £ >pq : > o-S tU-> SOS'G g . o a cj . © ■ © . q ,q © otf^PPfXiOlz; i OCLCC5 COCJOOO( , o 1/1 • © • ® • OPh P . ago qH0 pH g® q p® « o pq» . © M ft P3 31311510 HHC5CH CO rf H Orti- > 00 - O ) CO GO CC CO 1.^ 00 *0 OOlO C5CJOOOO ■ CO ^ -H CllOOOCOOt^T* COOTt U( -Oqai'cM/W '■ssr* *S‘" M 9-5 § 5 ’ft ef £? eS o M 3 q; &T.2 )>,2®©fcPc«rtd'g q-,2 93 © d |2|3 e 1 Ill'S £3 | .s a .©Or— hcP®^rqaatit.®a3afH H^pqWOOCizjHpqpqoPPq^ M'M >M i h'AW illg* !■§ £§ g h’p.s ffl £ c P<^aa s w ; M >> ©■d a= P • r- © M a : a i-l h> • c« ce ce c« ce . © S J ©“ of ro aT os^ =s a p p a a S3^ 3 I i j-SiJ > ^ © -,® ^ ^ ^ ^ sooooo eg egr^ “ " O ts §-”2S®®®®®n x ?q o Ohs^^i^^^pq sa3 fe-S a ® t> 3 . ® >r-P 0 ^ gjt/D® © ® H’^v dJ ®o OO © ® fclq!" j a-"^-£h-® £33o © © >; 2 ol^i'ggcs^gog^ll ^ ^ 3 ^5 oH >■ d,2 n ^.2 S 0 a _ ®ca > 2 qla »h ©'g-^.a-e a .© H ^ bi-© rt-2'^cs^t-o©3P a c3+£c3v-PcS+l4i>>+i®®®a® ; HcopqMPhqOM^SpqoopqM ® H3 ^3 a 3 1 * ' 'O ®^ >■ ta t»s .d 9 ffl ®qJ O © ©‘ P ■ b» © |o ■©M © « 'Sd ®3 * o § ^ oo ® a ® ®3 : m® :« ® o r * From Report of the Commissioner of Education for 1880. c These are in English course. * / Under the amended charter. a These are in commercial course. d New charter in 1881. g Total for all departments. b Includes 8 preparing for normal course. e As an institution for the higher education of women ; recently amended so as to admit both sexes. 576 REPORT OF THE COMMISSIONER OF EDUCATION. © .£ o O I © •uoijeuraiouop enoigipji •UOIJ'BZIUbSjO JO 9JH(J •J9JjrqO JO 9JTJQ ! 2 s o < . CC ^ ^ S 'fOpq rd o|gg-® 'gHjpqp^w 2 ^2 t> £ c3 © kT © © © •pag -ise^pnii ejuopiijs jo joquin^i; ei H 1 i | : . • HO • • CO : : e Preparatory department. Students.- •osjnoo opijna -ios joj guuBdajj; O I o • rH rH O O rH CO o o o CD CD o LO rH UO C4 ‘9811100 pois -sup joj SaiJBdojj © °o CO l> CO CO O O CO o ©OO o no Tf 00 Tt CO •opaio^ ° i o • o WOO o o o 00 b- (M no o CO 3 rH CO OQ ic> >0 W §' ®P oShh| 2 • ci s © ,a © © © % : « : o os»-H gWu'dPPS £ P fct 3 .a 00 -TFJ 3 £ ttp a'K s^p" u g.a.2 s.g|§-| 3 > Ss >02 > ^ o 4 a . ® bO d O a go 4^> 4© •S O 6 m > : 2 S :* 114 fo j^p4^p4p4p4 ja&JSotf > '.2 • I'd :-d-d : %$ Cj ; o > a a 5 ® : . • 2 ff ■ .p ? > M ■dM bC*> . g-g go-g" §2 9^*3 OOlNt'OOl io oo io < 00 00 t~ CO 00 < cccnOH^i W^tON® t- CO OO 00 00 MnC'TOO'Ct'fflLOio ocor-ccooooooococoooo © CO 00 Id CO 'Ncowoioo^Nwa 00 00 t- 00 00 OO §S = >>.^f .. p5.~t3.t2 d £ 1 1 ^if If-t! SSi-S.sg C3 ct,d£n£d d pqpqo^HH rs :W 3^ . o ’gis® T3 tT*^ 00 alla| .1 o-9 S-gS ■g^iiggg 'd CO A-5 -*-* fc, 4J © ^ © q ® 2 go p3 m W 05 H Slllig^S Ill 9 33:9 ojslS 92 ©33d .is ®A'o P 33 fct33^ oc „ c © o!~> a &C330 « .© rT bJD © 5p tt1® « ©O « g^Z g 3 so&sfs 5-dS §* rd a Cj^ V te fee tftsa i S3® l^^’o O a 8 5P o o 19 w 3 © - .©Zo £ Sj ’ !g o o S o~l o ®^0 T- < ei^il - P3 2 A ® §C ®Ct„ 1 > '3W3^©®o-d®c s ooi-i ^•gSlS^lS^ ® .2 Mj § §<1 S c?3rd^’S d ©d PP HHPO<3<^6cPCP: CO OC O O T OOHIMCO^ lO0t>COC5 O i> = «-9cq p p o © © o © Made > >' > © © © © p PPPP s : •« : n Q £4 01 p © &© © £ SI If II >5 s’® H-g - ci © £ 1 ■p.® Wp p < «_r;£ :a-g p- > © © PP & bW i . ^ ©^ hS© :-* to? 80 clOl 98 OOOH i C\] cc> L- - O 03 • Cco Hif .05 CO • - O ^ -a O xo t> c cj < i rf in CO O CO O H OO H t> rH • O 05 .'TTiO CO oo lO • • o o • • ca • co t> • I • H (M o t> t» © © © © pppp pp; © ^3 . C3 ©r^ 3§S® S ©S«2 a «*• i-5 H ©Mp . . p bC . . t> > jq © > t> © ©3 P © © «Pb PP S 5 ^ 1 © P p p Ate . "p P p . o PJO w ^ ° p 05 05 © © 2 2 ; ci ci 'pp PP I a? • I © I .:Ph !' ^ ' l ip^^ <5 ©uj c MoSh Presb . Non -sect . Cong . Baptist . M. E . Non-sect . Christian . It. C . Non-sect . Ban fist M.E. South... M.E . . Non-sect . United Presb. Baptist . Baptist . R. C . R. C . Non-sect . Cong . Non-sect . German M. E. Cong . Non-sect . P. E . R. C . Non-soot Cong . r. n _ Non-seat . Presb . R. C . inooio-il MK-l>H»®inH) © c-t> t^co ^tuo 00 CO 00 00 OO CO 00 00 00 00 00 CO 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 000000 t'-OO t~ t-00 HHHrl "HHHrlrtHi-nHHrlHrtHrlrtHHHHHHPH t— 1 i— i — 1 t— li— ( i— 1 H H i-£ 1855 1859 1854 1853 1868 1866 1850 1870 1844 1853 1843 1839 10I000005C510(MCOC005IO(M©0 00© lOCOtOh«iOHilOCCiOt> t'» CO l>* CO © CD t'- OO O0 GO CO 00 CO co CO 00 CO 00 oo CO oo co oooo 1769 1770 1746 1861 cT§Ss 02 - O S^gg- a 4 s-~ © l^sg ci-p ci-H MOWS P P P P p SSI §§1- fEglpig .S *£ oJS o ScrS 'T3PCbrPP-POOp’PJSiPSPhe‘ § g|3f ss 1^1^33-g £ 1 1!| 3 u£ ^ l2 ^ ^ 73 o ^ r-H H C3 l2 4J +3 +i ^-2 £> ^ 2 -rH ^ S O K O O O O PI Ph O d O t-W PI co co c/2 co cc F O PM hI bJO « P 5*5 © S © t> © ter- 'S ©" o ■©A.&dA'dSt)®2 SPo 'p © > t5 © ' §o 2 B^g-g H.@gl! S-gP^^ol a I s «#o l®! ?cffig ® ®‘E £ ^.2 1 >'|d-g ©803^3^ S ' >■ w ^ a co c3 cs ^ a w ri M c3 S rj ^ r-, Cei3r^L?r^+PL5 ^ © © fn ct K. © -jd b- MoW, © ci ^ ■«£ Am tc O' ce Jz5 > gjS2? 1 Pop :h ^ >T> :e ^ : . a* .2 . • ^ pp .§ 1 II I WP ”p W §d| SKl^.g © O ’u ,-g © _ tr.O ^0 g.> O ©A 2^0 ©'p I? 5% S © > P'S 01 §| I'! u © © sS “^O'S'S © SS ^ +3 P 3 k © g o'© ‘2 OQCfiPP teP ^ fl ® cJr ^ cp © Ci P-S -*33 p b£ © '©’© c3 Pom * tc >> 3 a 2P © ^ 40 a />4 as © 233 S^m al®7l3> js'as^s-gi p p cons 3m,3 3-S.2 8p Sr ” ® p o f p| ® 2-^ rt A o ? 6 tz ^ &s iispsj © jp .3 © © h iSHHmHcq <» cj-«; £ -r 2 g §3 8 -© S' w © © 7c | .a^ 1 I® in . . Pi ’ © p O : ®ffl g 20 03 O ® P P '2 ° B ^ ■g®» ® 40" ®P3 © >5(3 b33^ 1 5A 2l C3 1 © P.2 p-< ^ § _a ©©^5 S a cc-4h © a. PH ° ®r§.St|>J g .23 p © Pi © ® ols 3 ci © p<'§ ci P§ 8p 2 a®»* * Srfi ©bi ! 10 lO imoicio Iriri rinnn 37 E oo oo CO 578 REPORT OF THE COMMISSIONER OF EDUCATION. •1 M 4 rS >> •p9g -TesBpnn ejuapujs jo jaqmn^j; « H O 00 «o • 0 CO • . • • « 1 ^ : Preparatory department. Students. •esinoo oprjno -los aoj SuLredarj; H 21 0 9 a300 0 • 0 0 ; ■© 0 ! C5 . •osrnoo x«oie -e^p joj Sau^der j © 1 H 1 00 3 0 0 1 00 CO (M i O OOO 0 coo ^ 276 139 l ! © ! 000 0 0 ! ! "* O 0 ’ 0 loo CO • • 00 •ot^K I QC a h icq 10 ID rH • CD 00 • lO O O CM CM ■ 0 0 ; 05 ^ CO 05 • H< t- CM • CM CM CO • lO 'SJOjonajsai jo jaqumjj 1 * I 00 • >§ jq W-O © P £ © © © • -r-CO II* « ■a"Q'5: Jilt ol >£§£' P3tfW^ 0Qp©_t ©'© s* 5^1^ I 5W ®P q^ t b * « .-** 7 d rz 0^0 ^ fl’2 DGQ c3 O P3<1Pp Pn pc) © ^ ^ CO 4J CO rt 2 2© (P|P<6 » ©^ OOO-g g gOH g.g © Odd . o o > tD OOHOOlNlOri^OXlO t> OC CO lq cd co to £r S$ *5 r2 ^5 ^ cm cm $9 £5 ?£ ■?£ to to 00 00 oc 00 00 00 00 00 00 00 00 00 00 00 00 00 GC u- o oc CD CD ID 00 00 00 CDCJlOCDlDCOlOt^ Tf Ol -rf CD ‘O 00 00 00 cc 00 >00 • 00 00 00 > CO t- I I !• -fn >h : : : ■ :tx N v -r a!zi ^ ^ g" ^ ^ r^io'>o'd'9cSc3?pp(:3‘';^ as 2 07 rS3^-2-3-2^©'a©fS © p u § §5fa5=i d p 5^ p § ~ PP2 fi3flSs-SosrtPo 5+= g.-S’S P3 'p2io O 1— 1 bo! J © w r-i - © *© a ”© ©"‘P >■ . o o « ©r') sns M‘- d ■~C° m 'o.f* P^-®0 «PP j p S © >S’~1 9^ §~ a S ® O I o g.s g I “ © o^p'ppli I a^1 2 m oqOoQoqWH^W^Qm -y M^5 •It w .Id <0 £0 to m O j o P ao; «M ^4H o 0.3 © ©-© txfcxa OOO OOO a OJ 02 05 02 ccic O00C5O. el D.B STATISTICAL TABLES. 579 • . O O ,.o* § ° ° ST .3 12 101 ito 28°23 8 ic r* 8 $g “ ° °^°°s SS CM °°s §* 60 100 0 1 20 1 8^ ^8 § § o o o o 1 29 67 15 31 77 1 • | o oo : § 80 59 0 0 120 8 G6 c* C- | O Ot^hH iH H O CO CO CO |cO!OCOOnH0 joOO • (M jc^l Ig !f« fifi iJH I la aaa mm* isaaaaaa aaaaMRBaaaaiasaaaaaa Table IX. ~~ Statistics of universities and colleges for 1881, ifc.— Continued. NOTK.-For statistics of the professional schools or departments connected with any of tb«se institutions, reference is mado to the appropriate tables. 580 REPORT OF THE COMMISSIONER OF EDUCATION. ’P^ -issBioan Bjuapnjs jo jaqtnnj^ •esjnoo opijtra •108 joj SuiJBdajj; •9BJU00 |BOIB © -e«p joj SnuBdoJti '9i«ra9j •opK i^OOMCJ •sjojonjjsni jo joqum^ CM CM UO CO • uO CO CD CO CM CM CM Tji CO CM 0*0 rr cs ©go m 3 > ■ e3 c3 ® : p q . O'O JO® _ M .2 00 t— 3 ■ <13 .btrB cl a Cu ||e ^w£2^1 ^pq © © . ® ® e a eJ ^ “L l^bsg-S §| .-56 2^ C3W _5 ^ i £ i^l £ 3h5P3o5PPi '§g'3«5 <1 £,© ® • ® | & 3.S! S o Cjr] 0 J t> fl PH3frW£!zi£«l£lHP46fzi6H fcMoP3Wt3 •uoipzmrSro jo 9)rq OOOOOOtOOCOOOCOOOOOOOOOOOOOCOOOOOOOOOO O© 00 OC 00 00 00 00 •ja^JBqo jo oj-bq 'CO»Oif50iOLOOONCOOOiC?OCMCOC^ co t> lcid co r-^ i>- - ... ----- - - - l> iO CD CO O CO CO 00 00 00 00 CO 00 00 st._. sll5©- ri .h w .2 o .©•g °0 © .© .2 .2 , _ !c 5 ^2 -3 ’ tO oOOOo m** bfi £5 bcgbCy- •oo o* a w i a .2 o 0 ~ *• "a © ® 2 2s 2-2gs £-53° &°- (D -fl T1 nfltr . -rr? rr iZ ® - ® 23.2 b"® SS-P'SP es ©"E S'o ® t>i3 ® t *3 |®°-IgrfSl,sJ alii |1 S S ® o o.2 ^ 32 *? a; r^3 !7h o rp m p-< o ©o 3 • ^ 'Wr-M fl OJ c r-1 ^ ^ u - B a 2 «o ce a 2 2 jsS S § a a ^ a^3 © © B -a O O bi; © bt M® © © . bt • • 1 ^>‘g © © -£ :h S’M.-g'g ® g3 © o o|S3 :|Ig!-P§sb|5 O S;^ ^ §^'o (•qO - b a paa°LO c'0^ SrhO'c ©'© 9"° ^ - g g © -§ o.2 J: S3oS’"‘*' c >6 « r-H j ■ r 5^3 ® ®o‘e®C^®ccrt -£ j2 _2 ^ -2 © > ?„ ■ • oo ©P5 a © © s 2v2 -|j§6° © ^ o a g a ® •S ® ^.9-lsagg ®^”-2;2r a ® rt'^F5 lOCOt>OODOH(MM^iOCO^OO©OH(MCO ■^Tt^rtTj'>OiOlOlOlOlOiO»mOlOCOCOCD«0 CMCMDICMCMCMCMCMCMCICMCMCMCMCMCMCMCMCM STATISTICAL TABLES. 581 o Q m a h3 3 p a tr S © «• . © Jj 33 « a too A if — r © 1§?3| So *H2r p p ®" aSP3 "*? •< H P A A 3 b£ u t> ® oT§ ^ K2i rtrg £ S « © O *.a . 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R. C . Non-sect . it r. Non-sect . Prot. Epis - Friends . R. C . Presb . Non-sect . Non-sect . Asso.Ref. Pres Baptist . Ev. Luth . | Meth. Epis. . . M. E. So . Presb . . Meth. Epis - Presb . Presb . M. E. South. .. O CO 03 Cl O (MOCN300COl>CO rHtOiOCqcOOMOOOOO C005-OOl>lO 0 00 0 CO 1- COl-COCOtO^tO 10 - 0 10 O 0 « l — '-H OCOH'OOOOOCOtniO c— U- to P- 0 CO P« Tf X l> x cc 00 00 00 oc 00 00 00 00 00 00 00 X 00 00 00 00 OOOOOOOOt^t^OOOOOOOO ooco 0000000000 00 OCOC3COO (M 0 'M 00 CO CO ^ 00 l>- tO « 00 O O* w CO r- CO O 0 H to to rH 0 tr 'O 0 1C 00 00 00 oc 00 00 oc 00 GO 00 00 cc X 00 00 00 00 t— a chxcihiohhoco o cq r-n oo to o r-i OOH*OCOXOHtOiO ON tO N O O N iO 00 OOOOOOOOt^L^-OOOOOOOO 0000 0000000000 00 o o fl . p » .2 £ ~ 0 8 g s tp p -2 ti o © ri-sj . o ej c3 <3 ' Qj • ■ c« : :ph I ! © : ; to s ' a ® c3 fcX. Ph p © -P . 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Pres Baptist . . . •uoijuziu'bSjo jo aju(j H lOXC5NOOlHO>OCOCClO 00 O'"* ^OCO’HiOHOCOiOCOCOt- CD OQ 00 CO 00 co 00 00 00 co oc oc 00 00 00 00 C" ID ct CO CD 05 0 0 r- LO H* h* Tp CD 1O CD CD 0000 oooooooooooo T—i t— 1 HHHHHH •japrBqo jo aju(j 0? O CM O CM CQ 0 CO CD CO 00 O 10 *00 00 00 00 cc 00 00 00 00 00 00 00 00 00 00 t> CD no O »C CM O O rH nOt>* CD oc 00 oooooooooooo rH rH HHHHnH a « § H ^ © o ^ .3 M 05 Hj M a a Or, © r-i H § a § 2C a a ■ © © g s © © Hhh ©HH: ^ © M © 1 * H ’ © a H ~ lA © ® a « o a aig'oaaa ^ ’CL, © >5 > > t* H kafl os ■0®^§§s§§§ I : © a a«2; 05 M ■ a © gH 03 ftr a g ■+3 _> S« cot) 2‘3 :lDZZ li- '3 jg 00 a floH-a3 © tlC^J c« gC^ q ■q £>— >'-£'© a ap © a,-® © t>N ro O © f— 5 a a'S £ HS#'a ©'gS.feP S’Sfcgg 'Sa jg *■£ S1J&I •g § qS5 t-> © .a ^ a a © © £ -a feH © a ic® © > M © © ^ .F* <3 ~ *2 k Id^C^ s © g'g.SjJo a >. a * a © © j?« a -q ^ r-11M^l0(0t>-00O cococccccococococo HNfC^ to fififi : qH^- q§s§ p . 9 3 © mist ^ * ® SrjH . 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P ©‘.P #SPi p£§ 5 p3 i> ; tc ! aO H S g 3 cc §1 j* fc«oSg^ ‘3 3 B ®k! o .d I s ^ ^Hs P^MP h?WPi3 > > > r O >babt>jS-£db ppP^PWPrs^pg 3 £ c o wco be btaa ao A-g ■ O 3| ^ P I2! ffl 39 £ O p6 SAb:” £^3 § PoP!^ i : o :-|3 :p^ : p £ u«.s © j>.P „ . „ © p‘H <7 rj 3= P2 ® Q . a +2 oo ao I"-*3 o © t ® o£ g fc^ppfcgp P £ <3 9 . © m m m o go fl G fl «0 o 3 ~ ~ o o o o . - © © © © 00 00 CO »-l 00 t> C<1 r^- to Tf © »-0 00 CO 00 oo 00 co oo H^iOH00Nr^©i >C © r-H OJ ir. © © to < cocooooooocoococc o b5 > : :§£* _£ • ”>t> ^0.. £ _> P sr . © - 13 g be 2 .h = A P p- a S 73 3 £> 2 E 3 3 £ a "S S C5 <35-2 M ^< o ^ 3° o >> ,S 2 o © p t> N : :- i ,r® 5 A ©oP 3 a ^3-S.9 3°. 9. 9 §>!£b £. p «w be be ©p ° ® ® d^3 . © gs ® -b' o o ^ §d3300 ^$g.§ Pt5.>; p P; PP .§P^^ pO: 'S £ A w £ o P n d O 03 HTj O SpwPP^P •U-S.B © J © PP8 be p^4^> 9tH!«- g>S £p33® 0 °A p © ^ @C)^P C 2 C ^ 23 0^33 uP g £ P£ be a C8 g § © ©^ ©■ € g £ fl ^-43.9.5^ .PO©3©OcSpPO PPPoPWPPPW Tt< to © tr- CC O) CO CO CO CO CO CO 0 J CO CO CO CO CO © 00 © © rH ^ to »o to CO CO CO CO CO CO CO dn3 O T3 2§ P § C*^3 Ph ft © CO ^ 5 ce s« s.f © +3 _= p += © ^ a° © ^00 h* ®t2 ® .Jl'H ^ 3.® * 43 "* 00 ® ® © © bug to © q ©£h be PJ OCp HO ^-<3 >COP5eOC<5COCOfOfQ §J '% © •Sn5 B **•* d © | © § J d© § 'Sq& ■giS © 00 P-< ad3 o ©-g ^ fl o PMH * e rO Table IX.— Statistics of universities and colleges for 1881, ^o.— Continued. Note.— For statistics of tlie professional schools or departments connected with any of these institutions, reference is made to the appropriate tables. 584 REPORT OF THE COMMISSIONER OF EDUCATION. OT^S13p)I[OS UI Bq99JA. JO ’0£[ •osjnoo 9j'et§0j[oo ui s.i'eaX jo o^j; •8diqejB[0t{08 jo ‘O^j; * ! S I •s : •edxqsAvonaj jo -ojq 'ejnopn^e ejenp^j® jo oj^ •ejuop ■nj8 I'Euoiido jo jBioadg •91BUI9J; •9FH •9iBra9^ •9 •0I^K •0t'8ui9lg: CO • M vO M CO »0 < i£OO^WHiCQO< I O 00 CO CO0CI-Q5 iLOCLOOCO-f OOOHO uowow t> o o oo r> CO 50 t> 50 C5 HOWrlH r-t'O rHT*t>COI>OOCO HiO^t"^X0)50 05 g'-g © bp© 2 If llsltp^s a? tfIrt§3M4?XI3Jt ^.^Ss^^l&si%ssst «I2S|SS?SI & fib t^50 50^N <*1 1* T* ^ T*1 rH o vO i loo . . o O ' OOCOlO . rH CO I ^ • ! o o CM O I CO • 1 iO o • M i :° : o • o o • o ! ; ° o j O M »— I O O 1 ' O ' oi • • o j o o • o • CQ o rH - - i VO M r— 1 CO (M ■ w !>• Ol CM CM • • iO o • rH £2 rH W lO H HCQH C3 CM rH j CO HHNNHC) • rH lO rH M rH • • (M ■ CM rH CO • • • CO CO rH • ' (M M j 8 ZH 0 GO C- lO CO CO rH CO • 03 CO CM j CO IM Tjl ^ rH CO CO 1 r«2 : CM 03 UO • rH rH rH • CO . o CO M rH rH M lO Ci rH i i ° rH M 1 • rH ; : j O • CO CO CQ (M CQ CO o co CO CO o iH rH CO H H rH • CO * lO rH CO ^ M iO t> m • CO CO rH CM NO • • • * M CO t> to 32 1 o CO 16 4 rH CO CO m r© rO ^^NCO •H \2l ? *^>rH »-l «<> 03 IQ »© M^rHCO •rsN rH ■* ?pH t~ 05 iH 00 I rO • • CO O • CO rH HHHIO^I CM O O *^M rH rO C3 >05 »o rH rH ' «M O CO CM . -o^ • rH • • CO CO CO t'» CO l-l CM t> 50 O • O rs? w CO 0 05NH ^r^OCOOCCO; > CO t> lO t> t> lO fS|S|g gt£ ISIsSfB IgS* §5 ||p P g mill “III.S altl all P&S ?J?1 OO^ © p°t> a O 3 ^S-S^js^0^ © S [S-s.S-S'-; =*£6 A i-S0 g6o3 go £ ©^ i'ftSHt? co ‘ O b£ & feO |g^S^o.5 a3, ' t>«5: S I = 8S3|M52i §!»! J!S|e j| II §l||i|| ;^^PMH<)WHa2PQOa2pF=l^HMOMMKl^Hl2S^o8bfl ® ©^ &>.§c>-s'a o !o5^o§o^^p>.23 ® °3'5'2^;g =3 g^O m _Q « _ “ eS fl g I I o 43 . © c3 § ®'d^ © S.lgggg* gf|;.g rH ?H © O <2°|o§ g-SftSf <3 « >,-§ C3 ® fl'S S ft .S © O'© ,2 -S'© „ cs^3 •25 §&£ 5“©gf ® © © cs 2 Ills a *!!©«> h55 § 3 © © 3 V 4-1 . 3 a © > 2 © - 5 ft *0 3 w Sr , «“• o %z~ \ ■£! ] £3 i^oj £ s © er aj oo hi O Ift,rl © a ' > a* < 5h > > r 00 •2 2 a s-9 ° 2 o9® § 5 53 *H §*3 Onj o *1 83 3 1H~ &gl © §1 ^ jrj © c3 g3 ® § cH o-s3 ©rd © © ® ft t> © F«3 « $a o'a ©t'X®©HNW^Offli>*aoHC3co'>iiin®t>M©owNmTiiinfflt'©®OHNMT)iiofflt'Xffl© fjiMN(MfOfocobncorr5cocoe5cO'^"ji'^'>*'^'^"ii'^'S'T)iirtm‘rt»0‘0>©mi«ir3i©to®o®i»«DW<©50'»i> Table IX. — Statistics of universities and colleges for 1881, $c. — Continued. Note.— For statistics of the professional schools or departments connected with any of these institutions, reference is made to the appropriate tables. 586 REPORT OF THE COMMISSIONER •inaA orpmioxpe ui sqaaAi jo -o^ | g | Ig®” •0SJUOO nI JO #0£j; | ^ | ^ ^ ^ ^ ^ r* OF EDUCATION. 05 03 CO O OO I 1 CO CO CO CO CO •« 'sdiqsjBioqas jo #o^[ M • O . o r*l O o 'woo . IO ' • rH O 'OHO ■ •sdiqeMnnaj jo 'o^; 36 ! ° O • © © o i ° o • o Collegiate department. •sjnopn^s epenpiuS jo ‘oj^ » • o CO • © © © rH o • • rH •sjuap -njs jBUoijdo jo iBiaadg S Tft Tf( CO rH Cq JO e CO rH 03 a tT CO CO CO • rH 03 03 • • rH CO • iO 03 Students in scientific course. Senior. •o^Braa^ w w O O 03 • • rH • • O rH CO O ! ! ° ; •9IBK 8 rH O 03 j ! O rH * 03 t> C5 00 : j-1 CO lO Junior. •epjuia^ s O O - oo . (M lO o Fresh¬ man. •arema^ CO t> HU) > O t- • co • C3 CO HJ CO rH CO 03 t> Sopho¬ more. •areraej C5 © 03 CO 00 00 T* 00 lO !>• •Ajiuobj jo -oxs[ M H ^Ol005^00C5?0O«0C0t'(M00«Dt>O(Ml0«D00C0^00l0b- 03 H t>I>l>l>I>l>tHlHOOaOOOOOOO m«o^ooo50Hwcon 00 • 05 © O O co co co | (O O 00 t' O 1(5 (0 00 000(0 05^0(0(0 CO ^ CO CO CO CO CO CO CO ''T CO CO CO ^ CO CO •esjnoo ©jBtSaxxoa m sjbo^jo -on 8 1 CO T#< ^ TJ4 50 CO •BdtqsjBioqos jo -on *» 1 W i 1 OOON CQWCO o • o o o o *. O | •sdiqsAioxxaj jo -on © i W ! © © o • o o o o o • S i Collegiato department. •sjuapnjs QjBnpBjS jo •on 8 woo (M O • o rH (M O O CO co 5 •sjnap -n^s pmotjdo .io xeioodg 34 1C rH CO • rH © ‘CO • rH • rH 100 O CM O Students in scientific course. Senior. •axBraa^ 33 tO (M rH rH lO t> (M o • •8[BK § • CO IO O rH r-105 Junior. •oXBtaan 5 LO • CO . 00 O o • •aiBK % eM o r O rH O 05 Sopho¬ more. •axBuia^ % CM CM 00 • 5h o o •axBH QO & S • 00 tO CQ ! 10 O 00 (M CM O rH Fresh¬ man. •aXBraa^j *» Ct CO ■ 26 1 2 c24 1 CO rH CO O •OXBR © 3* co o CO ‘NO CO CO C4 l 27 Students in classical course. Senior. •oXBUia^; § » CO 00 CO h* 05 O 05 rH rr< tH p '3 3 ►-3 •aXBma^ W 5* (MOO rH (M ; CM CM CM O • •0X«K « OHO (M o t> CO 00 ^ © rH CO o 1 13 Sopho¬ more. •aXBUia^ « CO 05 01 ON H CO CM o o •9XBR © h- iO ’’H HHO • rH V CO co CM Fresh¬ man. •9[K«I9J 19l ■** 00 • es-* ■ CO CO rH O •aiBH © 00 hhoo C4 ic (M 3 4 14 16 4 21 1 CM CO 05 CM •sjuapnjs jo joqranu o^oq^ 17 “cOMOWfflHTCOtOOlNOWO gffllOOOinOlNH^OWfflOi-lUi 2 M ^ ^ e I> CO to CO CM 05 CO O CM 05 H' CM rH rr »H LO • to ^ to • ^ l Corps of instruction. •ediqsjoesajojd poAiopao jo on 16 WOH r ^ o »o rH • rH : :°° : o • •sjaanjaar pan Bjoesojoja juapisaa-aoujo -on *3 1 H I rH rH ^ rH rH O cqoooo 00 • < r •Bjoxonajs -m pun Baossaj -oid ja0pt69J jo ’on 14 • rH rH 00® M-* C50(0-^XQ 16 11 6 4 11 00 j < : •XjinoBj jo -on 13 tcwiNooooeo^NWioo^a!© OHHH rH CO rH rH rH oowiO'tHoo® ■ 6 § A Harvard College . Tufts College . a. rJ c t3 3 c >rC >£ ) c 3 a ! fe : a ! 1 ) 1 ) ) > jj X :C ij 4 t >■*: X Albion College . | TTnivp/rsitv nf 'Mie.tncra.n* 1 i i pa i b > 4 1 ..'I > c i'S )CC a b c ) r- tc iC ! o > ? :l j t- ) r- : p ! £ Hillsdale College . "FTonpi f'lnllficrft Kalamazoo College . Olivet College . TTn.mlinft TTni tTprsitv -p 3 P4 © no C3 4 ; a fc 5 S | . a c jtfi C * tJD C > I-5 a- i brg c s a Sc H ^ Universitv of Minnesota . Carleton College . "M isaisairmi flnllerrA _ Shaw University . University of Mississippi . flVivlafinn TTn i ¥fir ni fv •5 a b : z :c < 0! , £ i l l £ :> Ja 1 University of the State of Missouri* . . . 1 Grand Kiver College j . HNMTi'LOCONOOOlOHNCISTtUO CDI>00® O H N ^ io£isioo®(oe<9o STATISTICAL TABLES, 589 ssSlsSSSSSSBSSsSsssSSSsllsa SaSlaSallillll Table IX. — Statistics of universities and colleges for 1881, 4'c. — Continued. Note.— For statistics of the professional schools or departments connected with any of these institutions, reference is made to the appropriate tables. 590 REPORT OF THE COMMISSIONER OF EDUCATION. id I CO C UeoA OI^SEJOTpS Ut S^OOjMl JO 'OJ£ 2 ^ : •osjuoo ojBtSonoo ut exeoi! jo -ox ® T* T*< Ttl -^1 i Tji Tjl ^1 O-tJ* , •sdiqs.nqoqos jo 'o^j ^ •sdtqswofpij jo 'ojq; (MlOO O O O © O O O I •e^uopn^s 9p2npe.i3 jo "o^; •sjuop -n^s XBuoijdo jo ppodg •OIBUIO^ I •op:K £ © g*o & ^ •opuxojj; •opjK ’O^B 019,1 •9IBK ■9{BUI9^ •9IBH iCOWNO l© CO • 00 CO •ojBum^ •9IBH i •9^019^ CO Cd Cd CO cs '8PK o © si u p,o o i m H •9IBUI9g[ I £ •91BH © © c3 •OXBCUO^ ■9[®I ■H Cd • t* Cd CO Cl • Cd Cd ' 05 oo co m T#«ocdioot- oo • co co Cd io co co oo ■8}U9pnjs jo jcaquinuo^oq^ | •sdiqsiossojoad powopno jo -ojq o o o ' o o •saojonajs -ut pun saossaj -old jueptsoj jo -ojq; H 00 t> ■ CO (M l> lO t>CO .Olfl ■ ?o»r3®i^io •AjpioBj jo -ojq; n H rH I> ICQIM -O XH^©>OCOiOXiCI>OirtOCOOCO ^ rH • rH tH ^ »H iH IHCOOlOfdCOH I ^ t» H H ® t- |> I e r-l Sd 7-1 r-i -L '.O >-.si ao o • 9 s-gt * 'g o • ’3 £ o ® o |C*© ■ % cJC fcr O ,2 © .S^O g> ®o ;Q WO* © S§ A © P * § ?^‘®®)c«S'3®o'°?r bt-^5 © 2 a "o o o © © 9®, a © £ ©3 © A ® ** 3^'S ® 3 g.s'Ejs gsgS tB&u* S ^.S-SC-So *.§ 8-sl= £2>s'5 Baa o' -9 aa3 t> ® > o © s § «-^«3 C-5 cSs^’Scifl’So'^ £.'3 ooppqpfc&tf H^FMOHlMf0^iO?Ct'COOO» < t-( H M lO ffl C3 ’s§ I 50 00 T* *3 rH w . >,© 3 Sp.S ©s ©pj-'-g : ®p ^ bc®^ , _ .20 "*«2 . £ o g® © ®P s-gaisisff algl^sfis ° ©Sfl-S.S ^ °0r9 3-° U t^O.fl ©0j ©^'SQ3 hn cjO 0 20 | o UO • O to CO o OOCOO ©too .00 Cl . © rH CM cq « rH CO • rH ' • i t ^© • o o o © © © «. . © ' • © © © © ^ cq •O rH • C5 CO 05 rH ! ^ 3 CM CO CO rH ^ i 00 CO CO © rH « rH © © • CO oq ■o • o • CO 'CO rH -© © • - CO wo rHC-rH rH CM rH M w rH © rH O t>HC0C0 05OC0H co • tr- co • rO © • cq • j-1 • rO CM to rH CM • rH • rO • 12 4 2 * ‘ “. © • o 00 00 00 O 'CO CO rH rH 1 CM CO CM tO CO 05 rH Tji r-l CO rO ^•00 cq m rO CO o cq T* rH cq rH rO cq to co © © rH rH O Cl • i 1 CO • ; (M rH • tO (M 'tO • CO • rH . *o i 00 to j o Cl rH © rH cq rO to © to • • rH CM • • © • o o 34 23 13 L 33 H CO 00 CM O (Man to rO rH OrHCMl> . CM rH O to CO to rH ■ CO rO © © © 00 © 04 rH rO © I Cl J 4* (O t* Si Ki 1 §3 S,d & > o .© .Pi |f« ^ 0 bj as S §|® 3 So -12 jj ®®4 l, ^ tn sf2 ° 0 f o 2 ©-2t2 o § ■s^lsSl S^ISSl ° m ®S. « d S © >3*4 04® ©,0 03 O a ,3 sa e. SS'd © gals, o% >£ © ;oc 3 3®° ^°S2 s®1 .9 © ® J=> 1313 :§^ >3 13 © . "© OHHN ■ eo 00 «© 30 3 43 r^.’a £' © ® s © g. © a .d 2 a be © a ® B2©flt>^a o 02 a 0 «s ° s 53 j H Pi _ , *rf J-lMplS ||o ling's ^■as as® 3 4343 J H ® Ur& d ® o 0® s«g 8i§2£8l| ® a ft 3 H ©3 ^S*-. • c3 0 ■H fel §>? - a * ^ss ® ss 4b* £ © © 02 S3 o S'S 2 >0^0^ alaiH^a ^So^POO^f^ ^^bcflP©^gbo0^- ^ -2 "m P L§ a ®o^pS^S a^o-gl'S a-s a ^ R ^ 1-0 d © o-aK 9ffl t!0® „ »S0 S 0 © t>3 .0 -2 ©3 1> 3: © u S' -. > 0 o or §0©° 2 5 o Is? dO S-§o.2 SS;«^ = 3: £-a.2-3p£ ££$££> >•0 >> ■ & : ; 2 S :-9 S©§o® ®oS?J ^2-- o >^° ®N ag^oaos^ 6° © &££»! fl t. ©^ 0 d E? * J Ini’S § § s-Si >3^ ?9 -e a | © a .a .a © HOO’O S'-1 0 o o,fH 0®> © ,00 u i £: c3 C>-.r-1 «rH r' W n ^ <7J a © ^ •§ .2 ^ S d (MCOrJ(lO?Ci^XOOHNW^»nO^OOO5OH(MM^iO0t>COO)OHWeO COCOCOCOCOWOOCiO^^^TjH^T*HrfrtTt^iOLOlOlOlOlOlOiOlO»0?OCOCOO Cqcqc^C^CQCqCviC^t>l>l> cqs © © o' © ioSJ gasc TtCOuOOOOrHt> rH O HCOt>iO rO O 05«lO(MH^05Hl> COrHl>rHCOC'J*rt'tO* . ® gr,® X bn-' S'gSOO | ®i5 g £ •3 © CS ® O tS^+5 ft,® O .. J. ©OeWrCC.E ©ww « c r^a-s So-ls cs-^oo ^®a * <=o g > © * fl gj u ^ 2 >5 S ro r® I© >-.■£ p 3 o -2 3 "a flu ®-=l COCOCOCOtNCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOCOiMCOCO % STATISTICAL TABLES. 38 E 593 o'S Table IX. — Statistics of universities and colleges for 1881, Continued. Note. — For statistics of the professional schools or departments connected with any of these institutions, reference is made to the appropriate tables. 594 REPORT OF THE COMMISSIONER OF EDUCATION. unOif orjsiqoqos ui sqaaAi. jo -oy[ o w 1 ©COX 't-H^OQ00500031X^OiN050t> ■ O Oi N CO CO CO •CO^^tJ'COCO-^COCOCOCOhjitJiCO^CO | CO Tf •osjuoo ojuiSanoo ut sjuoXjo 'oy X w I 'g'CO Tf ^ ^ ^ ^ TT tJ* ^ ^ Tt " ' co~ — •sdrqejtqoqos jo ‘o^; « co © co © !cio r- rH . © : ONOO OOO © Students in scientific course. Senior. •9IBUI9j[ M © o 50 j C4 © •9IBK M CM o CC rH CM © Junior. •eyrum^ 1 W CM o CO j © •9[BM W CM - o ID Sopho¬ more. •9psni9^; ® 1 ?* O o CO • CM © •9I«K X CO CM CM J unior. j a : - I IT 0 O rH O CO • • rO • ' ! 8 CD rO ID O C- © a cm co a o co rH rD rC)HH © ID CM i® •optmo.q la : O O CO o ■ OJOOID • • •o • • 06 : 1 ! P* o ega 20 CO rO X Ot>COCl ID CD ^ O ID CM O h^h rO CO 1 "2 i 02 Fresh¬ man. •oyaum^ S • d-mo^o jeoos-^ojo • ; •®r»K 18 625 DI>CC«HC5XOD'OH00 05 r- rH rH Cl rO rH th CD rO © •ejugpnje jo jaquiuu ayog a\ 17 cm x id rH CO * CD> OJOOO^Oit'HNiftOO^H^ D«iC^I>0?h^(NCOXCOD^ CO © X r- CD t> CO CO iD Corps of instruction. •sdxqsjossojojd p9.SA.6pu9 JO ’O^I 16 rH O ! o o o i-i o : ^ o © j i © •sjojoujjsui pun sjoseojord jaapisaj-uou jo -o^ 15 o o • CD O O rH o tH ■ CO •ejojonjjs -Ut pUU 8JOS89J -old juaptsajjo -ojj ,4| OOt>HiO • ID CM CM « rH y* 00 CM ID CD CO I © © CO id © •^ynOBJ jo -ojh W 1-1 I OC t> 40 lO CO W M O 00 05 lO 50 O tdlAi o ^ © CO ID ID Name, * <1 fc J& ! *c c 1 1 * u 5i > c 3 1 ;A! 1 it ’p ‘S - ; c ) ; !> It ns > (- a ?s in: ! § ?E ; a 1 & ) fc • J 11 ! • : ! ! 1 : ) a : ■ t s ; a 1 \ g>£ i r ill >,§> "ll ioS West Virginia University . ShpmlwvrH Collon-A* Lawrence University . Beloit College . ( a TTriixrpraif.47* University of Wisconsin . Milt.nn nnllpifm . _ _ Racine College . T?.innn flnllpoTA _ . > *5 f- 1 c£ > a II [1 i!z Georgetown College . Pnliimhiflii TTnivorattv* _ _ } !*a j a 1? i t 1 s : p ’>e >‘5 n > p >t H i? it <£ h j. c C •>£ ! t *•3 ! g ii ifc University of Deseret . University of Washington Territory*. . Hoi v A nsrpls’ College _ _ 1 c 1 ) I ) D 1 1 * » 1 From Report of the Commissioner of Education for 1880. c Total for all departments. f 5 are partially endowed. Curriculum consists of elective schools or departments, d College is for the present virtually suspended ; figures g These are permanently-endowed; besides these there Under classical are included students in scientific are for 1880. are 50 single scholarships, course. e Includes students in other collegiate courses. Table IX. — Statistics of universities and colleges for 1881, Continued. STATISTICAL TABLES. 595 Date of next com¬ mencement. Cl July 5. June 14. June 21. June 9. June 8. June 1G. June 15. May 25. June 1. A pril 29. June 21. May 30. June 1. June 6. June 1. May 18. May 5. June. Property, income, &c. •eptrnj drqs •xbiotios jo junoore ojnSaoSSy H IS : • © | i e •uorjniadojdd'B ojnjg raojj ano’A jap oqj aoj sjdiooog; © X5 • O • « • © © © IQ ® » * i © . • t Q • ©* ! • CO » © © © © © •eooj uoijrnj raojj xb9j£ jsb{ oqj ioj s jdpoojp C 0 0*0 0 0*0 1 oo I cSvs . 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U pjBOq JO JSOQ j 9 -MOO lO 00 JL — -« ^ ea Se ©©©©©© oC' o © r- to CM CO 1 1 t6 © Name. H Southern University . Howard College . University of Alabama . Arkansas Industrial University - - Judson University* . St. John’s College of Arkansas* . . College of St. Augustine . University of California* . . Pierce Christian College . St. Vincent’s College* . University of Southern California St. Mary’s College . Santa Clara College . University of the Pacific . p i 1 <£ jj i'c !{ X '£ 1 University of Colorado . 1 free; S5XS-c» B n 33 B et o £ § 2 « § • © C »-< 5 -g-g o 1 2* 6 *35 p5g.S’« goo ®H O’-1 ffl © ^ ^ PhmPhm * 8* w Table IX. — Statistics of universities and colleges for 1881, SfC. — Continued.’ 596 REPORT OF THE COMMISSIONER OF EDUCATION. . ic 05 Cl OD T-J o a a a 0 p gi^g >-j i-a i-a ►a 1-5 h? >-5 ® © © © ® L'”r3^-'*-'PPPP^Pr*' © © © © © « a a a a e s 0 s s I"? •eptmj drqs -Jtrxoqos jo jnnonre aj'eSojgJ O CO ■TIOn'BTldOjddB 9JBpg too jj jbq’A jW[ eqj joj s jdiooexi I 8 £ u © - o £ •saoj uoijtnj toojj zvb! jeiq QqjJojejdtooa'jj aoo ^ o 00 ~ * -eiCOOOOCOOOOOOOOiCOOO' JO'TO *-h O iC O CO CO CO - - ^ ^ STATISTICAL TABLES. 597 wTIO 00 t— I «HIMHNh^(CN' © ® ©C©®©®®®®©©®®®;^®®©®©®©®®®®®®®® ppppppppppppppp p^p pppppppppppppp p a p P ’ ' l««M rlW (M , ©©©©©©©©©©©© csassGaossaca _ _ __ss33S30pssc2p^ss33S3S?S3p5 AO o o HOh of o of o i> 10 o o o o o o o O O O 10 o o o o co o i o co oo iO O W o o o o o o o o o o o o o o 0 0 0.0 oooow o o o o o o o lO O O 00 o o o ooooooooooo o o o o o o o o o o o o o 000*0 00000 - - OOOiOOOOOCO ooooooooooooo ooooooooooooo O O o lO Tti o ot-oiot lO O 40 »— I < O 04 t> O CO o o o o 04 00 o o o o o o o o o o o o o o o o o o O O O kO o o o o o o o o o o o o o o o o o o o o J00 iO CO CQ T ^lOCO^’ CO 4* C :S oooooooo 0^04i0 04iOOOJrHTt * 04 • OO 04 eoO'^^>8 *s Q * £ S*3M £ © 2 ®~ a a aoS ap 3 b,? ® ^ I ®‘3 ® 'CD ® eg SI E-o Itas.S' 3 ® SPs? fcfljzj Poo;* C2 GO ; - O O O +3 O O O O O o o o o o O O O O 04 HO^iOCO , C3CR © © 3^-a o® « pg . O ©S^ ^ ci^"£ 'S 8 ®cm S-lM OOOCCOOOlfiiCK'^OOO ® M M W « Cl rt Ci CO CO M ^ So ci 3 a . © _Q 4 2 ®S a 3|SlH 82-3® ^ S.P Ho g'f «h 3 oaa^, a © % a ® •g a C(ia .233-g |«88 0.223 g ® a s ® 5s ®=s «h cg.K 3 0 a 3 a — . ^9iJBjqr[ iC^opoe m e9nm[0A jo J9qnmji o © o o O O Q O ocowo Ti? ^ r-TcsT •B^OOq m JT?9A VXVlS -9XI°° 9tR m 99B9JOOI > © O • O O 1 1010 > O -S' < i o • o e ’ C-J • r-T •Bjojqdured jo jaqtnnx •BQttnqoA jo jaqnra jf o © © o o o WC5CO :§?§ :§§§ - O CO *0 UO©©©© 03©© Tjl tf5 © IT5 to LQ « 0-rH © © © to © © 1 03/ © rO1 joj juspnjs qoeo o j oSieqo imrairy CO ©aaoooojo© oooooooooor 118,313 I 14,500 I 0 1^10,000 I . I July STATISTICAL TABLES. 599 oj ei . cs 5$ oi C5 go . < o n 6*&§^SS3?S5S>?S.. 33bb^nb^bfHbbbb CO rH . ci ci © - d - ® ® © © d d d a d 33tf d d d O O O o o o o o © lO © © Cl CO © * rH © © © © © tH © © © © © © oo © © © . _ © © D © © « © t- © © © © © © © © © © © © © © • g CO © © . O ©©©©©©o©© ©©©©©©©©© ©©oooo©©© T* © © Cl © o CO © t> sss CO rH e :s d ■ 00 ©2 :S2 8 ^©© ^.§8 ©©©©©©© © © © © 00 © © LO © © o © © tn © OOiO © tH © © . ci ©©©©©©©©© © © t» © © .t^©©©io©©©©©© ©!>©>© - ift © © © CO © © © © © © t> ko © icT © r-T cf LO icT cor co ci~ cf ".0 2 ibH 4s s o k ®.h o k fh s o •g^Osgo-gA fe-a.g is ® I ® £ si^-ss gigisSSSlS §g | 5 o °^>.®.J3.5 o cd 0*5 do Of> 5 0 Pfc* t2k2 hi bwO'J pfcj»HW«Oo2P^PFH5^H!3l>fflCWW *r Cm J3 ■ 5 ^ a -p * ® a co ® •*» © «| & e ® H r— t SS-t =><»■- «w _r a o^sC fl.SefcJ § -g © PH a|iogj^«.K •s:88|gi§ ^lIPUl o p^ § ’| a H OH nflp ^ O ^ ^ 00 wJ c3 , © © ® p3 -*a «S © g®^ 1-2® I®1 |lg •SpC -b® a ■ss! t!tM w> ®H © . ® £ to ® *5> P 3 rg >. 5 w> JDO *3 S S 'S ®« 2 a >p © 00 0 -sa ■a w> 08 >5« 4^ 'H f—* n^, - »®S^a^-ga S!|5*aJag ^ P445 o-p^ a o 03 HP 11 3 o © 5 . 5Pg8 P. © ft* S2 •d oo Zl 00 'S-tf ,|ps o © % ■gag's, Table IX. — Statistics of universities and colleges for 1881, cf <&■ 35, 000 13, 500 0 0 32, 643 © cq © co~ © © © © © -t* © © o © ©- cc © © © iO 30, 000 3, 600 45 | i 'spun; 9Ai;onpoid jo junoniy | H $130, 028 40, 000 50, 000 575, 000 112, 327 0 0 *544, 061 © © © cq Cl 60, 000 9,000 39, 000 0 000 ‘001 500, 000 60, 000 450 •enjBJ^dd'B ptre ‘eSnrpiraq •8pauoj^ jo O ! * ® ® ® © ® ® © © © © © © © © © © © rH © © © © © © © © © © © © © © © © © © © © © © © © © © o© © © © © © © cq © © cq © co" © © — mo S- ©r o' ©r © ©r C4 © ^ © CSi ©"©‘m © © in •souuiqq | ^ -&J9ID0B ui sauxiqoA jo jaqnmj^ j H •sqooq m .real 9;mS i «* -oqoo jeiq aq; ui as^o joaj H •89tntqoA jo jaqran^i; ® ® ® ® ® ~ ON«a ® c- ® ® ® g§§ owo o © © o © © o © OWIOH o^oo©o o o o © 00 00 o o o o cq © © o CO iO ' o o o o o in in © © © © © © © ^ © © © © -h © O < m m © cq tji © oo < cf in rH co~ < > ~© o o > 00 o o o > CM OOtM •q99M. V piBOq JO J80Q Cl CO rH ee- in ci cTco* c/ S' co* ^ «WI h}c« HJC4HKN CO cq cq ca • H5C4HIC4HJC1 * CO CO CO CO CO Th ‘ 1 It cq Hh$cq ; Cl J © Tp 00 • lAST •troijm; © © © m co co ci &■ 1 t>©^©©©©m© ci ci © — ci cq ~ 1 oO Cl in © o © © © © co m co co co ^ © cT ©* © © 00 © © © ^ m © joj juopuje qoea’ 6; aSxBqo piumiy Cl ci § ° CO CO >>£> £ 3 go p ? E &> © « s ® 9 t>C P ■05 3p bto ®o ’S 3 "® . . -tJ ,® >>©02 Si • ® ■« c5 © i’r-P ©55 bflp © & - ^ p/p.-£ p £ o: ^ £o> b£ 2 1 ^ >,£ CD O ‘3 22 ? ~ O © p S'S-SSO ftflSfl $.g 2i||S£|lPS|g£ o£M ^Pd^SPoo2p r'o£x'o ® •c^g®j|gi§o§i bOPPPP^OOS^f ) rt» O > m o 1, 100 | J une 15. STATISTICAL TABLES. 601 05 CO oo 05 © O 05 o to Cd ep © o o o o o jjocjo dri ® ® ® © ansa o ^ fl a HHHH © ® © © a a a a 3 3 3 3 HHHH -HO «D 03 Tt< g5 i© C CO © • rH © © CO rH © « t*i © © ©" to" — r • T*r cgT CO* t> fc- 05 • © CO © CM i »-i Cd ©©©©©i^OO©o ©©©©©C0©h - ' — © © © - - - ©'cTcT©‘»0 r-, trf C ocTr-TcT© £3^C^iO£:©J>^;cMcOb-©tO •"H •rhrHCOT— H pg re W ® o O © © o©©c©o©o©©o © © © © © © to © rH C4 to CO CO ©©©©©O©©rH©©©l000t0Cq CO © 03 © r-l ■ '©tOCO © © © © •<* © © © © © © © © © © © © c* © ©©lOtO©©©©© ©©©©tO©©©C0 to ©Ol ©©©©©© ©touo© 05 © t> t> PI © © © ©■'3«tOCOt>*lO©LOi-*t-©© tOrH©tO © o © to CO CM rH rH CO CM r-t CO CM f-i coPccfROwccajKPQ ® © tx > a 5,2 ® Jp bC «H • O > ^ ^ © +2 ^ bi®^ P ou - a ® ® fcc’ot) ®®.2 ® ® a =2p be > ® p> i © © c3 o £).£ p> jO © 02 2o 3 O ^ J3 *© © 5 ®0^3 g ^® ra2g,g§^a°eP Hra.pigS^aa-g ,0.®,0 <§*3.p O § o'© btO^ ; s-a © ! £ r-I bfl® „ a - ®aa ot 1 rr „ s> .. : >3 ;P >!,P o ;p: ,©2s „ ,-a a oo PP ® !»Po a S® ©tf* p jpg., gipjlfe a£°® «§£ 3 ffl p bt<5 5 ffl ® >.©,2^ 9s ^ ® (>ppO OJp S5 >£ P © o ^ 3 © ©'2'cg £*5 S /-j •3o^^^p©^.2©S5Cfccg5©g©r2 ^ ^ g ^ Pfl,2 ® P S ® oia5a5«-=oi2^0^;3:3ov3'Sa5is(>! MOccccHHajH^OMOOoSPccP I (M CO -j< irt 5® I _. _ _> o o o o o <_ _ _ . . l-llNNfqNNNN(NNINN COOJWC') 4-t p a (3 ® ® ® a o >•.' 2 a- 3 § «^ P-2 9 o a o 2 ® p a p a 3 ® s-t pco PiSpS ©'p'^'p « 2 m C 0 O O fl p ® g ®’a"2 23^ o^h 3 2^ 2 2 a S o a,c«i. > J3 •r- cfl ( bD b£ c 'Otr| 5 si H 5 02 d © «s a agg ® a P'hP ce ch ®«S « §'®,2p<® .2 -Sgig-sa ® g 1 •§ OOOK.S £ tl ® ® m « ® 00 S ® © t'- ct c3 © ^ ^ 02 CO Qj f- © J3 P H "P<1pM a Cit-P -H. oo a.o rH ^00 a ®22 .Orfl "“l P _r® 11 a ° ia p a * 11 •rz to a © H h -„ 32? 'O ;fifl §< m| I Ins JP ^ , pr © c3 O Mpq^ rO O' Table IX. — Statistios of universities and colleges for 1881, © a 03 Q •spimj diqs -j’ejoqoe jo junorae 9j,e§9aS2y sss?jgfsiS © © © © ® © © e a a a a a a e p 3 s s s s hs hs 1-3 Hs hj yfc. wji.NWTr ^ rHOQCQOQCQC^OOlO ©©©©©©©k*. Bsssss e p bbhbbbbb o o © •noij'Budoadd'B ojT?jg raojj IB9A jWbx 9t[j joj ejdiooo'ji -899J UOTJTtlJ raojj h39j£ jsrq oqj JOJ ejdioooxi OOCOOOOOI>OCOOO OOOOOOO^iCiOOO OiCiOOOlOiOtfOiOOlO 00 1-T IO CO tf)Vrt CQ~ OQ~ OQ CO =>5> ONO © © o o CQ Csfr-f ■spnnj GAi^onpoid mojjoraooui •spirnj 9Ai^onpojd jo ^tmoniY © o o o o o © 00 © 04 © o ^O'OIOO o t> t> © o' t>* 0Q~ no' O O rH O © CQ CQ CQ OQ •sn^uxedd^ mre 'eSnrpxiiiq ‘spurioxS jo 9hi^a o o © © © © OOOOT^OOOOOOO oooocoooooooo ooooccooooooo t?T no - iri* iS t> cT o © «T w ©* cT o o . 0*0* s© O 05 O O >rH © iff © CO lO O CO o Libraries. _ ‘ 891 JBJqiX jfj9I00S HI 89UmX0A JO J9qtOTl^J 1 * ! •* 001 ‘I 1 OOO ‘9 12, OOO 0 400 • ©••»• © 1 © ;of ; » • • Th* • OQ* © © © © © © no rH © OQ OQ' t*T College library. •83[OOq HI JB9j£ 9TBT3 -enoo jeri eqj ur oeuoioni H H © • © » OQ © * © © © • © OQ 01 • co © .©©©OOO © • CO IO © © © rH CO . © OQ OQ © rO • • CO © : Ts © no OQ © • • ’859xqdured jo joqumjj M Tfl • © ■ © © © © © © © © liO © nO CO T* © • © • © © © <5 © • © • © © © OQ * © . © IQ C5 rO • ► • _ • rH • rH ' ’ ^ 2, 500 • § • •sotnrqoA jo jeqmn^j e* h OOO OOO iO © ,00*00 ©©©©©©©©©©©©10 ©0©n0©©©©0©©©© ©co©oi©nooono©iO©©^ QOiHQO * * (M © ©©©©© © © © © © © © ^© © no © © CO ^©"gQ © t>r •2X99jii 13 pj130q JO JSOQ -H ^co c^S’c^Sfc^c^co co c^c^c^i | • • -cc^oo ' HN OQ OQ OQ OQ 03 Hci • • ’ • OQ rH • • • • • ill CQ CO rH moijxnj joj jnapnje qoi39 oq eSj'eqo p3tratry e rt OOO s ©©©T#i©©©00 00©©©©CO©©©nOTt«©© ^ © © CO Tt» CO CO H *H 0 © ^> OQ l> CO CO CO 0 O rH uf rH «N "3 36 ) & Z.-P 3 3 -I h. ft.® •3 flO Pt ©-2,0 ^ ©-s ® £ ® §t>'£ 1 1 1 cd © Is a^ ^►■g s-U g o3.22 i-a.2.2 P'S I s 2cso^Pp-ft?p®^=lcs©®^+iS3 ce! ip pojofls- Wfi^cc«H^^P3 STATISTICAL TABLES. 603 d d S3 d d d fl 3 P P 3 S S S S 3 co o woccoao cocvocjh . co © .go ~ d~ rH t* d © © © © © Cl © © © © © CO © © O Ift © T-t © © © © © © © © © © © © o©oo»oco CO © © © © © © © © »C © © © © © © © © © © © © © © © © © © © © • © o © © © ©©©©©©© ,©©©©r^©©©©©© © © © © Cl (NCOHHl>©' © © © © © LO d © o © Cl lO © © © © lO © tH © © © © © © © © © © © © d © CO © < © © d © © © |> d r-M d © © ©©©©©© © d © © © © H CO H lO d © © © © © T* © d © © © CO d d oo © © co > co d © t*h co co t* ^ & • • • ^5 CO • ■ PrT © • -*5 ?h © © cc r2 hr© >*•£ © yi^o ^jsgss s ® g.-a U |I llnl|3|j EfbjipP ® £*§ p,On ^a3o gPP ^■§1 111!'! § 1 S&s v > © tb* © © © ©OH t- ©00 » © © I © © • © [>■ © r-H © © d C8.0 © © © 01 © t'- © 00 © © ©CO © © © 1-H © © © © © © © © © © © © © >©©©©© g£ad a pSJS ££ f § ■S® 111'*'* 2"§ © 2 2^2’ ‘S S ^SSefv r®rf 5 £g SI *3o^> «|3| •§ "S © 5 ^©bl® © © © © © © © © d © © © © © © © © © © d © ©©©©©©©© ©©©©—(©©© d © © © © © © • ■ *rH ^ JH © | : © £ §) o 5? - © £c£AO:§ 83 M © Wl®£ 3 tt nO bC ■ I i o • o tc 3 © cS ,q cX.© to ■» fiH 3 t».s M )Oj« © co © .,H 0,2.2 P.r2f«r© -b >0 AO's a |*u'® fl ^ 30, 1 ^ J 9r> pH iislllllllllil §ll!ll|{S3 it! |i t 1 n| i| © G c4'^'^k2'!br=iS!G © .» -2 © ® 3a ,9 £ ® -9 ^FSPOFP^P oooo ® ® wo H id (M TH * rfS O ® ® ® r *400 1, 000 1, 500 ® ® rH O lO *89 amp) a jo joqamjj e* H ooooooo® oo® .®® ®®®®®o®o ®oo® * ® ® ®t>®ooca®fcn>io o rH * 04 04 rH • ^ : *1, 000 1,700 4, 600 1, 200 2, 000 50 2, 000 *3[99AV B pjBOq JO JSOQ h ! Tf • ^ Jct ! 04 oi • tfi* ' -r 3? j CO LO HCKO 04 < H5» r-5C*H|cT ; CO CO 04 rjH (M C4 t •uotjinj joj jaapnjs qoB9 oqi eSxeqo jenna y « 10*0®®®®®® ® ® ® ® O H< O GO O ® 00 <33-04 l rH CO 04 rH So e S •®O.C4 ®®® • o i-H ® ^ • i ^ Name. H Allegheny College . Mercersburg College* . W estminster College . La Salle College . St. Joseph’s College . * University of Pennsylvania* . Pittsburgh Catholic College . Western University of Pennsyl¬ vania. Lehigh University . Swarthmore College . . Augustinian College of Villanova* W ashington and J efierson College . Brown University . College of Charleston . . cS a 'o 3 o A £ as © > 1 © > S Erskine College . F urn am University^ . Newberry College . Claflin University and South Car¬ olina Agricultural College and Mechanics’ Institute. W offord College . . Adger College* . East Tennessee Wesleyan Uni- 1 versity. 1 NNNNINOJNM WNNMNlNflNWmCO CO 05 CO STATISTICAL TABLE. 605 Table IX. — Statistics of universities and colleges for 1881, ; 1 j 1 1 i College library. •sqooq m iuoX 9jui3 -9X100 jsrq oqj oi oeeaiooi 3 psiii i i 300 200 • • • C 39 1,400 •sjoxqdiired jo joqmnjj n * 1 300 150 1,668 4, 800 1 i i _r : : *100 318 800 500 •somnxoA jo joqmn^ e» llilllllllllll&l 1 lii - ® ®" H" ^ ^ H* ® t-" N t-‘ H N rT r-T •2[30At U pJEOC[ JO J90Q H * : ■ ^ • v-i ^ O rfl o •SJ9Jnj09^ pun SJOS -SGJOrd JU9pi89J-U0X ! 2 j 0<§ 5? •siojonajem pun SXOSS9JOXd JU9pt89JI CS co j so Preparatory department. Stu¬ dents. •9^6019^ QC ; e° : j 2 § •9IBM $ |° ; o Si ^ • r-. O •6jojotujbui 9 ^ go ^ N President. Rev. I. T. Tichenor, D. D. . . Gen. D. H. Hill . John Le Conte, A. M., M. d., LL. D. b E. E. Edwards, ph. d . d a d * ®" 1 . M S O 3 a* PM -1 W 3 a * d| a b." jS j ©Jr j « £ Rev. P. H. Mell, D. d., ll. D.(ex officio). Vincent T. Sanford, A. M . . Hon. D. W. Lewis . Walter Stafford Dudley, M. p. •uoij'eznreSjo jo oj«ci 1872 1871 1869 1879 1847 1870 1872 1879 1873 1880 • j9j.reqo jo 9jB(i « 1 ; 1872 1871 1868 1877 1701 1867 1872 1879 1871 1879 Location. Auburn, Ala . Fayetteville. Ark. Berkeley, Cal .... Fort Collins, Colo New Haven, Conn Newark, Del . - . Fla . Athens, Ga . Cuthhert, Ga . Dahlonega, Ga.... Milledgeville, Ga . Name. H 1 State Agricultural and Mechani¬ cal College. Arkansas Industrial University.. Colleges of Agriculture, Mechan¬ ics, Mining, Engineering, and Chemistry (University of Cali¬ fornia).* State Agricultural College . Sheffield Scientific School of Yale College. Agricultural department of Dela¬ ware College. State Agricultural College e . Georgia State College of Agricult¬ ure and Mechanic Arts (Uni¬ versity of Georgia). Southwest Georgia Agricultural College (University of Georgia). North Georgia Agricultural Col¬ lege (University of Georgia). Middle Georgia Military and Ag¬ ricultural College (University pf Georgia). H NM 'sfiOOt'OOCJOr-j 187S O.D. Scott STATISTICAL TABLES. rH 05 CO : ; ° i S • g i3 § 3 ® j O <3 3 _ • 1 § s ss < ! >0 rt. ' N M '« »-< • © e : i ; ° lO 1*0 CQ 5 ■ : i i \ii FH. : ^ a a s lit • q ; - : S : - 1 © ® 3 t i r ! § *i’ * 114° f 4 » Ill'S 1 5 >g.. pHS32i n I Mil i jj& , *a 1^2 n . I *1"? < J o - Ph gl o £ :£•£ * N 3 M •e«H gd° ft H I # ' I a £ • « |o|-l ^ * 3*0^ Q I waJH | S fdd! g. t,' s ijl ris”^ 6 ■§«“’ -Sd 3 ^ 0'S . 5 . min a C. 39 § £8 S3 60$ * Table X. — Part 1. — Statistics of schools of science {mining, engineering, agriculture, «8* •9p}ui9lg; •9ITJH £ c3 •9X'BtH91f[ i « ‘9FH •os.inoo .nqn ^ J -S9J m aaqranu x'BX0! h •SJ9jnxo9x put; e.ios © -S9JOjd JU0piS9J>U0^; H O © 05 q •sto joints at put; e.iossojojd jaox>TS9£[ •9XL>tU9^ "9IBT\[ •BJOXOtUXSUJ © -e ® '6-* °! g Jj a II® A A p< • 2ffl “ 0 ; §Pi ^ ® .3 « W d e* • g 2 H 3 . fl ® a be 'G n o w J 8 ^ -M fl" > &§&§ ◄ *•=! -2 ■q a 93. t> M STATISTICAL TABLES. 631 O > a b£ 'H S of> tS pq S H E S 0*. g OS ©r-3 So a wi« t>_ .®,2 S «w 2 hr^ ® IB$2* . =? a -9 <§.3 8 OQ O.g.2 o S ’E .2 ® p.' .t b} “a a a^.a © a b t> w 3lf|| = &><=& <3 O © •a |j ^ a .2 gs‘ y © c3 ” a 9 ®. 2 © 5 ®o 4J .jr. V© -a © o ss th s « ® H w ^ ©> •§3tf3 H^O gAs'a Sd'^l Is^ So iS ©^-5 rts, 53 > Sat:- « # oa fe © 0,2 h3 g ® ® © a ^ © © S tJD H 33 a Ss ® ©^ S ®.S g £ PhMcc^ -© Wra « 1 ‘rto 1 o ® ® u a«2 © is t, 2 ftS 1 ;I o ® «d 2 © -1 co c3 erf g® ^® A Ph Table X.— Part 1.— Statistics of schools of science ( mining , engineering, agriculture, $c. ) endowed with the national land grant, for 1881, 4'C.— Continued 612 REPORT OF THE COMMISSIONER OF EDUCATION. •jnaraaaaaniiiioa jxau jo ajBQ •noijBudo.iddc ajBjg tno.ij aeaA jsbx aqj JOj sjdiaaajx (MCCH © © © a a a CO *-H I^INM >. e © a a a a a a a t-S t-5 IM © © © © rfiOOMO oo in © t- © •saaj uoijtnj nio.ij jboA’ jsb[ aqj joj sjdiaoaxx © 1 SS, oj § 1,-r •spanj OAponpoad raoaj ecaoaux •spnnj OATjOTipo.id jo junomy •su^BJBddB pue ‘eStn -pXinq ‘epunojl) jo arqBA •saiJB.iqix Ajaio -os m satan[OA jo jaqcanj«i ■sqooq hi jbo A jooqos jsb[ aqj’ui asBajonx oo o © >o © •sjajqd -raBd jo aaquraxx •sannqoA jo aaqrati^ O O O CO © o o o oo o OOOCIO 0500010 CO O O O lO o 10.0 O O 10 ^•ioooco O WIO o juqo Tenuity C* o o o ill •jBaA axjSBXoqas m sqaa.A jo jaqumxx ©IN © © © •Apnjs jo osjnoo xin.J nx sxcaA jo aaqnmxx •sdiqs -.iBXoqos aaaj aa’qjo jo jaqranxt •sdiqs.iBXoqos ajBjg jo aaqum^j; o o © o © ©T* © . © © 3 tic a t © a :-gp § ©S.s -3 -SI'S i is * 1 1 • © © : wo § fcx ii .2 M 'fl ° g g ?r© P P P P Sf P P 3 3*2 ^ 3 P P 3 53 © CO (MOtOLO-^. CM r-i O O O O CO CO CO CO CO © © © p p p p p p O O CO o o O (MOO lO O o o t>* co'iq' cT o o oc o o O O CM O rH 00 io oio CM O 00~CM~ o kO • o O O t> o o fcJQr© ® © p_^ o -■ vu O © *3 uZh^^-^®© © ^§§.|.S5h © > g fee's § a> til0 ©^ ■ d-2 dg a> 2«3«m if B«i3fl3flO GO dl/i 0,0,0 g tc © ,0,Mdo©be®.9 ® © 5 ■— 1 rt d -Br bog 0 © jg Oj to » j © a •aa-1 assist S WSSSSo rP * bJO +* © © 'S ® ® S> Off © rM.® g © a ° .0 d flrd 0 o >— i J3 © O gS* 3 *•§<= 03 g d 3*9 s * "~0 5m >J ° to , a & 5P co © t> S3 bC S ’3 8«1 ^ W Ssm , d -So r d © a is ^ && 5H © o®§ SSS «-2 ^ d ^ cc«a ®f- - 'll* rj CO g^f^i 3 CO p ^ - P *r^ zjS 3 c3 2 73 © ° •2 - *E 3'^ an g , +Z o <3 *0 © 1 9 © 0 d.9 ■ oli 2 o b •5 +5 o W fg ■&03 o ®C «1 «IS :*S‘ '^C° ^p-1 w °g .«h a © •r pt.3 d O C3 © 3 g £ ^ © W S o 2 w © tc 'g | © d g,® fe 5 S M OW o tog 2m | .2 > S g :'&03 ; a 0 a ^ - S 0-9 0 S-o° w^3S§-2 QdO ® 2 $ ^ §3 d-2^ 5Hi5h3 3 ■g ©’3 ~.4§ 3^ ®'G g >^/2-M5m c3 b/,5 d 'd d 0 oo"^ ^ iSI&o48| d fcfi ® Vj d 53 W>*» Ot)-'5M M © O - o ©75.9 e-$ .9 © d ddB-^ & © © M „-oS a 3 2*« o o p ,H °5= o a^®^- ea © ro®d?g®©d . r- d-O « »© 2d3 d'O s 5?IJI1^a rH QO ^ C+H H r© H P © 25>005rT-P:!ars ^ t-'SiS ^f® 0 ©'> goo, do© -B*-*-2 ‘S o a Ooo^d Vi © o 5 g p,-2td u ^ a ddB bp, o © .g S'43'^'d ag ® a . O "BgB oW ®s s p- © © es 5 -a .a *p< s& 'rt tC §| o ^ 10 ^ • 00 P 2»p 52 •-ra ® 9.1=1 2 a a S®2 bfl 5^ © o r— © P5® SS: m _a. H2H •«**'4* | o I® 3wh Sm Si, «X -M © ©M ’ O 0 d® © o &!=? a a3 Tr «■ “ , _ .. ; * •1 i a g a ' I a 1 — 0 o-.g a! • o 5m 0 0 a a ■&■ 0 ^2 5 g* rH A ^d -^2 0 g 2® 0D © _o d a 0 |i 0.2 5 o © ® e &>> ^ ® g a £fj.a:f ■■§ ” wiZZ d®-9& o^So a ©‘a h B d m d © w gSo t~ « « «g^2 8^| | g 0 2r2 2 2® '© a ©w 0^0 b © gg . a-S - a - © rv» P ft? © o d w 2 s w e r© a a g m- -3 ’ g gg CD -P ^2 W O ^ H H p.aP S ci H ,^Q P g'3|JS3rt>^§B®§ ’^I’g^'s.s 8"1® ala's b=® i 0 n ddfj 0 a'3 3 © 0=9 ©O -®2 1 03^3.5 C a^logoSIgM-ll -fl2f®a^|'2^| V O* 2HH ©'S to CO 00 o Table X. — Part 1. — Statistics of schools of science {mining , engineering , agriculture, m * © © co o I H fcJD fcJD U> • o Cj (p q.t: o ^ ® $ 3 g S c8 ► o 0 © p ® 1.9 c ' a-.nd P cs S.i p > •S‘o tip o * g 1* co •5 sh :* I | O Mg |i5 o.-£‘o So .. ipo ®o-< ® ) r— ( (D r— I ■2 s 111 | & I a P W> -2 2 U O-H ®"^ Cl s - u tJ3-2 ® ' 15 ® *?a.SP«o£M O M g •£ g ^ H flO.2 feed's P PP<1 O . M 2-9 © ® Slg 2 P'gl^ ®-3 cSCh ’P - s.3|l © o.2^ a cc ® $ „ g a CC ? H o c|M§ HP M v 's 4 i- § ©; ® t §< £ a. © -H - >■ © 1 © f* o p a o o_ ® C«H O 9.9 S « rp a P o: S ?! a ® ©t3 a-&a g n ® ® 3 jsl-S o ®.2.® f ^ q (3 Ss> i'a- a pP * e c p- ft"S o Pi Table X. — Part 2. — Statistics of schools and of collegiate departments of science ( mining , engineering, agriculture, Preparatory department. Stu¬ dents. •9X8109^ GO j 00 O •9I«M *1 o o •ejojonajeup | * 1 CQ o : President. O B > © a |3| P 3 § J25 b | * § ** > t> ; a < P= 3 s r < ^ S _ i « i 3 .2 fe i 3 K • H < H d .-c i : ) Ph fcr: 5 ^ P > 1 1 © r s ! & : i i p j 4 j ^ 1 a ) ) u - b. a r is 51 : > > 1 2 Y— William F. Warren, s. T. D., ll. d., president; John W. Lindsay, s. T. D., acting dean. •uoijbziubS.xo jo oped Tjl 1862 1874 O 1874 MOJJUqO JO 9JG(X w 1 1874 00 rH 08 O 00 Location. San Francisco, Cal. (24 Post street). Colorado Springs, Colo. Golden, Colo . . s M <5 o 3 c r w£ 3 © c i at 3 © C 1 Hg o . 2 *K fcC c| tig cj a <5r q'M > a to 5 pi 8: 5 o p ■ m £ © p 3 °' 3 73 isi £ £ B-s 'gl'g A© «V( © « 3 g.fc. ©-fe a © o ® a sc© o 3 ® 3 £3 © oe _a o _ ©-B .S . •h| ° ° |gM © 35 .^B > 3 Ip 81 ©«H r© © © to ■3 -2_g ^ ©-g © r-egco a ® o+£ © 2 © 2 1 ©-Sal tea , © ©2 ©- 3.3 P-3- 'p-S o+j- Table X. — Part 2. — Statistics of schools and of collegiate departments of science ( mining , engineering , agriculture, IIT3 SJOS © -sajo.id XHopisQ.i-nox •8.I0J0tirj8m pat! | SJOSSOJOJid ^U9pi89XI •9X6019^ OC •9IT?K •sjojotijjsui d* oW ,J® . g • 0 _cjce _ a a & e +? © ® -g 2,2 a‘3~ sW Sfe .O O'® as pa ®-§ ..a a « E-t p.a oo. 3 .-3 6 a pp d s1« a'® ® raj .2 003 a auijjPP •SSl'SS§-Spi8 Ja kdj kttjs I O O O hs ^ O - ® S _!> O © O <73 fn © lll^l ejases p? WPP d ft PP silsisai O* > •noij'ezmeS.io jo gjbq •j9j.reqo jo 9je(i M oS ej r a' W W Wft Jzi 02 .K ® a §5 ® T3 © fcC a .a a .S SiS © • d.pr I ISIS 3 O2 0=g o’a'o > 0‘C^.t3 r.^a® [>5 © So® i J "S bJD*; 5* 3 ©r§r*’t^d l&SI”ISsl ,a-6S'H o4f£ a ©*. © a 02 t>J4 3 © ±? 02 ® |! ,§ a |gs a^ ® a 2 3 o o*^ llllls® loS^ a^ o » a &* 3 >3 ;l S'* o a Is 1 ° B*ft a > PP toa^is f, Uf-j © ar-g ©M om a a - 8«« ►r © © ^ o ■ F P Ph 60 a w 1Q O H 021-5 iP ® a ^ ja -S « 'S — § rt o 1795 I 1845 STATISTICAL TABLES. > 3 a o° ; Oi (M . ^ lO • CO • • rH * C ^ - ■** ° ° O I • • O | O o . ■ t>- o O O . . . o o Q Q tS 3 3 bC 3 t> 3 o "S a «w _ © • a >i3_2 3^ 3c a d.S ©•©a > 2^ X c3 333 3.3 §P o 3 © M © iis w PPP PP CO 'A p P (3 -s .2 p -*3^© o^_ 5^ ; o © § a © §£►» fISl © © • las; CSrM.-g P ® a-^P- 13 si!1 •ggsl- H bC® IS|» « .t; I*--5 to, > © a co J > 2 bo’fl }v3l^ )5Soa 5 a g g S 3 2H^'bp-g 3«w © a © o^Pt> £ bc> _, a a 13& be PI © HP >-/© PI a ca d S 3 P o S'Sc . a c3 ©3p V a 9. 3H 2 P h: 'sV biy3 © leias ^ © ® Kg ©•- u,_ m ^ .S P 2 o c?q o Mg 2 > S aoM © o c= p § *£■§■»*•§«* I H ££tO CO p ‘5a ^ > © (3 a © a Slfs © M © § H © >'g o 2 -£.9 o .3 a be ^ t> F-i >5 c8 ;g p4 CO ©•§© ©.9 a .oh £->-3^ 3-9 «33 •%>£ a ©^ >=.2 •g © © +s co P M -4P — - *2 CO 5 C-'IZJ ^ _ H r-» I ip! g-s || a Veg^sS £ -m, *5 Xo S s 3 C7 « M i al¬ ia ® a ® c o |o §£ g © * g © a.2H a 3 m • ££ I § «-Sxi q .ill! gli !l «T® beia) © .a 3aJ P mm a sgsj^ l^^l!i a » § © S © ■s aa 23 4a ^ fetec ® ®| ® § ® fl P® M O © Ci d u S 0 Pi'S 2 a > '-PlOr©©^^®.^ ^^a.a'Pp.oacc © p . pCt5>’a«2 ©^ © ® a ©!« H •* a 3 ©oo apaa) a « O ® M OH§ ©r© © o § a 4^ 0.2 ft © 3 ©a ® P^a a a © a 3:1 < e a -«5 co © £ So bc^= 2^2 O J o. bo is pi H 02 ,H i? ® ® a^ © § K§ ® t-® alM.MrM© n h-h Se oo Cm a® ®_©^ 111 1 1 a 4S c B ® O ® © CO -e 617 Table X. — Part 2 .—Statistics of schools and of collegiate departments of science ( mining , engineering, agriculture, ^ ^ 1-5 •noij'etJ.doidd'e Q^s raojj jb9A oqj ioj sjdrooexx o o o o ‘699J UOIJTIIJ moaj J'bo.C jsiq 9 qj .ioj ejdiooaxj epxmj 9Ai'fonpo.id mo.ij eraoonj CO CO 00 05 (MOO- to'coV' t> afcTco eo ' •epunj 9AU}onpojd jo ^unouiy o o o cm co o IOCMC- o o o o o o o © ° _ o o o o SS ^5t ^ cm •sn^&redde pins ‘sSaxpxraq ‘spunojtf jo ©n^e^ 88§ o o o o o o o o b*000 r-r~ o' o' ® ; •S9Ll,8JqtX Aj9ioos m sorarqoAjo jgqranjq •sqooq ni jb9A looqos js iqoqj m osnojonj •sjQjqcIured jo joqumjsx •S9otutloa jo joqranjs' o o o o o o -ch co io ; j® 'cLuo'^ioToo'" •not jin j joj jaopnjs qona oj 9§.inqo jenrniv ■j/eaA oijetqoqos ui sqooAY jo jgqumjij; 'AptlJS jo 9S.rn.oo ijnj ur sxeoA jo .loqnm^x •sdtqsjTqoqos 99JJ jeqjo jo jaqnmj^ O O O lO © O ; © © © © lO © © © OO © CO CO lO CM O CM O ic rhCO Th rh •sdiqsxiqoqos jo joqnmft; ® ® ® ® ® ® ® ■ iii :»S il* • M) n be t-, cs a a bc'^ .S S © •2P^ •S b£b£ O a a _r ^s'8 S!BO fn _ i-> P-i be a t, a © ©•? a If -3 il| I IS33-" ‘a a > saw a *0 B 5 bD a a i b b Lr© +- © ,s«® © a § no© © a a !> H-P o o a © n S*4 1-5 r© o © © *3 il :fc :«h . © : >5 ;S3 © • o b£ © © ol. ^ © >5 a « o S _ _ "'■SSlog^l £se|S«9 j.S y So 18§!WS ! (a ©^>^©3 ! acn a >, > ! ®-r- o-^-r; : ao oa.2ofl-g9u oj Cm ©a S'g r_ © Mr© -a ,tS O e8 ©^'Tr^+iU+i °rZ'S MH og^9 M© © ,a . © ©“ 5 bC® ■ i © a p»i«h ^2 1 o §^1 -~'o ® ©'© a -aissgg 'S cs aic ® 0©-r-| © © o r © i br. ® as ja P ® '-S bf © cs a 02<1PhC02^W 0^2 mt: ^ bi® o r? "S (aSooOflOfe .a©®ra©,a'® -S a.s ®.®M-S.fc «■£ biS 3^-° a t> cs a© ab k'p-H ©^h Ma §cSo°^|'sa U2 & O -rHplUflP^ 2«2 *S.2Br2 S* -g a -nflv 'o ©t: as .7 OT5 - - S "R s feSaaoSSo 'M-a rt J ©^ gra.S^Hra o rC P 0 c O c o PhOEHcCHsOcOOJ Ml C0-90005®l of Applied Sci STATISTICAL TABLES. 619 © © © © ® d d p d d 3 3 P 3 3 >■5 Hj A h) i-H SM eo j fl +3 H g *-H © C3 t> ■s-3 © 2 © © Pr3 So R ^ ro§|§Mi l|.g’|al IS 55 o cd +S nr .3 S bt t> £p ©H r-l O (3 tl £| ®p g3 © >L | 3s o 2 8 >,3 3 ,- O ■» C >j3 CO M +3 © CD 2 fl 0 m © P3 * >5 H(§ S S O^J tJO rt Ah M Pi © B_, — p-^°?is°f2aS»J|a| d«°o£oir(2 0rt.2'S5 £ |>2 ® 2 s£ 2 ft,°[>© '>r© 54 © © CO tH p- CO CO ■ ^ “ Sis'Cft ^ ^ d © ilsiS1- © ' r— J © ®P i © dd3 3 \r-tT — © c3 lOrtSh >EhhPP 05 © © © *rH 3 O i-3 co P-coPh H-MiCl 5o g-2 © 2 '3 3 ® d ^ •2 £"\2 3®- 3 2 £ O P O © © tH © © © a © © S’-*3 d 2 5 fs3 a> -93 h © © pi §3 IS ©>i § | a o rP'3 o“ • 3 e« -S© 53 tH^® „ &o 3 as.® § -drd fl 8 § §|fs» ©■© fc* •^rd-g PI S © © 2 2.2 ■g * S>£ St'S PI d^ • rH (=1 a; CD r^iai 8. \Z$g*%' -ss I® * OS’S "-S ! o § ©«s M PS I o ? d © © _. rd GO a .2 .3 ft ® 1° ill'll I ’P E3 ©’cS © rs . © ' © H © - O prQ © 3 >5d ° d^ ® fell e8 ^ 3.2 °*S tH-S-n © © © S+3 9 B fl'rt _ ®.3 ©A 2.9:2 3 ©^ ° fcCPi.2 ^ d O t. U 8} ^ 2.0 2 ® ^t3H ; cd L. .. . H » g ip»gl I o o ©>d 3+s bus © s -3&S2 O 1a '♦h 3 0rd ®-d *+= Slls ^2 ‘CSS 23 © tHrO'-1 © 4^ Kr ©•g-g.2 gP®S © '«-oa ° p ° d ei © o’d.2 © © .dd§«3 . >>2 aJa^ 2 rd 75 ® do3 £ § §©S»° IOH ^3 ®^5 oej-i d §2® © «'3o ||f!«a 3 p.'s ® OcQ©dd'+H©2^ .3 « d7”®S ^ PI 1—1 Oi.d . © © ,_, P +H fH eS © ® Odd© d h 32^2-s!!§ti o3 3 a * d IS o' 1 fciE •rH 0>rP ®'H ^ 2dOrH©,., Jj'H'd 3^2.|sca®',^71 a d'Mg'g'H g d Ph^, P, m^Pi© |'i'§ ®3-2j'| _i s a Hd © ti owc ^'Hd sop a S .2 © d-d ® X «« •d^jo'7 tn © 5 «H a^ t> d3-a © o o flfl d v2 r° S & HiH HH Ht>PP«2i *£•«» ~ s g ® .o ft T-H W VW - 3 lai-gs ^ Pi r § ® 3| a-P3: *3 3^ ® § d © _a © ■3 d oco r§ ® P’3 £ Poo' O d 1 ©.a^l^-o ©3 £ ®^2 «°'S-5d © ■ d tn p d §3 2 8 b «( l^rd.2 ftS3 ©do © ^3 © 00 O © g d d ® a -I © d PH ®3 PlJ fti 1 fld. P3 Ss § ?T! © 2 © T3 ©'w-d ®®b5d^J'SS§.2^22l w^l3® 2r3 9|d'£°3® dP5 S3 > p -, ^3 © 5 ® d^ © 3 jS © © 3 ® ^9 2d© S'1- © ©h S a^ d ©3 d 0.-P43 " ® OHO P^ H PHP .2 P d2 d ©H O ®U - . . H 'e «> *s 05 1 I a o o . oo T3 •r © t > 2® H o 3 tH n=S a © -S « a 3©^ © ® d © a-rt o d o 2>3 da3 rd’’© d PPP o d © PP d ©op «,iS 3 o © 0 Table XI. — Statistics of schools of theology for 1881 ; from replies to inquiries by the United States Burea u of Education. 620 REPORT OF THE COMMISSIONER OF EDUCATION. Corps of instruc¬ tion. •edxqs -aoss9jo.idpaAs.opua; * OON kO . 0 O ^ rO IO O O 0 •saaanjoax pun saos -sajoad juoptsaa-uo^j; I 1 00. OO^ : ^ ■Ttt O • •ft ^ CO •saojomjsui pun saossajoad juapisa^ 1 ! - ft ft 05 CO ft CO T* 00 CO ""^> ° 3 _ < « p P .g o a ~ ^ x .3 bX) ©WHs- £•:= ©"3 © § ^pq£!©_§c«fflpp5G • ^ n .5 o o -p ^ ^ H '£ ^ W M W N'Ob^ ©^ > > >■ > > p3 > “ > . > t>‘ ^ b > t>’ > (BJJSSfJi+jiD+iSsoSjso tfMP3PHpHP3Pnt>PHP3PH ^ *M © >» ."is©* ^© « p si<$& "5 . 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Joseph E. Keller, b Five of these are only partially endowed. sion of a valuable library and productive funds. Table XI. — Statistics of schools of0 theology for 1881, — Continued. 6 22 REPORT OF THE COMMISSIONER OF EDUCATION. •sdtqs -.lossojoad ’ pgiiopng; 3> ^H . O CO rjH ^ O kO « rH in rH •BJ90HJ03X pnB sjos X ; ; ; rH ; ; ; O -HOH rH • r-l j rH jrH rH -S9jojd ja9pt89j;-xioj>j •BJOJOTUJSUI pUB 8J08B9J0jd JU9pXB9y; t* lO CO O CQ ca CO CO CD CQ 'HH^CDH C5 ^ CO lO H< rH ID CO • is ^ c3 _ ft O .2 ft . g n O q OS ™ pq'E© « >;g:.2 W ? ©^ HR w .5 H pM © 3 ^isjt2 i © P w ^ J rv» - • rv>. & 3 «T .HO © =3 O^P^OpP J ► .p n , > o« -2.2 g § „ J5 fi . « a 0 2- ra-S O ©P • O fi O . © o -2 g +3 Ci © pH P rH pH t> t> tP © © © ©D'*3©^ t> Ph PhPhPh Ph 5**8p^b &s«2 . O . . S-* • ^ £■< ^ r © O © P< © © ©< •noi^Buraioaga; . o j© ; • 3 Ph ; % : • O ’ 1ft to \ cs ! So ‘ft •o • PhG Ph cS O c! 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> as &--lS'a* l-S a © S° C«P © «.Sd ©;c Ph © C J rP © ©to p^rt^'w-gic ^gilS-§ll©4l 00 DOH CD CD CD CD CD CD CD CD t> l> t> t> t> fr* t> t- 00 CC 00 STATISTICAL TABLES. 623 00 Hi cJj o . 02 •< £-30 § < ,-~ W gM * U © P £ P Q 2j o Pr M . 3 a pH hi , ; p | p p ■ s o 5 © - .0 §5 -Er g< t> > ^ cv > t> > ©©©^©©©©oPi® 0,2 . o t> © © P C4 £• © "|0 © > . . . i - > t> 5 0 0- hP3Ph! Ko o-pcq © ©0 g © © 5 . © Seed g S hSecdM^ *«>(> t> t> > > © © © © © © • c3 P«_ P Q f-T p a © .P fcJD tJ- h> h:, p ^1© © PcC 2o j cgpq«J a z co § > > © © © PhP3Ph H © ■ _l • IP • 43 eS ci • • © • •® ! ! 0 P.O a © : :d 3d .1 3 .02 • O • . • o • O/ • CO ’o M O P © P. Id2|3 C cj . Jp* © •p S . M © rO t/5 O s 3 ' « i P-^dra4, . P* rt Cr3 S M c3 o U (A C 7^ CO 3 ©cp ■ i-1 M 3 o-g Ph Ph H 3 3® 0 2hP ns • M PnP?W0P^ © d S ©^P g tP's^'a oHtf-JJd o'© > PhPh H £ p © PHpPo H O O 0 ^ CO lO N 05 m i> o i> co eo r- o m 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 cooocooot> 00 00 00 00 00 00 00 00 00 000000 00 00 00 oc 00 00 00 o to t> M oc oo « s sis ®^p rP >! © a p © O p.*i ;p^ • o ©^ lLo^o P>H £ ^ o ^ © © (N © ■US) : : ;o •d^i °o3 " ■= „ jr-so © c2 > 2 §*srJl§£!V op s ® ® dP ® ^ d d si S ® ® P?aQ3Dce’HO0«H' «P4 d 5© o 33 2 :p ! © •rP P P u >5, '© fcO S3 P :|§;^ ,d^ : ^’3 !Z?r\ C3 3° a 3 -'o-§n :Sh, t/} g .2 a o__, ^ mi* O Mtf o © © n'D. PR 5 ® ten ^ Sp|H f ©'3.3 § gwa d0 P n ®r o S +jGp .© o ^’Po! "cj © t>j _« B R So1-1 a >>© J St1 3 • i_i ■ © 2 t» "©© :.2.2 r® ^:«a S A fcB . 0 © 'o jr( : ©^2 Pn Sol p p3- A c« -g > H ce R ra w a o ® S £ £ Ph 2 & P- P © P3 © PP 3 © © © ©3 ^/=CC ^PH-O-g^r- gSrt-L «>-H 5rHr! p.- a, © iphCG ^ -(H . ®,’3D43 'Sil'btr « r3>-®p ©3 p stp P K.P ©02 © o~- o © ©Ops £§.g | fc|'J P d -a 2 © "be ® o ®^.Ss © igi a^a^Qogg^d o'? 2 ;-p © *o©i^ ®C3§^ o°^.5 ^a®p p.H P © © © © t-i P0° 2 > |fld£p »•! ft-o £ o-g o o , , rP.£®^3© P ©333 o©jd^|P,©ci©®rp© ©rp 0^3 +3-© O^rPPHrP PSOOoaajHMHHpqH rr hpW fciS_5 fet‘3 *=». « be© go bebebe««® beyq btp:3 ©j?£ ®aSoo’^porS©®©32-g533o2c|3®o3_2S.Srt qH3g.P®g&aJ:©o PH kJ©"g. s ©©©£:£© -3 « rp C3 _ rj Q5® 3 "S P P h'1^ © Sco3 5eC <82-0 do %H 2* 0 ■S“| ■ 2 ^ m o a .© © »■£ beo s2 © P.©n - ©H P4 © ce H-§o co.g n n w n Kh « +j ^ ^ , _ 2^3 32223 .2-p.23©-p .p CS ‘be « So 'bo'&'bll Sf © bivS ‘btP3 a S^1? u^or.o'o'gojij ©ooP® a'P^’P © P'S 2+^> S’:o’o'o 2 cs'o ©’or°J3 S.H_c- HHH H fi W ‘fcf-3 a ‘bej 'be q OOf OPP OP3 s 00 00 00 00c5030>©i030i03 a . a 'p b-i 3 P O +5 © ■£ ^3? © P.-S p.© h ®nd g «:= S a 88 g4 o ^ W So© ★ e-o Table XI. — Statistics of scnools of theology for 1881, © <© O B3 |<5W whpM c ® = -g ^ ^ ^ ^ © CO . C © © pip tfHtfaSPS 5 H ;3«i t* > © © B3 .£ * "© a a a SB < > aoijBuimonraQ uoix^ziu'bSjo jo 9)bq; •aojj^qo jo 9X«CI B B • c3 •o « p 3 ; : ^ PB • 5 cc O :-SS : ®b . _a > a o I « o ® obo!^ ^I-Ibb S-prli a ® ®2b£12 £5 s-.,a cs s s-« « ? b* CO CO 00 00 L>- ZD CO CM s£ C05 00 CO CO CO GO CO CO GO CO CO 00 coco oo oo m to ^ 00 00 CO ^.gpn .S3 ja-a o rC ai B a © a^ g*£ a ^,5 B p,B tZ5pf> 00 00 00 00 a a 33 o DQ 9 b a © o tea a C a a a a © © HH > > -a b X X w ® 9 ® -S ( © 5 /© 9 ro g tea _ _ _ p, qp TC CS G3 OBHPH s| la' 02 M> 02 a © -a P< . a a §P H a t> r6 a §> 3 B b “ 8 §3 P3 u Si H B hH P72 9 «w Hill lilia ShHa a a >,*< a >,T3 i— i © B *3 S P «B "I IS . © ■H P £ P-.r PlSS © p : hi>> ® CG -k »fh *5o 3^3 2 > Ipgs >a © o B^ ir •So I £ Pr.-S :b 3 E © g 3 ® 3 • •- ^ H ev ^ [-) «M 'aB o © © a To .2*3 B 9 P *s a.9 a SB- %' J9b .S^lSg- ^ ® ® to© g 0'S 0 05 © ©^ a-jB Mg § ©-^3 3 a ,® o 2 ©p9 © © H W: ® C! tj B.£ ®.® o ^3 4B +2 -S § g | g § | a a a ajM d a a a 9 £3 ©‘Eb a3333 § '©B ' © O a ® B.a ®.a.a ©.a .a .5 .a .a b H tt3 bC tXl Ssl) Sc fcC St bfi tin 'OpOO^COOOO^O : © oB o oc o o © © © o 'B<©03a©, X ©©©©©•* ! «B CbbBbBBBB a BHHBH HHHBBB | a I § ■S-gnS .2 B g a P- S.S a r* 5; rt a m © Pfr2 §'3^“ i||!f!| oSo^ls UO O N ( O C H M CO ^ C'J CO CO CO so cc 340 | Norwegian Semifrary* . . Marshall, Wis . .. . * . 1874 j Nor. Ev. Luth - . David Ly sues... » — 141 Nashot ah House . Nash otah, Wis . 1847 1845 } Prot. Episcopal . Rev. A. D. Cole, u. D . 142 Seminary of St. Francis of Sales . St. Francis, Wis . 1877 1856 Roman Catholic. Very Rev. A. Zeininger . 143 Theological department of Howard University _ Washington, D. C . 1867 1870 Non-sect . Rev. William W. Patton, D. D, 144 Way land Seminary . Washington, D. C . 1865 Baptist . Rev. G. M. P. King, A. M . STATISTICAL TABLES. 625 a I il -5 *-3 *^3 —ri 3 3 >-5 '-s-ti-s <* §g^S2£3 * f 1111111 II # I ►-J *“5 -s 1-5 >-S ^ *"5 ^ >-5’-5 >~S >"3 i 009 ‘I :S :6^ “ii g-g" ii i cs^r : c : II :s" i °OlJ ; 1,200 2, 500 40,000 | . i • 2 is °s| 33' li i I- 1 ;l ;S 0 780, 000 (e) 310. 839 130,000 («> 316, 897 11 s§" : :, i i ? ; : _ i_ iioi°o 532 £ $ ill! ~S~ i 11 ! *S is j i ;|-g ; ;S i § ins :“'sf g :: 2 j. _ :S ° :g Ij : is i 1 i : w | § L i : ~ :« : : is .1 II •srH 1!| III ft! S3 gSSigSKS2i38SS£g£$ Table XI. — Statistics of schools of theology for 1881, $c. — Continued, 628 REPORT OF THE COMMISSIONER OF EDUCATION. £32 fra o o © o o o •sSnipyinq | ci pun spauoaS jo enp^ ! H o o o o © © © in © in © •eqooq m iv,q/L Xooqos jsiq eqi’ai 98'BOJoni © © © OOlO r-TcQ •ejoiqdared jo joqrauj^ i n © © © t> © © © „ © © CC M H iQ f © Oi © I- • iC © ■^ 00 00 oijsujoqos m s^oom. jo jaqumx ; •jCptus jo osanoo |[tij hi Bje 9 a jo joqranj^ j h CO CO CO CO <*< CO CO ' i co co ■>* co ia co ' •4s '1881 J° Viaaraoirani -moo so^Btipisj-g CO CO 00 no •9303108 .10 8J9^ OI 99.I.o9p U pOAI909.I j 9AT3q oqM. e^aopn^s ^0980.1^ O CO CO WN •S9^npTJj3 !}U9piS92I i© 05 ■ • ■2 : &a|: !*£■ co .2,5 s 2 ©a~ ®h ^ ^ « E_J *•/* ^ © — © ^aoGr a«© <3oQ £'£ 5 go 5 2 ^ o’! s: a oo © © -h c£ iEi isfs“ ill "gf i i rjT of r i i i; £ :s in S3 3 I 1 S' 8" 1° 1 1 s: s f i§g§ :il !° :lli i il I ili 1 1 . o • 00 ill il i„ il L ■ oc ic «f ; r ri ! is' 88 i 1 pO • ;s S' :S : 8 f :g issf is jg- ;* 2 | “ U I I |i"sl tills ft^j !=€£! Sts sssssss sssssae |tl!isilil|lll| jr-ll-lilliiliili !Tiiil.*J©'5S£sESi y- — - i. JZ — ~ J= ~ ~ — .j: ??rCar KH5Chrrri-H 1 1? ? tr | Tattle XT .— Statistics of schools of theology for 1881, $c. — Continued. 630 REPORT OF THE COMMISSIONER OF EDUCATION. # Date of next commence¬ ment. e* « June. May 4. May. May 1. June 29. June 30. June 30. June 29. May 6. May 31. Property, income, &c. •epunj QAtjonpojd uiojj oraoouj *4 OOZ . 000 . •Bpunj 9 Atjoupoad jo juuouiy e Cl • © © . . o • o o « • © • © © • • © • ©* CO • • CM • Cl . > I i-5 •sqooq at JB9.C jooqos jetq oqj ui eBuoaouj 0D H ©O© ■ 1 M O i6 O lO ■ 222 1 ■ »« mh i C5 OJ rH • • 1 • •Bj9[qdared jo aaqura^; h H NN i§§ © © I/O r-i •S9ura[0A jo jaqtun^ CD H 500 11, ooo 2, 500 500 11,000 2, 432 200 475 7, 00 ) 4, 060 (a) 1, 900 •JU9.C otjsiqoqoB or sq99J&. jo joqnraji *3 H ©©«© ©OOO'fOM’l' •Apn^s jo esjuoo puj m sjb9.£ jo jequm^; CM CO CO CO 00 • CO CO CO © CO Students. *1881 J° jnocnoonotu -uxoo oqj ju so junp Bag w H ' © CO CO r-H *— < © CO ^ © CO •9909108 JO 8J9J -J9J at 99.l8.ip n P9AI999J OAuqoqAi ejaopujs juoboj^ © ! • © no ' co •89junpiiJ§ jn9pi89y; *4 H 0rH : j : : © ; co ! •aoqaian ju989j CO© I H i ! ; o ! : ... © c3 • : : -g : : : : g 'So : kL : ■$ Z : .-s : . s o : 0D • • hJ * Ph • < L- - © • "-3 cS • fc» • ^ -H • a • ;a • & : g, 1 : 1 = || 1 j H ^ ; j“ O ; *g s •«» § ; .2 *s & • c q w H t S >> -3 9* © fe J s| ^ ^ c — r-T3 IUIIHJ flBliti — 3 S — — ■' — 5 Hiisfii hPKH £,3- Q M ii : : n/- • 0 ! c u \ c*. • c J a , •] 3 ' & - © S! ; = : ; = ! -Kd >> £ © £ ’3 'O Pi & © a >*© il - 9 t> " 5 ; !|i 1 • i S :H?S j ? = 3 o © cc SL oc ^ — © £.9 B.3 c G C * 1% * © © .© II E-^ -a » a ® u STATISTICAL TABLES. 631 List of institutions from which no information has been received. Name. Location. School of Theology in Bethel College . Theological School of Westminster College ... Brooklyn Lay College and Biblical Institute .. Theological department of Urbana University Moravian Theological Seminary . . . St. Vincent’s Seminary . St. Michael’s Seminary . . . St, John’s Theological Seminary . Rnssellville, Ky. Fulton, Mo. Brooklyn i N. Y. Urbana, Ohio. Bethlehem, Pa. Philadelphia, Pa. Pittsburgh, Pa. Norfolk, V a. Table XI. — Memoranda. Name. Location. Remarks. Atlanta, Baptist, Seminary _ _ Atlanta (Ta _ See Table VI. Not reported as a distinct department. Not a distinct department. Temporarily closed. Not now in existence. Theological department of Lincoln Uni¬ versity. Theological department of Shaw Uni¬ versity. Mt. St. Mary's Seminary . Lincoln, Ill ......... Holly Springs, Miss . Cincinnati, Ohio - Wadsworth, Ohio... Christliehe Bildungs-Anstalt der Men- aoniten. Table XII. — Statistics of schools of laiv for 1881; from replies to inquiries by the United Slates Bureau of Education. 632 REPORT OF THE COMMISSIONER OF EDUCATION. *1881 jo Jnora ] © -9009010100 oqi 40 W9^Bnp'BX0 •9009108 JO 8J9J10I Ol 99jJt9{>8 p9AI909J 9abc[ oqxa. tijaepajs joosojj •joqama ^aaeoa j O t— 00 1X5 i r-( rtNO O .3 00 W ee 61 •8J9J0409I pOB 8J0889JOjd JU9pi89J-O0£[ •8J0400.I4801 POO 8JOH89JU.td ’) 09pi89^J WMNlOM P £ 3 t pa a pa c» 2 2 1-^ s ©’©'9 £ - 3 9 - /-S S --r4.a 12 §i J2 o ---5 |><5 S . *§ .» 03 ■= a lljl 5 J-2 « J- M 3 £’§ | ©©©©©© « « ® ® e2 PCoc •uoijBzmoSjo jo 940 (j 00 10 OO Ot-iOM t- C© -9" t" P p ©3 ,P, r c ® >■= -P £§ = 5 Si r°* B Sj © ®*-l Pea P.P. c © . 'C'C a- ► if 5 « ce — •JhJpa >>© • £ p • £ i-i To ®Q >.. bt.S; o-- © a t. ® ®_2 ®0 it 1 © - * a •W 1 20 ) © _sj > ~ lo^j 2’g *. © °.- |6 . E J S § II o .i ^.a = >? © E 5 ® © © = >. bt - £ J a ^ = T. ■£ u © 5 2 5 — ~ ©" -T -- p © ® © ►? o ? S t:?1 >>«.£; -S «j .3 “ a K SB £ a» = -5^o a.9cfe'P ® p © si « a S*r 5«s % PC 'a P iiife ^3,2 s: a £f= & so«ca ^•..2y *® C «M ® J ^ .fe *3 -m «8 a P ^ fe ^ 03 o X > r-H ft®g§ t: E j*3 p.l'sP ’C'3'3 § ^ & 2^ cc cc - O 1817 STATISTICAL TABLES. 18 145 16 12 25 24 120 5 °2 49 32 0 18 10 8 26 34 11 5 27 $ 52 j :S 13 254 12 0 °ss ^ .^3 • ° . OHC5 jo S |2§SS8gg S s§ i O NO J _ o _ 3 CO >o ^ CO 00 HO ' O tH O O i r ’ o * o o • : : : :<° (NCO»0 rH rH CO 00 dJr a'Sj?.“d»a:» S'=l|j.-35a5s g^insti ill!! i'll" $ 1 ij 1 III *mn im sg'a‘d l*J& -i § g° _ . _ § r!-;n:£ a13fe ^‘SgSS-S^^ ggMao-„^ ;.= a?>a&» 5^4=ga«^||5}fega £? rrO-H I® il-fs d r a a a. p.'S • a po .- c <5 Ho^®P 0_ > > SSp ->= > 1 ^3 .* Q s a a«a ef Ml' n \S i» «!iss •ssss g poo ^0 00 00 I3I1S iSI I SIS si .SS I g E ^I'li^ I lll^lll 6o< *g|§« I « SHH^ 3 ’Sfctrftf 9 W c2 - 5 _rr 1 l|ill|ii| •s-sifasss p2pas££ss£ ■ p*-e >> =H1j I.S. >> -= -H f3 a *3 •2233-2 5 ?.&=!*. o r- 2 sic a m ^ fflfifj! ® =“'> = s® a p ^ 'C—3 Pip I* 1 5 ° a 1 =3 ^ 6 J%>P 5 =«2 = - S-a *,a'C~ — - - a * P&^> J i = -= . — — ;.- -P' : > is?4gd|?;i =£=£====*3 M zjtz-z??:- > g.ais.gji.5.^ i ~ g-s 3fi^-3 Hj 1-5 h, 1-5 -5 ^ 1-5 °1 «T II ef 38 11*1 f? ■»• 11. 1 ssi rH Cf 'f 8|g§S3SS§3SS$ stns'ai f *H =o> -*-’o ^ - _ _ pc-a=wa = :®.--sa.^3H * a- a -o: ^=-§.5: r *"5.® = =~ ? r 3 t- C ft* i- .UEUiS.'riiilSI.ga &feJt*s^feblsiSsSS!Sf = Sfif-S AS.3JA3J5A8,3J.3.35.3.3$ SSSSSS8?S83S3$!33SS!S l»-l2 2 a i! Table XIII. — Statistics of schools of medicine, of dentistry, and of pharmacy for 1881 ; from replies to inquiries by the United States Bureau of Education. 636 REPORT OF THE COMMISSIONER OF EDUCATION. 'T8RT jo Jtioni -®ou9Tnnioo oqi jb B9jBnpBJ£) •90U910S JO 8J9J -J9J m 99.lS9p B P9A1909J 9ABq bq-A S|nopn)ij jugsgjj •jgqnmii ^a9S9i o m -UI pUB 8J0S69J0J(I JtI9piB9£[ ■ •aOT;BZIHB°.IO JO 9JBQ ^ — T3 3 3 2 ^2- p| s o |w So £3 jg-SJ "a ^ J h ■ Q ~ ® - ® o n_2 SS«*Q si © ^ ^ ■2 & © kT'I^h jH ha_jjg 2, S ® a -c" (j© S « > c3 „ C 3 = A .2 ©. o J £ sl^ a 02 CO :!i!& ^ m o a c3 J3 wjj s o a> »o l> CC 00 CO 0C 00 CO OC OC 00 00 < 00 00 00 00 00 00 •JOaJ^qD JO 9JBQ W O • . H o 00 r- cq 00 X 00 00 H^O^OOD CC r. t- ^ I' N X X X X X 00 _ ^ ^ ! d .’ ! I O dd : § : : : ; ; ;_h a q 2 o" o o' ’ O ! ! • : : : qWMM i<§ ® ^ — : © § ‘S § £ .£ .2 -f a" S3 es 1 g g s'ci^ fe. Ee. > 3 0 2 o be «a ’ ’ M © © ® s 23 ^ © a as M Z3 tn O o' a - 1 as 3 2 ft l&N^i Mol) Littl n cS 02 c a l & « M M P £ <3 *1 *1 u 2 o .2.S.S |||| £| >>& 'cl §cb bfi I iq >-.£ e-3 !;il •s §?* ©: || P= ^3 jf~° 5 oo O 4-0 -O— . c q_ n c 3 .i-a -•= © be i ^ J; - .3 a W X ,cZ — *3 2 iSfe'3-l'a^ 2 3,“ : © © . bfl ! s ■ "2 n 3 erl-i'3 blc^ fe-S 5 c> *bt=Kl br^P .s^l cs o!s So.S © c © © --zfv © i6 ,fc|Sc a ©^ r = 3 SC'J^°3 ■~1 I? S'Sfl 1 iO ?0 l> X 05 O NCOt)hOo| pms 8Joe«ojoJ(l jaopisej-uo^ fH O o o • j OWOOM rH O j j •s.irKjonns -m pau saoBnojoad piopie^ woo ««^®° ^ ® °o ;g President or dean, 11 1 Mi ■ © : : : ill Ml a : iii -c a. cj _• r r < A ” q a , ^ « - -S 1 f"-j if . ~ |S.^1p5; j M Mi MM M ! : | : 1 ::i: j; 1 of If fill fi a S': " J s.£-a ^-2 g 4 H 1 .- s * -r ® f- a 2 |i ill pH || i i ijpi Sj|h- si s « b*e|| gL|,s| !* | "5 £5 B fC © 3 o ~ cS 3 © ^ - P5KW^ 0^3^ HO C\ [ 'UOEJUZIU'BSjO JO 1 i 1 111® Illls sill II § •JKKUuqo JO « I ! ni$ inn in i n i j / :o ** c % * II 1 £S 1 .2.2 ® > oco- i iti- \ III' 1 111, i U& ££zi n i 3 COA.S.S 5.5 .H HH H 1 Hill fill M 4 1 Hill Illl 11 I j oos-hcx, c,a.o^ ^ f ► > j H • * il j i? it i 1 1 1 is l ii i SI 1 III 6a s £ : ^ iM i © ! i iij! i '~4J j I'l* illl * i“l- ffi I 5533; 2 : : : : > : : g-g £§ § E i i ! tlj? N = I iH l^ls- £9 | « : t= = =5;s s e f = i 1 ; :! il lip If s g Isli 1 fill £1 I e =Sf^s- CJ=: =| a 1 Hill fill ul =. Siiia ia=J =-5-a =^sa-?o-5 5-"® •e:“^ nwiypiii » 1 S3 S 3SS3 88S33 3S8& $8 £ STATISTICAL TABLES. 639 SS3 ° 2^ 328 288 S 2 § g l; SS S °S a 5 5S 1 o © m ! & I | a 2 w 2*~ 3 28 : 00 S3 I 3SS § S§ 8£g 832 £ g I § §3 8 3g S3 g g| O ■ © OH . «o • o <0 a 23 2^2 S i i 8 Isi III I I m m § * g I s eg 1 II I | S| 1 3 lx ;i =3 •x I I S |s 1 i 1 I |j i I . .1 2 35= | i Si |l|l^i o-so 2cc^, fc o I'Sfi 1 1 IU s ■ ZZ s s ag* - til PS!i 2 ^uiim a. =.?& si :■ aif 111 ;h |=|“3 rt | s^j?m S = = ~2 J @ t?-5 *2= si S > l5SsI II M MS5 £=5111 sl^lSiss S5 O oai s s II 382 32 £32 £38 8 3 £ § 8 §88 § SS 8 3 £8 Tablk XIII. — Statistic of schooh of medicine, of dentistry^ mid of pharmacy fov 1881, $-c. — Contimm*. HO REPORT OF THE COMMISSIONER OF EDUCATION. •I»8I J° inaiu -aouamraoa aq^ it; fia^Btipttjf) 'OOnaiOR .IO RJ3!}. -I9j tq 9aj8ap b paAiaoaj ©Auq oqjA ejuapn^s ^uasajd •jaqarau ^n989Jj[ O CO 00 » „ ©,-g B c ® 05 £ (H © c © 'Btd > S . » © © 5 +» sfg c ^ ^ £ •uo^uztuuSjo jo o^q 10 00 10 oo 00 00 00 00 c 00 00 00 00 00 JO^UqO JO Q'VBQ ® cc a a aa l| :S a^o'i .fe'saa ■ ~ O <3 ^ JaO.«f 5 £•;§ r _- "1 co ’ft ‘ft cs t* 0 a ® ® ft! 5-3 00 M M« *3 cstx o a © , 55-1 £.211 33 „ a spp^ * s* ©a .§•§ P«lWcoco £ OP Ph 52; a ifi ** 1 .TJ«m , w O ©i . I © t»J I. t>a ! a £ • ; g'S'S ® 1 ® & o o • ■ 02 = A © 'S 3 cS lEl ^■g O H &£ © & ©olp laSsl^S^ I^cs0© 0's Become a §2^32 « § ® o qj <3 o oj.cSr^ur pqp PPW^ © a «P S Po fct.-g fc * xh ® * a bP -3 ® o u a« o s ot .2 cl' OP 0 v. © o 2 b i! sag- Si:'® ©• Ctf © > ® CC ® ~.g ft 1 © * © S A

CO © lO ( I^CDOOO 00 > o ® +s rt o o SofiS 1 s' ||a 2$ § *SH ja oH h fig (V +* gs o * feh ; © © iffi% fiH I II I'ft • g 2 © t> a ©s 2^6 « Ph §;ftrft °' ^PhPh «« 2 t>5 gs ft a fft H PM fft >> SH ft| « Of ft «*g a bCfn fn tJC© 2 O 0:2 >1 ^©® ©§ &|SPa ©■ft?3-^ ca .ft ®^Pm <$'ftO ©rtf ^ ®eW ft o ©3 ft 'g ©* -§9 ° B'y bt)t> *i 2,-h ft ft ^P. ^18^181381 j i ® .ft c5 PM fft ®> § >» a 8 § a f3 g * cs ^ OJ0 (D ^ & .sfcIL ® Ooo ftO J/J © .o ft ,£?© ft t>va ft ©9J.FI ft 'ftftS M B s © o,Sk2'©-«4ifft o Q O Onlf^^oi aHo © ,2 ® ft .a 32£ O Ph PM fi 41 E » « Table XIII. — Statistics of schools of medicine , of dentistry, and of pharmacy for 1881, ^*c. — Continued. 642 REPORT OF THE COMMISSIONER OF EDUCATION. © 3 a 8 o s _ © I8 A sl§§ l © d « 2 ©,2 J9qjo puB uoijmj raojj JB9A gqj ioj sjdreoog; o t- © o o t- •epunj OAijonpoad oiojj otnoouj S •epntij OAijonpoad jo jiraoary •eujBJBddB put? ‘sSut -pxraq ‘spuuojS jo onft?^ I§ § O c> CM ^ ^ o o o o o o © o o joj ^nopn^e qoB9 oV oSjBqo renuay •oej aoi^BtipBJf) •09j aoi^BxnoiJ^Bj^; ta irn amtn »a m o m m •sqooq ur JB9.£ poqos jsbj 9qj ui Ajuiqix jo 9SB9ioui •ttpiqdured jo joqurnx •89unqoA jo jgqranjq; o o © © lO © fcfT •JB9j£ otjstqoqoa ui eq99A jo joqum^; CM CM CM CM CM •j£pnjs jo osaiioo nnj ui sjb9A jo jgqiunji co eo co co t3 § !* oi^o <£> I 1 §>f | §tef 3 11^1 *' ^2 ’aw -a .2 .2 [3 .2 >>.% ^3 ^ *2 pO ."^h ^ g-s s s 8 _ 2 o o %% a s £ 3Ak a i *— 1 W CO STATISTICAL TABLES. 643 ... . >3 >3 . 00*H CO rH Ph ^ PH ,PpP ,d jd rd 2 oo ^ o o S © 2 ^ P- pH pH Ph pH_Q rt _3 M ce cQ d c3 ci'S 2^ c8 ss a a Sp faps . o CO l> (N W o*© . * Cfl IN -g-g ©'8'© a a © © a a 8 GS c3 d a a a a 8 a ss a a fafa fa sss fa SS sss o o o o o o © m* © o o o o o oc 4^22. a © o ® ‘-P bug 3B3 4h--h P © © „ IN IN IN j ©P ^Ph 4h (h ® o »8 a'© "o • 00*0- ©g | o' ® © S) ® So S : g TO "p 8 § go bJD >3 >3 o 4S jS 3s 1*3 ci O > 'a 2 .2 «« re fcfi+3 S^® ©hO'2 o i— i rt fa £'®5c §^l o © . 2^ Ip aHaBej-r-rg ® car® e a §-h P ®£ojS £-'£ g<* rr! ©Ci-iP 5) t>-, © p2 ®r- <0 ® -i 13 S 2 h a _ ® "S ci'o ci fl o >3 K ci §s 0^ : a m fa 0-0 §D c® g > ShH ci o Pt ®.2° • o 5 ■ ® *s : « ° : a >3 13 1 LS "a ho © . CC jfl ;— i _ . ©_, g’S'cS ® a o e rs -a 5 © 2 ^ .2 ^ .2 © o © © © w. ®n3 ©a svr a >£ > o oP © 5 ® O © o © S OW WhPS S S >3.2 4pr©! Qj © Sa 4=-“JS © « 2 kJjo bJOnS © © © © fn-rnfa ■— 1 O-^ O O Ph 002 >-..a ain© Qj © Ss • © (H r© blCi Ifa & "O S oW H »u ® © cm oa^0 ,g|aesl^-c§g ^^O © 2 a©H ©^ 2 ^ ch ^ bC a ^ ® O c) p o .-a ® o © ®^|3|&g.lS8o 1 ^ (Ti SS (D tc lO m •a-g-s •■§•&« JS « ® S “a ® p.p|'8;3^^^ ©?©4h P §'C-'§.2 ®o fi S5=!gS> .-a n^o W ® p^SS1® &-n.2^ cc a a a O O Ob ^ SpP « I 4H p r© 4h H®.rH©(^) ©02 P® O ,_, PSS S MS ojSojO a a ® a II .11 ■-4 ^ fT) ^ P m bjp » O O 1 O jO ^ to o . cT •to' r-T c^f o' • CO • lO CQ CQ el, 000 100, 000 Amount of — •uoi^mj joj juopnjs qouo oj" aSjuqo xuuuuy QC H $77, 640 100 100 100 140 140 140 115 100 80 60 75 75 75 50 30 40 •99JUOIJBUpi5J£) H to tO tr)iA OO O O tft O O tO WlOO 1C 1C (MC^CaCQCOCOCOCO CN» (M CM CO (M (M •ee- •99J UOTJBpiOIJJ'Bjq; 9 H to UO to to to to to to • O to to tO tO tO to to ; Library. •83[OOq UT JB9^ X00Ti08 JSBI oqj ui iu’uiqii jo osbojoui K? H o j : ° : j j j | O • •ejaxqdured jo aequm^; 0 75 100 o o o o •S9TUUX0A jo joqumjsx w H 1,800 3, 500 0 cl, 200 50 400 0 2, 000 oi^S'B^oqos ut BqooAA jo aequm^x « H CO © WO 'cH O © W © © W © O O CO ■>^■9' r-4 W W W W CO CO CO CO T* W ’ W WWW W W S •jfpu^s jo 98IU00 xinj ut 8.1B9A jo aoqumtj H T* CO CO COCO COCO CO CO CO CQ CO CO CO CO CO CO Name. H New Hampshire Medical Institution (Dartmouth College). Albany Medical College (Union Uni¬ versity). TnT,rr TelnnJ Pnllnfro TTnarklf Medical department, University of Buffalo. Bellevue Hospital Medical College . College of Physicians and Surgeons (Columbia College). Medical department, University of the City of New York. Woman’s Medical College of the New York Infirmary. College of Medicine of Syracuse Uni¬ versity. Medical School (University of North Carolina).* : S > 1 ; 1 i A ! * 1 1 <0 c W> 3 ® « j a a i o t s O a t Z .1 ; !^gg»2 3 .-si ^ \ o £ Miami Medical College . Medical department of Western Re¬ serve University. Columbus Medical College . Starling Medical College . 10 (oi> ooc5 o ri w eo io e© i> co ©o ^ -a. tj< rji -rj< ko o i© io m m loiou) k© to STATISTICAL TABLES. 645 a a 13 .1 cm m ct cS , 3% cs ce £ S 1 2 a I a 2 © g C§ o oo o o © © © © © m © © © © © © m in mm© ©m CO COCO CO CO CO CO CO rH rH CM CO CO COCO CO CM CM CM CM CO CO CM g © m mm m m m m m m m m m ©m m m m 15 1 o r>- © © CM CM m CM 25 3, 700 504 © © © 50 OSI 000 ‘8 150 4, 730 207 500 100 © © _ © _ CM S “IS CH © © r-i © CM 2, 000 6 k! v ^ «3-=J * ? a © .«*§ g«| a ® ® . g,a:=J oo a*-*-5 O tr a S *=*<••* * CM CO r* l> t- t- m i> 00 © © T-H cm t> L- O 00 00 00 Table XIII. — Statistics of schools of medicine , of dentistry , and of pharmacy for 1881, 3 . ft 03 5^ ai 2 ci c8 s C5 C3 C§ -5 « a a in ca r-i •epunq OAijanpoad oiojj arnoouj •eputq aAipnpoid jo junocuy •enjujuddij priB ‘sStit -pimq ‘epauonS jo aiqB.^ o o o o o o in f-» kO CM <*> •aoi^ra^ joj ^aepn^s o i eSj'Bqo pmaay •99j noi^np^jf) ■O to O to tO Iflio 1C to tO 1C •aaj uoijBinoujBK 'sqooq m JBa£ xootlos 58,BI ! aqj ui AjBaqq jo aeBajouj •sjaxqdoiBd jo jaqtan^i •saauqoA jo jaqumjq •juai£ oijSBXoqos ui eqaaAv jo joqainjq; CM CM 3 Pi * a- © © cs 3 &S 1 t ® §■ £% I 3 o S PJ'd O ® 68 £ y s ® cj 'cS c*© =3 __ _ ° § § & -“-■iSW |-g3o rt! S fc® c ® 0'S 3^ : : c/2 .a , © 3 1 eS © uW B H CS^I^ "VtO5 p,«P p*-, » » © 5 ■a § i *g I |* 'Up| I W MW os' _ 3 §•§ © p’o.S'3 © a *3 ©^ ^ © .©3 a ^^•©3 5 • w © a,© « ■°^o32 823. © N < aF ^ 3 S 3 3 3 ©+= rj o Cj3 sz? PhPP a P :3 © • § bC © q biM 'o ~ o p ® © — 1 O be « _ © 3 -3^ £.?§o 3 gp 2 ®,o s S £3 5 8 *fio33 © ^ a O mP5 03 03 03 03 | Mai STATISTICAL TABLES. 647 up c co 00 lOO o o o o o o o o o o OO CO o o o O O CM 10 O O O O 10 o lOiOlOiOiOlO OO « iO CM id ^ C • o *-« o I CO CO CM CM CM O cm c* COCO COCO CO CM CM CM CM CM CM CM CM CM CM CM CM • ! i i > • p ; o © • . • ^3 i ! oo ! ! ^ • Pl i i -*-3 P p i ; ; ^2 • "2 >> i ! :? ; •O'* *e! • © • ■ £ 11 rs >. 40 2 S4 . iJ ® «r1 Cw : : :§g ' MlkB’S :& 4^ o © • ^ • ! P>5§ ^ > « Sis ^~gp gp I f|£sj 03 > fo£ls S£ © ! <« o c +* bo® ^ 'OgSl “ » ® I p i3'j;i«.sO 9 2 ! o ® o o «-£ . p O «-p ?a © «a >*^gi: §§<£§< . ga 1 ££-3 g^.b £ .© pj» a p-g P ® © a je P g § rH g t> Mop PP P ea pa P «W.S °e © O wja s'ca oo 5^2 © 2 fggfi.3 H .1.3 jhs* is 1st a? gs ! J§t> ca y^_, H Is W gpJI p*> p'gp I ; o © O'o ca w W p !&“^l*.Sa I 'SSSStae§#8-S 'oS g-g ®.2-2 ^ :g'S © >> ® ®r;H 0 q O c3 O O o-^ H -S s£ ca a, O Oh13S® cc<1 O oppP o 5b 5 «m ® ® §,J| ° J? 'I’p-’SlaS g © a J j® § •eiiil! 3 3 Sh ®P 5 PrP c: g, .S & -P O "© a rg P 2 bC o © & S g i t£s c 1 i Oj , W 1 0 1 1 1 1 1 8 5 5 7 1 2 1 1 1 1 4 3 3 2 2 1 0 0 0 1 0 3 5 2 *3 5 3 2 2 -- 2 2 2 2 1 5 1 5 1 5 1 4 -- 2 1 1 1 i 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 4 1 3 1 l r r 1 1 13 1 2 5 1 2 8 3 5 5 5 3 13 5 7 5 2 2 2 1 •• j i 2 3 1 2 1 1 1 1 1 1 1 1 1 2 1 ::: 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 i 86 39 46 22 22 24 22 19 i a Not examined in this branch. Go o/; Mir D. ] 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 aVl &“] c T1 x dll REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Part 1. — Degrees conferred in 1881 by universities, colleges, scientific he following are the explanations of abbreviations used ix. Part 1 of this table : L. B., Bachelor of 3ience; B. C. E., Bachelor of Civil Engineering ; C. E., Civil Engineer ; B. Agr., Bachelor of Agri ng Engineer; D. E., Dynamic Engineer; B. Arch., Bachelor Of Architecture; Ph. B., Bachelor of Bachelor of Divinity ; D. D., Doctor of Divinity ; M. D., Doctor of Medicine ; D. D. S., Doctor of Note.— 0 shows that no degrees were Institutions and locations. 1 Agricultural and Mechanical College, Auburn, Ala. Southern University, Greensboro’, Ala . . Howard College, Marion, Ala . University of Alabama, Tuscaloosa, Ala . . Cane Hill College, Boonsboro’, Ark . Arkansas Industrial University, Fayetteville, Ark . College of St. Augustine, Benicia, Cal . University of California, Berkeley, Cal . . Pierce Christian College, College City, Cal . St. Ignatius College, San Francisco, Cal . . St. Mary’s College, San Francisco, Cal . . Santa Clara College, Santa Clara, Cal . University of the Pacific, Santa Clara, Cal . Pacific .Methodist College, Santa Rosa, Cal . Hesperian College, Woodland, Cal . University of Colorado, Boulder, Colo . Trinity College, Hartford, Conn . Wesleyan University, Middletown, Conn . Yale College, New Haven, Conn . Delaware College, Newark, Del . . University of Georgia, Athens, Ga . . Atlanta University, Atlanta, Ga . . Mercer University, Macon, Ga . . Pio Nono College, Macon, Ga . Emory College, "Oxford, Ga . . Abingdon College, Abingdon, Ill . Hedding College, Abingdon, Ill . . Hlinois Wesleyan University, Bloomington. Ill . St. Yiateur’s College, Bourbonnais Grove, Ill . . St. Ignatius College, Chicago, Ill . University of Chicago, Chicago, Ill . Eureka College, Eureka, HI . Northwestern University, Evanston, HI . Ewing College, Ewing, HI . Knox College, Galesburg, Ill . . . . Lombard University, Galesburg, HI . . Illinois College, Jacksonville, HI . . Lake Forest University, Lake Forest, Ill . McKendree College, Lebanon, Ill . . Lincoln University, Lincoln, Ill . Monmouth College, Monmouth, Ill . . . Northwestern College, Naperville, Ill . . Chaddock College, Quincy, Ill . Augustana College, Rock Island, Ill . Shurtleff College, Upper Alton, 111 . Illinois Industrial University, Urbana, Ill . Westfield College, Westfield, Ill . Wheaton College, Wheaton, HI . . Indiana University, Bloomington, Ind . . Wabash College, Crawfordsville, Ind . | All classes. Letters. I 1 All degrees. In course, L. B. A. B. A. M. In course. Honorary. In course. | Honorary. In course. Honorary. 2 3 4 5 6 7 8 15 4 8 39 5 clO e3 53 2 14 14 5 17 6 6 e6 27 48 . 240 8 50 4 25 3 12 1 18 40 5 2 52 e8 . 112 2 23 5 16 8 39 12 48 8 4 6 12 §46 6 7 27 5 1 5 10 5 .... 2 .... 1 8 .... .... 16 5 cl 4 6 6 .... 1 3 7 3 2 1 f ... 1 2 6 13 .... 17 27 129 4 17 3 25 1 12 £6 17 4 2 2 8 2 .... .... 1 1 1 "*7* 8 .... .... 2 2 jl 2 3 6 3 2 12 3 .... 4 2 ml 4 .... 7 1 2 1 21 1 8 2 7 4 6 .... 9 0 .... T 2 1 1 .... 3 3 4 3 j2 .... 5 5 30 2 2 ..£. 3 15 1 .... p2 1 6 9 2 2 4 15 13 1 rU *2 8 1 7 17 4 th the degree ofB. E. (bachelor of engineering). achelor of scientific agriculture.” sse are degrees in medical department only ; o report of those conferred in collegiate de- artment. jluaes 1 honorary degree of M. D. e Degrees not specified. /15 of these are in science and 3 in letters, p Includes 6 “master of law.” lil “bachelor of chemical science.” i Honorary degree of “master of agriculture.” STATISTICAL TABLES. 651 and other prof essional schools, and by schools for the superior instruction of women. Letters; A. B., Bachelor of Arts; A. M., Master of Arts ; Sc. B., Bachelor of Science ; Sc. M., Master culture; B. M. E., Bachelor of Mining Engineering; M. E., Mining Engineer; C. & M E., Civil and Philosophy; Ph. I)., Doctor of Philosophy; Mus. B., Bachelor of Music; Mus. D., Doctor of Music ; Dental Surgery ; Ph. G., Graduate in Pharmacy ; LL. B., Bachelor of Laws ; LL. D., Doctor of Laws.] conferred ; _ indicates none returned. Science. Philosophy. Art. Theol¬ ogy. Medicine. Law. Sc. B. Sc. M. ' N Ph. B. Ph .D. | In course. | Honorary. In course. j Honorary. -a- O w ® m 0 O o a | In course, B. Agr. •a w N M ® CO B o © A j In course, B. Arch. | In course, C. & M. E. | In course, D. E. | In course. | Honorary. | In course. | Honorary. | In course, Mus. B. J Honorary, Mus. Doc. j In course, D. B. | Honorary, D. D. | In course, M. D. | In course, D. D. S. | In course, Ph. G. j In course, LL. B. | Honorary, LL. D. 9 10 11 13 13 14 15 16 17 18 19 20 21 22 23 24 25 j 26 2? 28 29 30 31 2 a5 63 * 1 3 1 1 13 2 dll /18 16 15 2 5 2 ' 5 5 7 3 3 2 1 1 1 3 3 1 44 16 1 10 037 4 4 M al tl 4 23 1 3 8 11 13 3 13 1 ii ml 1 2 1 1 o30 1 3 5 d45 o29 1 j 1 13 1 1 8 1 1 1 2 1 10 13 1 1 3 7 3 2 5 1 1 1 3 1 14 4 _ 1 4 1 4 ... 2 1 j “Bachelor of English literature.” k “Master of philosophy.” I Graduates in music. mPro merito (on examination). n This is D. C. L. conferred on examination. o Degrees conferred in the Union College of Law. p These are “laureate of English literature.” q Includes 13 “full certificates” given to spe¬ cial students. r Includes 1 “master of letters.” s These are L. A. (“laureate in arts”). ft 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 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 a b‘ c’ REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Part 1. — Degrees conferred in Note. — 0 shows that no degrees were All classes. Letters. All degrees. A.B. A.M. ►4 © 00 £ © CO . GQ u 6 'Q £ c3 H c3 © © u o a 8 O © © © O o O A W A A O H a H O w 2 3 4 5 6 7 8 6 0 3 3 .... 63 6 33 15 9 11 6 3 1 87 1 2 8 0 8 1 3 2 4 2 1 2 46 2 1 3 4 1 3 i 22 4 2 4 1 i 18 0 18 6 1 5 9 2 4 i 36 2 Vn 16 6 12 0 2 4 172 18 19 4 6 3 2 18 3 4 3 1 10 4 4 4 14 5 2 10 1 3 6 1 1 2 4 0 4 19 0 13 4 12 o 3 3 3 0 2 24 2 17 7 1 7 2 A15 2 i4 6 1 2 2 9 0 2 5 39 7 4 3 8 0 3 0 3 3 o 3 4 4 10 459 84 4 41 7 2 48 3 37 6 _ 25 39 4 34 5 0 0 21 0 12 6 6 4 4 4 1 3 . - . . 1 27 2 12 11 i 0 0 16 1 13 3 £99 11 6 Institutions and locations. Franklin College, Franklin, Ind . Indiana Asbury University, Greencastle, Ind . Hanover College, Hanover, Ind . Hartsville University, Hartsville, Ind . Butler University, Irvington, Ind . . Purdue University, La Fayette, Ind . . . . Union Christian College, Merom, Ind . Moore’s Hill College, Moore’s Hill, Ind . . University of Notre Dame, Notre Dame, Ind . : . Earlham College, Eichmond, Ind . Iowa State Agricultural College, Ames, Iowa . . Amity College, College Springs, Iowa . Griswold College, Davenport, Iowa . . . Norwegian Luther College, Decorah, Iowa . . Parsons College, Fairfield, Iowa . . . . Upper Iowa University, Fayette, Iowa . . Iowa College, Grinnell, Iowa . Simpson Centenary College, Indianola, Iowa . State University of Iowa, Iowa City, Iowa . . Iowa Wesleyan University, Mt. Pleasant, Iowa . . Cornell College, Mt. Vernon, Iowa . . Oskaloosa College, Oskaloosa, Iowa . Penn College, Oskaloosa, Iowa . Central Univeraity of Iowa, Pella, Iowa . . . St. Benedict’s College, Atchison, Hans . Baker University, Baldwin City, Hans . Highland University, Highland, Hans . . University of Kansas, Lawrence, Hans . . . Lane University, Leeorapton, Hans . Kansas State Agricultural College, Manhattan, Elans . St. Joseph’s College, Bardstown, Ky . . Berea College, Berea, Ky . Centre College, Danville, Ky . Eminence College, Eminence, Ky . . . Kentucky Military Institute, Farmdale, Ky . Georgetown College, Georgetown, Ky . Kentucky Wesleyan College, Millersburg, Ky . . Central University, Richmond, Ky . St. Mary’s College, St. Mary’s, Ky . Jefferson College (St. Mary’s), Convent, St. James Par' ish, La. Centenary College of Louisiana, Jackson, La . College of the Immaculate Conception, New Orleans, La . Straight University, New Orleans, La . University of Louisiana, New Orleans, La. . . . Bowdoin College, Brunswick, Me . Bates College, Lewiston, Me . . . Maine State College of Agriculture and the Mechanic Arts, Orono, Me. Colby University, Waterville, Me . . United States Naval Academy, Annapolis, Md . Johns Hopkins University, Baltimore, Md . Washington College, Chestertown, Md . Maryland Agricultural College, College Station, Md . Rock Hill College, Ellicott City, Md . Mount St. Mary’s College, Emmittsburg, Md - ?. . Frederick College, Frederick. Md . Western Maryland College, Westminster, Md . Amherst College, Amherst, Mass . . Iraduates in theology. Ibis includes 31 commercial graduates and 1 certificate for telegraphy, hese are medical certificates. d “Doctor of veterinary medicine.” e These were degrees conferred on completion, of “ladies’ course.” STATISTICAL TABLES, 653 1881 by v,niver8iUes, colleges, tyc. — Continued. conferred; _ indicates none returned. Science. Philosophy. Art. Theol¬ ogy- Medicine. Law. Sc. B. Sc. M. H Ph. B. Ph. D. 1 In course. j Honorary. | In course. j Honorary. p d CQ $ d o © £ j In course, B. Agr. -a N P d o © d | In course, B. Arch. | In course, C. & M. E. P ® i § a H j In course. | Honorary. j In course. j Honorary. | In course, Mus. B. | Honorary, Mus. Doc. | In course, D. B. I Honorary, D. D. | In course, M. D. cd P P_ ©“ u d o © a | In course, Ph. Gr. In course, LL. B. | Honorary, LL. D. 9 10 11 12 13 14 15 10 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 51 10 al4 3 2 52 4 3 53 1 1 54 1 83 55 8* 56 3 1 57 3 58 634 1 c3 4 2 59 1 60 17 4 dl 61 4 62 al 3 63 64 1 1 65 ] 4 1 66 o 2 67 2 4 68 1 2 11 88 69 6 3 1 1 1 70 5 2 3 1 1 1 71 3 a3 72 73 2 4 74 03 3 75 1 76 77 6 78 4 79 12 . 80 81 1 82 1 83 1 ...1 4 84 1 85 86 1 ] 87 2 2 33 2 88 08 89 90 .... 91 92 1 9 93 59 94 5 1 2 30 95 5 1 2 96 13 1 7 4 97 1 2 1 98 99 9 100 101 102 1 103 1 a4 104 105 1 106 2 3 107 /Includes 1 ad eundum degree. ./Degrees conferred in medical department g “Master of accounts.” only. h Includes 5 ‘ ' graduates in commercial course.” k Degrees not specified. i “Bachelor of English.” ^ 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 150 REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Part 1. — Degrees conferred in Note. — 0 shows that no degrees were Institutions and locations. All classos. All degrees. m Letters. A.B. A. M. h4 1 2 3 8 Massachusetts Agricultural College, Amherst, Mass . Boston College, Boston, Mass . . . Boston University, Boston, Mass . Massachusetts Institute of Technology, Boston, Mass . Harvard University, Cambridge, Mass . Tufts College, College Hill, Mass . Williams College. Williamstown, Mass . College of the Holy Cross, Worcester, Mass . Worcester County Free Institute of Industrial Science, Wor¬ cester, Mass . Adrian College, Adrian, Mich . Albion College, Albion, Mich. . University of Michigan, Ann Arbor, Mich . Battle Creek College, Battle Creek, Mich . Hillsdale College, Hillsdale, Mich . Hope College, Holland, Mich . Kalamazoo College, Kalamazoo, Mich . Michigan State Agricultural College, Lansing, Mich . Olivet College, Olivet, Mich . Hamline University, Hamline, Minu . Augsburg Seminary, Minneapolis, Minn . University of Minnesota, Minneapolis, Minn . Carleton College, Northfield, Minn . Agricultural and Mechanical College of Mississippi, Agri¬ cultural College, Miss. Mississippi College, Clinton, Miss . Shaw University, Holly Springs, Miss . University of Mississippi, Oxford, Miss . Christian University, Canton, Mo . St. Vincent’s College, Cape Girardeau, Mo . University of the State of Missouri, Columbia, Mo . Grand River College, Edinburg, Mo . . . Central College, Fayette, Mo . Lewis College, Glasgow . Pritchett School Institute, Glasgow, Mo . Lincoln College, Greenwood, Mo . La Grange College, La Grange, Mo.... . William Jewell College, Liberty, Mo . St. Louis University, St. Louis, Mo . Washington University, St. Louis, Mo . . . Drury College, Springfield, Mo . Stewartsville College, Stewartsville, Mo . Central Wesleyan College, Warrenton, Mo . Doane College, Crete, Nebr . Dartmouth College, Hanover, N. H . . . Stevens Institute of Technology, Hoboken, N. J . Rutgers College, New Brunswick, N. J . College of New J ersey, Princeton, N. J . Seton Hall College, South Orange, N. J . St. Bonaventure’s College, Allegany, N. Y . . . St. Stephen’s College, Annandale, N. Y . 19 21 0 15 6 116 0 23 .... 1 28 0 286 3 182 7 i 24 3 12 2 54 10 43 11 2 21 1 20 .... 1 1 22 3 2 20 7 431 8 2 54 1 9 2 7 1 42 6 5 7 .... 3 12 2 8 4 2 7 0 3 1 34 8 1 3 1 1 6 6 28 0 hi 10 1 20 0 ! l 11 3 0 7 1 1 2 0 0 43 0 13 2 ?13 2 2 nil 1 2 2 81 3 pl3* 6 .... 3 6 4 5 1 2 2 1 r8 0 0 5 4 1 5 1 3 2 21 7 5 39 2 7 u\ 5 5 o x9 2 3 3 1 127 21 49 19 10 15 1 34 32 25 25 142 10 91 42 2 22 1 13 .... 9 4 4 10 0 7 3 Graduates in music. 14 “bachelor of sacred theology” and 5 graduates in theology. Includes 2 “bachelor of medicine.” “Doctor of science.” “ Doctor of dental medicine.” 1 is “master of philosophy.” 1 of these is an honorary degree. h “ Pharmaceutical chemist.” i “ Master of jjhilosophy.” j These were degrees conferred on comple¬ tion of “ladies’ course.” k “Bachelor in literature.” I Includes 4 commercial graduates, m Biblical graduates. n Includes 11 commercial diplomas. STATISTICAL TABLES. 655 1881 by universities, colleges, §c. — Continued, conferred; _ indicates none returned. Science. Philosophy. Sc. B. Sc. M. H b p4 Ph. B. Ph. D. | In course. | Honorary. | In course. | Honorary. w b m ® M 0 o o a M j In course, B. Agr. •3 S 2 m o 05 Sh 0 © © | In course, B. Arch. | In course, C. 4 ri ►4 M. L. A. M A P* >4 pm S' © m GO P a GO § 1 2 3 4 5 6 7 8 9 10 ll 12 13 1 • 2 Florence Synodicaf Female College, Florence, Ala. Huntsville Female College, Huntsville, Ala. J udson Female Institute, Marion, Ala. . . Marion Female Seminary, Marion, Ala .. Alabama Central Female College, Tusca¬ loosa, Ala. Young Ladies’ Seminary, Benicia, Cal. . . College of Notre Dame, San Jos6, Cal .... Columbus Female College, Columbus, Ga. Andrew Female College, Cuthbert, Ga . . Georgia Baptist Seminary for Young Ladies, Gainesville, Ga. Griffin Female College, Griffin, Ga . 3 1 2 3 10 2 5 63 4 cl8 cl8 5 9 9 6 d9 7 0 0 8 al 9 9 9 10 8 8 11 11 5 4 e2 12 8 8 13 La Grange Female College, La Grange, Ga. Southern Female College, La Grange, Ga. Georgia Female College, Madison, Ga. . . . College Temple, Newnan, Ga . 8 8 14 /18 2 15 2 16 4 4 17 Rome Female College, Rome, Ga . al4 18 Shorter College, Rome, Ga . 17 17 19 Illinois Female College, Jacksonville, HI. J acksonville Female Academy, Jackson¬ ville, El. , St. Mary’s School, Knoxville, Ill . 13 5 8 20 a9 21 0 0 22 De Pauw College, New Albanv, Ind . 2 1 i 23 College of Sisters of Bethany, Topeka, Kans. Bowling Green Female College, Bowling Green, Ky. Franklin Female College, Franklin, Ky . . Daughters College, Harrodsburg, Ky . . . Bethel Female College, Hopkinsville, Ky. Hamilton Female College, Lexington, Ky. Mt. SterlingFemaleCollege, Mt. Sterling, Ky. Kentucky College, Pewee Valley, Ky. . . . Logan Female College, Russellville, Ky. Science Hill School, Shelbyville, Ky . 0 0 24 1 1 25 1 1 26 .711 ahl2 27 28 22 22 29 8 8 30 a5 31 9 2 7 32 2 2 33 Stuart’s Female College, Shelbyville, Ky. Stanford Female College, Stanford, Ky . . Cedar Bluff Female College, Woodburn, Ky. Silliman Female Collegiate Institute, Clinton, La. Minden Female College, Minden, La . 12 12 34 1 1 35 a 2 36 ad 37 5 <5 38 Maine Wesleyan Seminary and Female 10 8 2 39 College, Kent’s Hill, Me. Waterville Classical Institute, Water- 8 8 40 ville, Me. Baltimore Female College, Baltimore, 4 1 1 2 41 Md. Smith College, Northampton, Mass . 27 27 42 Wellesley College, Wellesley, Mass . 23 23 43 Bennet Seminary, Minneapolis, Minn. . . . 9 j5 *4 44 Blue Mountain Female College, Blue al Mountain, Miss. a Degrees not specified. 6 Certificates in music. c 16 are “graduate” and 2 “excelsior graduate.” d With the degree of “full graduate.’” e These are P. M. (proficiency in music). / 15 diplomas for completion of full Latin course and 3 for completion of English course. g With the degree of “alumna.” h 6 are English, 2 classical, and 4 musical. i These are “ mistress of English.” j These are L. A. (baccalaureate of ails). k These are L. S. (baccalaureate of science), 4 666 REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Part 3. — Degrees conferred in 1881 by schools, Sf c . — Continued. Institutions and locations. Whitworth College, Brookhaven, Miss . . . Central Female Institute, Clinton, Miss . Franklin Female College, Holly Springs, Miss. Chickasaw Female College, Pontotoc, Miss. Lea Female College, Summit, Miss . Stephens Female College, Columbia, Mo Howard College, Fayette, Mo . Synodical Female College, Fulton, Mo.. St. Louis Seminary, Jennings, Mo . Baptist Female College, Lexington, Mo. Elizabeth Aull Female Seminary, Lex¬ ington, Mo. Hardin College, Mexico, Mo . Hew Hampshire Conference Seminary and Female College, Tilton, H. H. Pennington Seminary, Pennington, H. J . St. Agnes School, Albany, H. Y . Buffalo Female Academy, Buffalo, H. Y. . Academy of Mt. St. Vincent-on-the-Hud- son, Hew York, H. Y. Thomasville Female College, Thomas- ville, H. C. Glendale Female College, Glendale, Ohio. Granville Female College, Granville, Ohio. Hillsboro’ Female College, Hillsboro’, Ohio. Wilson College, Chambersburg, Pa . Irving Female College, Mechanicsburg, Pa. Pittsburgh Female College, Pittsburgh, Pa. Columbia Female College, Columbia, S.C. Due West Female College, Due West, S. C. Walhalla Female College, Walhalla, S.C. Wesleyan Female College, Brownsville, Tenn. Columbia Female Institute, Columbia, Tenn. Memphis Conference Female Institute, Jackson, Tenn. Cumberland Female College, McMinn¬ ville, Tenn. Murfreesboro’ Female Institute, Mur¬ freesboro’, Tenn. Ward’s Seminary for Young Ladies, Hashville, Tenn. Martin College, Pulaski, Tenn . . Mary Sharp College, Winchester, Tenn. . Dallas Female College, Dallas. Tex . Young Ladies’ School, Southwestern University, Georgetown, Tex. Baylor Female College, Independence. Tex. Vermont Methodist Seminary and Fe¬ male College, Montpelier, Vt. Roanoke Female College, Danville, Va . . Southern Female College, Petersburg, Va . a With the degree of “graduate.” 6 “ Mistress of science. c 5 are normal. d 2 of these are “ seminary degree of maid of science.” e Degrees not specified. / 4 of these are B. E. L. (bachelor of English literature). 2 7 4 12 1 «9 c8 e5 4 10 ell 0 a!4 e5 18 0 17 12 32 igrees. M ◄ B. L. A. M M. L. A. t-i H A % M.P.L. 1 o GO ffl 00 0 s Honorary. 3 4 5 6 7 8 9 10 11 12 13 2 13 0 2 2 6 1 1 3 1 3 69 « S § IS o ... o K II j£2 © rrt ° c CO g ©a &t'C £< 0 Pi •seanqoA jo jaqniux i> •B8BI0 •uoijduosque jo ooj^ •pepunoj uoq^ O O © CQ O O O O O O b- lO O O CO CO ^TtiOOOlO ■© © coco £ P rd.s sp «-s - - up P<« P“ J PPP o S3 d'5’3 co pppccce 5 © © n © © £ © ©p © © PP^PP I’a :o eS v- 2 © «2 n M C3 OO ||.2© : Np .'p .®|o * i »? : pp itq o o 2 © a 2 fcjog g © H -H ,Sp P 2 0 0 P. c3 3 Hco co ois S| ^ 4fS <3 a * * c3 c3 2 afpg* d"*S © Sapja b N C O o ai g+^ > cog ^ j || !P !<2p§ HO co Jfc» Hg g«M .2 a ® ©p , SP a a: — © ^ © a t-.33 o U © O g(Cu £ © © . oh®i ■jj“fr| ^ a> 2 a a i> s ® 2 u — W ccOP : S ;3 t :p ® -P ■ © :co :p ! be ■3 If ® i O O |3 Lj «s H a Yearly expen¬ diture. •st'Bjifep -10m pur eat.itqrg 1 « 1 H O •e* O CO I 00 co §"- o •Smptnq pur ‘Bxrotpouad ‘sqoog; « i H r c$7, 176 o • o 05 • O . VO o 00 o rH L- CO ^ rH* 400 20 Fund and in¬ come. •890JT109 qr mojj OUIOOUl ^XJr9A jqx H Si- o o 00 2, 038 549 C»i*&ps ggg^fc p££o 2 eaa-al ~bi ©2® ^32 oi 1 rj © ® ^.P © ^ .7C-U® H3g,BH aS£Ss^3t s-| ® g^L'MeS - 3 © u « ^ gcp^^^gp-r-^xcSPaS135 l“ol^l§o«pp3|g£ .© esUJJJS.© O © u © ^O OO 3MMOcg £0 i« co rt< »o ts STATISTICAL TABLES. 669 l U5 05 l O O M g a © I I © g-d ®m t» fe 4* © ±1 © 5 2 Bj O'gM M GO a © o| M3 © M <5C . P_ C5g > & ■sii ;§MP 22 s lit .M<1 H S* 9 JaM ©3 hW MM >5 *2 « 000 ‘I 0 0 OO • O 0 0 0 0 0 1, 000 4,000 80 82,850 t- OO • tr- 00 a _ © rtf . -2 11 ! -+3 § I p 1 £m : ^ A a U p" © © b a Fa sf? H >> - W © t> © 58 .© © ^ o «2 M 2 M^ a ofM flO fat) .22 5 «*-g d' : ci .^©O §* 2 sjssia^ m .fl-gjS a* .g r m ©5 rt-§ fl © s- iaoii|!€ni?s o W 22 6m<1 Szj "1W m . w s 4M te a ^ © ^To W3: 2m ^ , . - g> 5 .2 SW^, -a © 2 g-g is "-gsg^.” S«“ 8S£ •**?* a § •3 ss g|^sg&.ag=s s ccuo Ufl MM GG«M <1 02 © © £,Jf 'g> S® lS 2 ©M o M W ; a - a I p > to I I > © I 2 fiJS > c3 h> ;a g ?Mr3 • >=a s • ^2 a ga a <1 £M a ^ M'o’a § ©22 M % ©5 a ^®3 .O MS .2 sa - 3r®9©2 2 -a 9 ^a m *a © -s itf . 2 ©a ©5^2 a O hi H CQ CO 2 ^H^O, MM P o r^P-l 3§ MM a^ M a ce § ’§ s UP MM •Js i a® po a t>a ■c M O a> 22 pO c'M |§ 2 a M . I-M (jj o'® ^ ©Mrtf M«lM M i 1 M . S , P ?> to a-*3 ©a ®J o . a a^!«w 0 0 5 o a >» SSlalg ts * all M HOHM g si 0 a 2 a a* h> ® || 3r? ■eg aa £ © a? SJ g 3 o. !>. >s o a . & 2 a . S.2aa£ S > .& a m g • ©^ © £ S-2 |-J ©j^^.a m.25 a ©H h m'S © ® i"3 ® W), 5 la 4^ M 2 M *2 §m:- g s j “ | ® J a^M f 'I'S S'3 .§3® fil 2 l' E tf fi t© = ©Haa a © © 0 E f*a Mac H3 Sg. w'HP C3^ « -tf S3 8 2$ to© t-0005 O PNCO -rtlio fflh- CM(5J (Mho *3*5 *H0 w o H O 3 £ . §2^ §'g®rS) ^ sUS-s I ^.stejU : © wi : 5 a . Od XJ PCG °°H'P ag~ §£§ ‘3.g*^§W SS-S^gg-g w fc fZ| POPh fi ;W "S'S 5 rP e o frs £.2 .*S ^©S£ § o 2 ©^ O P ■g® >> a * © p d =3 c8 £ © 5 ^ ®P .28 a ^11 £ ® >a 5-2 p P5 a es ^■a-a ft © * o!?o fcw'g ad p I si P o •C P A O bfl -® .a p -g S 1 M) 2 § .6 K§g •gS-S p 3 a o W a" !S a^ o a a .a p p ®pa 2° a.® pg p^ 5 § iW-3§: I p a O P OO rP fc 02 q 2 "a g«2 ort a 2 -2 p a © o © . ££§ 22^ 5502 pp Cady STATISTICAL TABLES. 671 o r • pp HP O . s« hP ^0 0 0 O) 00 1- 0 CO 0 OH rH C^J 80 O O CO LG O O CO • CO t- . rH • • 404 50 100 100 454 80 O O O IG 0 30 196 0 00 O O' O • O loo 3, 344 1, 000 3,065 600 6, 305 2, 364 1, 500 « 0 00 « • 0 S3 • • r-Ti-T • 1, 430 51 60 137 219 26 96 800 100 250 500 0 23 436 50 3,417 851 802 743 895 2, 505 729 800 500 610 2, 000 350 474 436 500 : : : : :« P ,0,© m I,©^ <*} a a a ; a j .• a :p» ,R s :£ ®o § to ©PP o . c3 -c ^ S ^ 2 ©cq-ef WpPM P"© « U O O dlP .a Ti ft pT >02‘ a gs cep£,M HP hi f4 ® a d3 3 ?© 9 .fflrti S 2 S © © d O P fl - -si W) R <3 o R © ©-[H-R ® 03 fe rQ jsS^ R a p p.a©fe PP xn Hf>o om W oo^ P So, 2% pp (S3 a-§ st top gp ’P © S S Brt H lJ M 2p £ 2 2 P;g o ®©W rH 3££< w ®° ©p a fcPr-5 o £>o W) . c8 • P'P ft>> Si ©•a ^p 0 § © a p ® HP oP >s? © b P W tt ig g ••43 p :.S pbg* __, c3 co ^P-d -S3 ’ P ® ci ^ O O & o P bfl ^PT t?p © ®.rt 9 * 0 ® g *.9.3 & § Mp p oo£P CQ ■Sg at a •d ® cS © £l ■s'® ■&g • ® H opp M ©+a «-o o .*0.2 m ,2 ©P S A Sj ^ a •rt oWjj © a o.tS© © SH+a a a-Sg,gl HHW -° T3 w's H ^ .S a >, «‘gas © . H co 2®t3a •la |3 s ^ SSI g£p§-9 _, a © 2 ® ■a£|n§ >wl 2 ^ © Sh ^a3 '&-S Jrnj d "rod 8 fee* ® bed <1 a © d d becJ ®® bfi H ■ <** pd Ird © pd rd . 43 be pf.S >pd JE1 co ^ d g te © ** >1-0 h* d t— a «s d ^ ■ *•§ §; ~§ S p « <3 .. eg 8 o fd>«M O pd o A ^T§ c3 ._ M d^dpRi -d t 2 CwO©tnodd S© ©aa o eo ©-ea-^ -b> Po^aoBdfl d O t>s©H Bi09Ai joaaqranj^; 10 10 40 40 • 40 •^ptl^S JO 98JU09 H -w Tt< -HZTUUS.10 99U18 Bajunpuj-Q H •sndnd jo a9qranu ju9S9jx 53 O O 40 •BjojonjjBut jo J9qmnj^; © CO Gi CO CO .2 s Ph -4^ 5 2 9 d~ d a a <0 rG a CO •aotjcziuuSio jo 9 juft -4 CO §B QO CO 00 co t- co 00 00 1-1 tH r- 1 rl •uoijujodjooni jo ojug eo eo CO § 00 S 00 *40 00 s eo 40 00 s rH fO rO n o 03 CS^ 'd b SoS S© . | gf ® is © cq >H+d r © © *1 d"H 3 « 2 c go oa W .25 p§ Sm © .2 m' M d ^ &o © f- a llils '-2'3;© a d'S c 2 © o fl «1 •■? be O a o5 •d © ||| CQ 113-1 |sw ® ^ ’d "T3 © p® ‘3 2 §5 go ^ ^ 02 a ^p-h All t 03 O © « hp- M 0*H 03 « H pd a © © !*2 + f-l .pH*- d .2 ^ g3 S m pd m © © sa* 3-3 Ig b h IS CO 10 STATISTICAL TABLES, 6 73 Jd rt O Sort HI II ... <0 © p o © 42 P teg pi's ® "4, 9 .2* O pdddJ okSAm in 3 P «w^a ^om o © ®d d - , fi'w ? P © ; S * ~ oo — < ■- , r_ I “if It l-irffl •J aia'Sd rt O 00 Prp :§ Pdd e g S a s o a§a § s-S s-i bid S 3 ® £ P , as d ©h <3 O (4 m O »& £>©, H_,.d fcjo i CM © | ©,2 Sop© 2 © © p ’*2 ® £3 a „ • £3 p3 ^J2rsc3 © Cs © «©• B © P n p o o _p © So «w ©33 sg sail* h n -w rt ^ ^ p*4 §&3:g*- p ^ 9 Jg ./§ ail -s§a8i a 43«o i 2s CO £ d .£ irf P HCd ^ 43 22 w 8 o © MS z3 rMcg A px lO <£> rt Q fx © fH 02 O S £s Is {H . ^’f ^"2 o w Npj SsS 03 3J0 m •rt d> 10 rPPSd ftON rt7oM © d -S « cB'g « ^4 O © ■rt^fl paS-p .a | 2 1 H P £ 1 fis ^rrt rt ^ So .9 g W 2 CO'S s© ■fi 3C es p rP‘rt o fl © se 33-2 © 'S copq .9s| ra H 'S rtH m $ btW .324 .9 o H So® © O “W bt ® •9 d ’p a hr ® * y © g®^H^ .9 p^l ® © gftpJs P'3 H ^5 S3 as 3.d j P H P bC P Si Ss P (4 33 * bJCVrt dT - rt OJUrrt © S © P 2 rp P 0-2 © P p dS -rt rp rt o ® '' 3ooo 43 e * From Report of the Commissioner of Education for b Date of incorporation of hospital. e Nine of these are lecturers in the ‘ ‘ spring course.” 1880. e Total number entered on trial since 1872. / Number admitted during the year. a Dp to the close of the year 1879. * d Since 1872. g Number from 1873 to close of 1879. Table XVIII.— Statistics of institutions for the deaf and dumb for 1881 ; from replies to inquiries by the United States Bureau, of Education. 674 REPORT OF THE COMMISSIONER OF EDUCATION. .3 g •fiepjraa.j 10 O 00 CO 05 CO © eo 7522 eo iq S'ls 05 CO CO CO 05 ^ jH t> t~ (M IQ lip «p |> CO 00 iO rH O ID 00 IO 00 05 05 CO eoeoa> OH A •I^OX QD t> r-i 0: ) iO 05 ^ iO t> 00 Nl> oo eo ^ CO CO O 05 s g •aequmu <0 2 05 *o c8 © g ◄ jg < a"® s'gg1 nSB * gp >> ©P' ' * W.gM £ £ H^hS 3 ■ o ® 4 e ^ ◄ a a H life? •rj • ® w. 'PM jin a| PH ^pp 555 PhCGWO! 5 55 5 a 5 55 *J CO CO CO COH I ^ *11 11 •c 3 OPO •nor^jodjooux jo 00 o ^ co CO CO t> rH 00 00 00 00 05 to in>< oo 38 oo ! i CD MN CD©N t-D> i £ b£P5 ■§a!i 1 4js| 3 © O ppo r© ^ o' d «2 ©K «0 a >s^‘3 © Sooi? w 3 9 Sm oo ■d P . _ _ rrH t* f4 CD o - g22®-c>? && an is ® ill I-gJj : a** 5P ° 111 ^ Jts 3s§ 5PS i* . , n H 5 dM . <4-1 . c3 • © :P ; © ** it Q.o ■d -Jg g 8 © d cw’d e4M © M P © ©5 -© n I ° «g ■d-^ g a d © ■s-g os © ®,d ^ 2 »5 d d © .2-2 t.2o |W V , 03 ® _|33 S£3 II £11 £5 ds ,* an-#- 'hBh • 2^a*-d &-2 idlp-ia &®p gp'sl'il ^ ■■BsaSiSgSlISSflfggggjSi*!! ^^>2 -< ^OOh h hM WP PPm ©55 :| a a PA p» II ©1 83 *2 1 '©,a II &" r-( 10 cot>ooo> o hn eoj2] J3S^5 *S STATISTICAL TABLES. O COCO (MCO-H COCO rH t4 CO CO 00 CO CO rH OIC© |>COCO ^ lO CO *-H r-U0C O lO O ift CO O CO COCO 00 l> 14 ^ ^ CO CQ CO cq Tf OLO C3t> rH rH rH 91 78 249 3 41 134 56 243 48 97 132 239 122 553 131 108 109 48 512 15 13 20 402 O ©> ©3 CO HH rH CO rH O HN O fir-t rH O 03 00 03 C 3 03 CO*C 03 rH C3 CO r-< rH rH rH 03 rH rH rH 03 rH rHOO lO ! Miss Sarah. Fuller . Harriet B. Rogers . Thomas Maclntire . Mrs. A. M. Kelsey . H. D. TJhlia- _ _ J . L. Noyes, a. m., superintendent. . J. R. Dobyns . William D. Kerr, A. M . Delos A. Simpson, b. a . J. A. Gillespie, b. d . Sister Mary Anne Burke . Mary B. Morgan . David Greenherger . Isaac Lewis Peet, ll. d . Z. F. Westervelt . Edward B. Nelson, b. a . Hezekiah A. Gudger, m. a . R. P. McGregor, b. a . . Charles Strong Perry . . Rev. P. S. Knight, superintendent. Mary H. Welch . Miss Emma Garrett . Joshua Foster . Jerome T. Elwell n. a Jacob Mitchell Koehler . John A. McWhorter . . Joseph W. Homer . Newton F. Walker, sup’t . School board. . Pvt.corporat’n State . Private . Ev.Ruth. Asso State . State . State . School board. . State . Sisters of St. Joseph. B’d of mang’rs Trustees . Directors . State . Trustees . State . B’d of educat’n State . 1 State . School board. . Directors . School board.. Trustees . State board of education. State . 1869 1867 1854 1871 1873 1863 1853 1851 1878 1869 1854 1869 1867 1817 1876 1875 1845 1875 1829 1870 1875 1881 1821 1880 1880 1876 1877 1849 5 p, o £ as to a5*r o fh a ■*.©a -r'§S a fi” © ® o a :*g • a : £ . r;J :w ffl Wp ©“a a » a tf'CpO £ © a rtWW *3 8? HP fij ©» a ass r^». * a ^ ©«o a_o © a ,a ■ -05 a p! ® 3 co OH ft .© > © N *** £ © ^H’o 0.2 <© 4^ © f*H O Cra l*f- ,§ ^ .3 a © a to © Oa a © • *Jfcj5 a ^ _a cf o/gjPft sfH'g’I'S'a a -a fw a cs © ,g © ^1 pi a ■ - 3 a^s) W W WWW OO goPP°PP A S n a § §3 ags coH JS cm T3 ’£ I O '©f u © P O : be m a 42 1 £ © aS © p P,o sp ■| g p£ 5-2 r^J«g g § a a ■a! -ss^l a (-4 © p 2 |«|5|w %% i« W a nS'w a § 11 fi’43 «2 >> P O fl t-S o CO a ® B a S^a H H i-a g I g © ! © a ; P d®« s|*| M 3 P a ©§ 2P rr. 4- © tf > 35 PUW © o J Pco| aP g gPsq igl^s-Hs 5o oso « >» a ^ HR ce PP ;a« ’o"® o a 3p ©aPS “1’g‘S 51S-S aPtw © s&|| 2 af-v n .©; a 3 HP *3 a a °P ^ © a 5 © ^ co 675 p ® o’-S §1 f s- k 1 3 © O 3W ° 3 » a •a|- fg 3 © S ©< a a ^ © be dW •J3 5 d ® p a a •a © ©P P - | I o © oO ® rj ©is P. ®l ’O £ IbB Pa-S a a © o 2 ©5 2 ® a isfjjs Ilfs -2 © s a g'S © ®*5 ^_2 Hp Table XVIII. — Statistics of institutions for the deaf and dumb for 1881, fo. — Continued. 676 REPORT OF THE COMMISSIONER OF EDUCATION. Number under in¬ struction during the year. •floiijuie^ 01 OO ©3 ®OH ^ CO ^ CO t- HH iH 05 1 OM -51 (O ©5 Nt-M ©O 0^0 .-(©50 WI oo OO O CO 0 1-1 CO- ^ OOO 05 l> i© Instructors. •soanra-iraes jo aoquraj^; s* 00 .— ( ©j 0 0 ! eo rH •joqmuu p^oj, CO <0»O C- <0 rH (MCOIM r" Principal. Joseph H. Ijams, A. B . John S. Ford, superintendent . Thomas S. Doyle . John Collins Covell, m. a . John TV. Swiler, M. a., sup’t . Prof. Adam Stettner . Rev. Charles Fessler . . . E. M. Gallaudet, ph.d., ll.r., pres’t E. M. Gallaudet, ph.d., ll.d., pres’t James Simpson, superintendent. . . CD |s3i «a‘Sus' a 0.9 2- ‘S^ Mfl ®fl .9 a£ § e © “ a n fl^P fcA5 <° ,2^ g Tl'pt -h* >2 © flj © ^ o ‘•8 2 5 2.t^'M 'Pp tfUs'ag .ay os 2 02 , 2o3fl^ o ^ 0^5 £3 9-2 « S o o m o q co q co 42^ £ £&3S<3 sss: From Report of the Commissioner of Education for 1880. a An organization within the Columbia Institution ; its statistics are there reported. See also Table IX. STATISTICAL TABLES. 677 ^3 ~ «S g wdP q=S g* S|5 Spq § d d » S3 -2P - a gi-2-t? JHtJ rt o JgS£ 'SJapi! £§§g Sira'S 1§ J© P,d © ^ 5^ ,© d d a P.2 •dll id o Oi ICO rH O |> 0*0 O* 23 1 52 105 Library. UB9lC xooqos J8BX 9qj UI 9SB9J0UI H o CQ CM ■ O 0*0 > o . CM » rH . O O O l> o OlO If* CO If* rH •souruxoA jo joqumjfj w c* ooooooo o • o oo O WCH'diLO O « LQ OO o hhimodo -hi • ao oo • - • • 00 •uoijotujsut poAtaooj 9Auq oqAA loqumuxujoi, St H o *■ CQ • OOOOOOOO if* 1-4 CO COO C*H<© OO H ^ COrJinOOOCO rH 00 NO O ^ rH CO CO (M 00 of •endnd Aq uoxjnjxjsuj oqj ui quods bjboA jo ioqmnu oSbjoay fH H • ■ «W 1 CDHH • O CO O O t> ^ 1 ^ t- o • io ao . '9urujv[ i j 1 H c a p 1 p J 'c 5 0. ~ p c A j : ) ; \ : 3 e 1% 3 ® 3 P JH t 2t3 * r . i Institution for the Colored Blind and Deaf-Mutes*. Maryland School for the Deaf and Dumb . New England Industrial School for Deaf-Mutes*.. Clarke Institution for Deaf-Mutes . Michigan Institution for Educating the Deaf and Dumb. , School of Articulation . Evangelical Lutheran Deaf-Mute Institute . Minnesota Institution for the Education of the Deaf and Dumb and the Blind.* Mississippi Institution for the Deaf and Dumb* . . . Missouri Institution for the Education of the Deaf and Dumb. Nebraska Institute for the Deaf and Dumb . Le Coutoulx St. Mary’s Institution for Education of Deaf-Mutes. St. Joseph’s Institute for the Improved Instruc¬ tion of Deaf-Mutes.i Institution for the Improved Instruction of Deaf- Mutes.* Institution for the Instruction of the Deaf and Dumb.*j CO •rH if* Oh 000*0 rH CQ CO CQCMCO tO CO CO >rk Insi STATISTICAL TABLES. : a fjp 11^ Q © O *«A d^-*3 C 3 h P.2 <2 S-*a „ 33 .g O II ji 2 ©-SP £ ©w„; ►*a| | ill cj © £^03 Jill Sj cJ c3 © © «■§ J>P ^ ® © 5 o 43 .d ©t® CGT? p d § .11 12 ffl-g ►9 ^ 1-1 .o d 9,983 1 • © 0 1,452 0 0 0 1, 502 03 lO d rH H« © • © Hi ^ jA O & « P FaSofcP ’5< S S U E§ S> i© S E3 hfi . d |1 _e3 53 2 © a © I®* gjfe .g^gf ‘S'3? § ®^d Q © rl *“H £ d| d~ §^g © hr cc H © ^ d a - d.,3 nd «« 1^'SgS.^S* ® oS*i*&d5d © . —! o p,o © S 8°-d^d‘P £ d « Sd§ e«"g g rt 2 ^ 2 C <&■ ^ «-.2 >3 w sx) 2 "^03 to be® ® ^.2ow ^ Org.Sr- © fcJQ 03 ® »o 11 9 ® § d|^ g«8|&P a"^ o ® 3 2 => dp oo ©d h d d d dj® -Is dHO® a d o +o> d © p « d O -^* »« gll 111 ® © ©. d rj © ojS-d ®"^5 BgS ig^ o ^ o rd a d 3f-g ® *3 S.2 ■a l d ? -I 9'S 1§<2 « c ^ I la* 2 g*|| ^5® a 2 © P rd 2 I Sc»H d.2 153 gfl-s nn a S f-1 ^ C3 ri P d d dp ft fit © rt V d See ci ON f+ 033©- d a ® r. © © ©'S'2 ^^r9 fcfi © © ‘a^r3 »S3l 679 680 report op the commissioner of education. Table XIX. — Statistics of institutions for the blind for 188J ; from Note. — x indicates the employments taught ; Name. Location. Superintendent. a -Sg -22 M 4 a o ’3 <5 a5 4S o it si «w U o © u’S © © A a & 12 14 17 22 23 26 Alabama Institution for the Deaf and Dumb and the Blind. Arkansas School for the Blipd . . Institution for the Deaf and Dumb and the Blind. Institute for the Education of the Mute and the Blind, e Georgia Academy for the Blind . Dlinois Institution for the Edu¬ cation of the Blind. Indiana Institute for the Edu¬ cation of the Blind. Iowa College for the Blind . Talladega, Ala.. Little Bock, Ark. Berkeley, Cal... ColoradoSprings, Colo. Macon, Ga . Jacksonville, HI. Indianapolis, Ind Vinton, Iowa . . . Kansas Institution for the Edu¬ cation of the Blind.* Kentucky Institution for the Ed¬ ucation of the Blind. Louisiana Institution for the Ed¬ ucation of the Blind and the Industrial Home for the Blind. * Institution for the Colored Blind and Deaf-Mutes.* Maryland Institution for the In¬ struction of the Blind. Perkins Institution and Massa¬ chusetts School for the Blind. Michigan School for the Blind. . . Minnesota Institution for the Education of the Deaf and Dumb and the Blind. Mississippi Institution for the Education of the Blind.* Missouri School for the Blind . . . Nebraska Institution for theBlind New York State Institution for the Blind. New York Institution for the Blind. "Wyandotte, Louisville, Ky.. Baton Bouge, La Baltimore, Md. (258 Saratoga st) Baltimore, Md . . Boston, Mass ... 1860 1859 1860 1874 1852 1849 1847 1853 1842 1871 1872 1853 1829 Jo H. Johnson, M. D. Otis Patten . Warring Wilkin¬ son, M. A. J. B. Kennedy - W. D. Williams, A. M. E.W. Phillips, m.d. W. B. Wilson . Bev. Bobert M. Carothers, A. M. George H. Miller. . Benj. B. Huntoon, A. M. P. Lane . State State State State State State State State State State State 12 d32 Frederick D. Mor¬ rison, M. A. Frederick D. Mor¬ rison, >1. A. M. Anagnos . Lansing, Mich.. [pl880 Faribault, Minn. Jackson, Miss . . St. Louis, Mo . . . Nebraska City, Nebr. Batavia, N. Y. . . New York, N.Y. (34th st. and 9th avenue). Baleigh, N. C 1852 1851 1875 1868 1831 1849 J. F. McElroy, a.m. James J. Dow - Dr. W. S. Langley. Pr of. JohnT . Sibley J. B. Parmelee - Bev. AlbertD. Wil- bor, D. D. William B. Wait. . Corporation. Corporation. Corporation and State. State . State . Columbus, Ohio. Salem, Oreg . Philadelphia, Pa. Cedar Springs, S.C. 1837 1872 1833 1855 Hezekiah A. Gud- ger, M. A., princi¬ pal. G. L. Smead, M. A.. William Chapin, A.M. Newton F. Walker North Carolina Institution for the Deaf and Dumb and the Blind. Ohio Institution for the Educa¬ tion of the Blind. Oregon Institute for the Blind u Pennsylvania Institution for the Instruction of the Blind. South Carolina Institution for the Education of the Deaf and Dumb and the Blind.* * From Beport of the Commissioner of Education for 1880. a See Table XVIII. b Music is taught. c Appropriation not to exceed the above amount; exact figures not given. d For both departments. e Department for the blind was not opened up to 1881 ; the legislature of 1881 appropriated m Instructors only. $20,000 foradditional buildings and furnishing, n Value of furniture, and the blind were thereafter to be received. o In State warrants. State State State State State State State 15 040 29 l46 ml 19 44 52 State . . Corporation and State. State . / Includes $10,000 for building. g In 1879. h Up to the close of 1879. i Includes balance on hand from last financial year . j Exclusive of income from tuition and labor of inmates. k Also brush and hat making. I Upholstery is also taught. STATISTICAL TABLES. 681 1 replies to inquiries by the United States Bureau of Education. 0 signifies no or none ; _ indicates no answer. || Z ? o-d u O I® o PI §3® & a B fc Employments taught. JO 11 12 13 14 15 Library. 16 17 Property, income, &c. aT p. o.Sd o p & *3 .ft ft 18 OQ £ ft¬ 's 3<2 ft£ oS °ft<2 Ills 0 0«& 19 5 P, 0-S: !*§ 63 5 «* Pc2 f$' Ph 20 il 21 Is v fl-£ 22 38 145 107 (a) (a) $50, 000 15, 000 (a) (a) c$ll, 000 (a) $10, 783 440, 000 (a) $10, 739 (a) 23 Cl 145 127 90 52 81 23 13 60 128 63 28 32 90 22 170 236 217 h6 05 672 448 139 429 57 38 252 1, 010 72 57 1, 000 kx 100 100 40 (6) 2, 100 1, 000 340 1, 200 100 250 40 25 562 5, 383 l x M69 41 481 ftl,306 <7* (6) 180 1, 138 h30 1, 116 qx bx eo 425 427 1,250 250 1, 777 g500 2, 000 100 75,000 |^114, 713 374,644 300, 000 100, 000 100, 000 n3, 000 793 *25 40 50 50 131 300 (a) 339, 400 246, 489 40, 000 30, 000 6, 000 250, 000 15, 000 335, 846 0373, 634 (a) 500, 000 /22, 000 24, 250 <31, 129 18, 222 11, 140 19, 371 olO, 000 4,250 15, 000 30, 000 18, 500 7, 000 8,400 27, 000 7, 800 37, 000 40, 557 375 i6, 698 600 4, 200 21, 059 30,948 31, 129 j 18, 870 11, 140 27, 902 6, 600 4, 850 23, 121 77, 324 15, 816 7, 000 r 5, 709 741, 389 27, 000 7, 800 42, 709 81, 946 29, 681 to, 132 34, 813 w 296, 280 (a) £54, 375 (a) 4, 915 (Z534 73, 540 d8, 334 p Founded in 1854 as a department of the Michi¬ gan Institution for the Deaf and Dumb and the Blind. q Brush making is also taught. r Received from counties and individuals, s Number of officers only. t Includes income from all sources other than the State. u Temporarily closed since 1879. v Also brush and mat making and fine basket work 11, 373 28, 299 30, 653 25, 563 9, 640 18, 562 7, 200 4, 587 19,604 71, 938 14, 848 7, 000 8, 000 23, 000 .4, 962 38, 003 69, 145 (a) 32, 950 71,246 (a) w Includes personal property, funds, and invest¬ ments. x Including one quarter omitted in a former report. The regular annual appropriation from this State is $43, 500, but owing to failures of the State treasurer to pay quarter bills the report of the past year shows six quarters with increased expenses. The net average expenses for each of the past three years were $56,064. 682 REPORT OF THE COMMISSIONER OF EDUCATION, Table XIX. — Statistics of institutions for the Hind for 1881; from Note. — x indicates the employments taught ; Name. Location. Year of foundation. Superintendent. Belonging to State or corpo¬ ration. Number of instructors and other employes. 1 2 3 4 5 6 27 Tennessee School for the Blind a Nashville, Tenn. 1846 J. M. Sturtevant . . State and cor¬ poration. 11 28 Texas Institution of Learning for the Blind.* Austin, Tex .... 1858 Frank Rainey .... State . 24 29 Virginia Institution for the Deaf and Dumb and the Blind. Staunton,Va.... 1839 Thomas S. Doyle, principal. State . 9 30 West Virginialnstitution for the Deaf and Dumb and the Blind. Romney, W. Va. 1870 John C. Covell, M. A., principal. State . 4 31 Wisconsin Institution for the Education of the Blind. Janesville, Wis . 1850 Mrs. Sarah F. C. Little, A. M. State . 25 * From Report of the Commissioner of Education for 1880. b Music is also taught. a These statistics are from a return for 1879. c Since September, 1874. STATISTICAL TABLES. 683 replies to inquiries by the United States Bureau ef Education — Continued. 0 signifies no or none ; _ indicates no answer. 1 Number of blind employes 1 and workmen. Pi P Pi «H O H 458 88, 500 88, 352 j Number dismissed improved up to the close of 1878. 1c Instruction in fret-sawing and physical exer¬ cises is given. I Number dismissed improved up to the close of 1880. m Calisthenics, dancing, and various industrie are taught n Nothing but industrial branches taught. o Number dismissed improved up to the close of 1870. p Number dismissed improved up to the close of 1877. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 REPORT OF THE COMMISSIONER OF EDUCATION, Table XXI. — Statistics of reform schools for 1881 ; from Name. Location. Control. Superintendent. 1 3 4 City and County Industrial San Francisco, Cal . . School. Colorado State Industrial School. Golden, Colo . City and county. State . John F. McLaughlin.. "William C. Sampson . . State Reform School* Meriden, Conn State George E. Howe Connecticut Industrial School for Girls. Middletown, Conn.. Private, aided by State. Charles H. Bond Chicago Industrial and Reform Chicago, Ill School.* House of the Good Shepherd*.. . Chicago, HI. Roman Catholic . Roman Catholic . Hlinois State Reform School* - Pontiac, HI . Illinois Industrial School for South Evanston, HI. Girls.* State . Private .... Brother Albion, supe¬ rior. Mother Mary AngA lique, superior. J. D. Scouller, M. d _ Mrs. Flora L. Harwood House of the Good Shepherd*. .. Indianapolis, Ind . . . Indiana Reformatory Institu- Indianapolis, Ind . . . tion for Women and Girls. Indiana House of Refuge . Plainfield, Ind . Sisters of the Good Shepherd. State . State . Sister Mary of St. An¬ selm, superior. Sarah J. Smith . T. J. Charlton . Iowa Reform School Eldora, Iowa State B. J. Miles Girls’ Department of the Iowa Reform School. State Reform School . Mitchellville, Iowa.. North Topeka, Elans. State State Mrs. L. D. Lewelling, matron. J. G. E ckles . House of Refuge. Louisville, Ky Municipal Peter Caldwell Boys’ House of Refuge . Maine State Reform School New Orleans, La. . . . Portland, Me _ ... Municipal State . Joseph R. Farrington. House of Refuge Baltimore, Md State, municipal, and private. Robert Jabez Kirk¬ wood. House of the Good Shepherd. . . . House of Reformation and In¬ struction for Colored Children. Female House of Refuge* . Baltimore, Md . Cheltenham, Md .... Hchester, Md . State partially . . State and mu¬ nicipal. Board of direct¬ ors. Rev. John Foley, D. D . General John W. Horn. Rev. John W. Corne¬ lius. House of Reformation* Marcella Street Home Boston, Mass. Boston, Mass Municipal Municipal Guy C. Underwood . . . Hollis M. Blackstone. . Penitent Females’ Refuge Boston, Mass Private Miss Frances A. Hutchinson. * From Report of the Commissioner of Education for 1880. a In 1879. STATISTICAL TABLES, 687 replies to inquiries by the United States Bureau of Education. Number of teachers, officers, and assistants. Conditions of commitment. Means taken for the -welfare of the inmates on leaving the institu¬ tion. I ft I Other conditions. 5 8 9 10 1859 02 Under 18 Commitment by court 1881 6 4 1854 13 10 7-16 7-16 Conviction of crime, inoorrigibil- ity, viciousness, truancy, want or incompetency of control by parents or guardians, or indent¬ ure to the board of control by parents or guardians.' 1870 3 20 8-16 Danger of falling into habits of vice and immorality. 1863 Dismissed on “ticket of leave,” and are looked after once in six months ; if not doing well are recalled. Good homes are found ; they are regularly visited and corre¬ sponded with, and guardianship retained until they are 21. 1859 0 a33 5 and over Unruly conduct. 1871 1877 1873 1873 1868 1868 1873 614 1 66 5 13 (12) 16 14 12 11 1 4 10-16 Under 18 Criminal offences only . Commitment by county or need of protection. 15 and over 7-16 7-18 Commitment by city court for drunkenness or prostitution. Incorrigibility ana danger of en¬ tering a life of shame. Must be homeless or bad boys .... 8-16 Must be of sound mind and body . Must be of sound mind and body . None. Continual oversight given ; if not properly cared for returned to the school. Correspondence, visitation, and help when needful. Dismissed on “tickets of leave,” and these are renewed upon good conduct until the boy be¬ comes 21 years of age. Good homes are secured, and the boys are required to report once a month for a year. Corresponded with and visited. s Ph Drawing. Music, vocal. 27 28 29 30 1 31 32 33 34 35 36 37 38 39 x x 1 x X x X 2 X ’ "x ’ 3 x x X x x 4 x x X 5 y x x x x 6 x x x 7 X X x 8 X X 9 10 x x x 11 < X X x x x x x 12 >x X x x 13 V. 14 x x x x 15 X x X X 16 x x x ’ x" * 17 X X X X X i x 18 x 19 X x X x X 20 x x 21 x x X x X x 22 x j x X x 23 X X J x x 24 x x x x x x 25 x X 26 27 X x X X X 28 x x 29 x x X x x 30 31 X X x X X 32 x X X x 1 33 x X X 34 x X X x 35 x x x x x X 36 x x " x" " X x 37 X X X X X 38 x x x x x 39 X X X X 40 X X X X X X 41 42 X X X X X x 43 X X X X 44 Illiterate when committed. s © O bfi cS , r2 II T5 « 20 21 22 23 24 25 20 120 10 50 54 60 (d39) d 140 150 156 100 11 26 all al9 a32 (047) 14 al7 50 35 16 a43 40 2 25 13 205 19 35 32 a60 0 0 a4 0 4 a74 a54 10 21 0 0 11 a42 0104 5 olO 0 8 074 057 13 0699 3 5 4 0 15 085 31 25 a3 al9 31 j This number May 1, 1880, which decreased before the close of the year to 42, owing to a decision of the court that certain children could not be held there. Jc Also civil government. I Placed at service on probation. m Nativity of 2 not reported. n Average number during the year. o Pace arid nativity not reported in all cases. p 15 of these indentured. 4 5 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXI. — Statistics of reform Note. — x indicates Name. Newark City Home . . . House of Shelter* . Catholic Protectory for Boys* . . . Catholic Protectory for Girls . New York State Reformatory . J uvenile House of Industry of Brook¬ lyn.* Association for Befriending Children and Young Girls.* House of the Good Shepherd . New York House of Refuge . . N ew York J uvenile Asylum . New York Magdalen Benevolent So¬ ciety.* Western House of Refuge* . Prot ectoi ate and Reformatory for Destitute Children.* New York Catholic Protectory . Cincinnati House of Refuge . Protectory for Boys* . . House of Refuge and Correction . Girls’ Industrial Home . . State Reform School for Boys . House of Refuge and Correction* . Pennsylvania Reform School . House of Refuge* . . Providence Reform School . Vermont Reform School . Wisconsin Industrial School for Girls. Wisconsin Industrial School for Boys. Reform School . 11 4 255 150 170 775 166 338 871 247 39 68 163 70 163 333 158 j 20 79 90 12 «64 17 275 145 210 683 149 338 820 200 60 57 164 75 185 380 145 55 139 Present inmates. Sex. Race. Nativity. r2 * 5 'rJ o w ft o -c o a Ph Botany. Physiology. Drawing. Music, vocal. Native parentage. Poreign-born parent¬ age. 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 X X X X x x x X X x x X 5 9 5 5 x X 377 (13 1) 117 252 x x x x x X b-x clOO c50 clOO x x x X x x (3£ [D 305 307 307 x x X x X x x x x X x 20 43 182 347 89 162 X X X x v (4- r6) 497 1, 040 250 100 1 x X X x V X x X X x x x x x 200 60 40 x x x •y X x x x x x x 7 (6 2) 60 55 45 X X X 27 40 85 X X X 106 204 X X x X x 27 24 19 49 x x x fio /43 /30 /48 x x x 270 x vx x x X x x x 1 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 d Nativity of 7 not reported. e Also 14 unknown. /Of those over 5 years of age. 696 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXL — Statistics of reform Note. — x indicates 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 Industries. Name. &JD C •* n Blacksmithing. | Broom making. Brush making. Cane seating. Carpentry. Chair making. Dress making. Farming. fci a ! o "3 £ Gardening. Housework. Knitting. 1 40 41 42 43 44 45 46 47 48 49 50 51 52 X x x x x x x x x (d, Chicago Industrial and Reform School* X X x x x X x x X "J ‘ J 1 Indiana Reformatory Institution for W omen and Girls. x X X X x X x X (*> X x Girls’ Department of the Iowa Reform School. State Reform School _ _ x X 1 X House of Refnve . . . . lx X x x 1 Roys’ House of Refuge _ X X Maine State Reform School x X House of Refuge . . x m x X X x House of the Good Shepherd House of Reformation and Instruction for Colored Children. Female House of Refuge* . . X X x X X t House of Reformation* . . . .... Marcella Street Home Penitent Females’ Refuge . X X Truant School* . Truant School* . Truant School* . State Industrial School for Girls x x Lawrence Industrial School . House of Reformation for Juvenile Offenders.* Truant School . x X x .... Plummer Farm School _ _ _ X X X Hampden County Truant School. State Reform School _ _ X x X X Worcester Truant School _ X Reform School for Girls x 1”*. x x ’ "x ’ Michigan State House of Correction and Reformatory. State Reform School . . . a x x X Minnesota State Reform School* _ x rx X X House of Refuge . . . . x x x State Industrial School . X X X St. Francis Catholic Protectory . New Jersey State Reform School* _ s x State Industrial School for Girls . x X Newark City Home x x x x x House of Shelter* x x Catholic Protectorv for Roys* x x Catholic Protectory for Girls New York State Reformatory vx x X Juvenile House of Industry of Brook¬ lyn.* Association for Befriending Children and Young Girls.* House of the Good Shepherd . x X * From Eeport of the Commissioner of Education for 1880. aNumber up to close of year 1879. & In 1879. c This for the boys ; $180 average annual cost for each inmate of the Magdalen Asylum. d Crocheting and fancy worsted work taught, e Number up to close of year 1878. /In 1878. Total income. These statistics are for two years ending Sep* tember 30, 1880. i Includes expenditure for building. j Exclusive of products of farm. k Engineering taught. I Also basket making. STATISTICAL TABLES. 697 schools for 1881, OOI C3 < • O i-l ' r-l CM •QPSK IMOSOCOO 'rHOOr-t •aoipsuiraouep enoi“n9H • • • <0,0 * <0 CC osh a go s ,00000 .00 • O © -2 to © eg > ■3.2 feflt* ■a ;S ftp a :S^*2 02 • u u +2 ^ : p^2 2 KgW £ £ g’g'lSfiUs a§ F* •■9 Cg-P ©kJ S'o^5 9 l-SoS5^ j.£§^ so jS'bShsSS u u pW ©©5 • CO • • CO •© • -*e-^M >• 00 > “ ® £ — < 2 g- 8338fcrta«aES38aSi •UOI^ZIUBScLO JO JBOi ^t^coeocoiooocot^ ooocoooooooooooooo 00 00 00 00 00 00 00 00 oc 00 00 00 00 00 00 •uoij'BJodjooin jo oo oo >ceoocoopoooooooo< r » g g s “ 0X3 "2 3ia © <| += ^ ft ^2^ C3 P pij P^'o, q 3&5^S^8.S^ 20gi>|-gg^|§| ®nH o 00 ©^td rt^L 2 M'S S3 © © P © 'Ci 8 & © © 4; o (^HOftwW^M^MW iCQCOTMQC < 10 CO !>. 00 05 < STATISTICAL TABLES. 701 00 O 00 O • 1 Cl O H 05 O m rH • -TfOCO ' ~ ^ CO ~ (N WO rH CO OOlflOONt> rH 00 IO lO CO H lO H CO (MOSIO iCCCCir-HODCQCO CO C3 • UO O O O • b- LO CO -MO lo o io n- o lo co • oc o C5 • rH CO CO CO ' lO CO m O © © © © © ® o © © © 2 ^ £22.. * ^ m m *w m _ _ _ p PO fl . £ w , - . , - . o > ’ o . t> .OO . O O £ O O O . . © t> o © . o ^ © • • • • at? j ■ • oq • • to ro 'rocppj pro g o^iogg ogg.2gggoo §R p. ft g gso'C g cj fl O O . flO W W ^ p fl bJO . fl te. © © II bO -O p S'© ’” © bp o g ,3 «<|;p © ©S +=ft t-, _• © a □ c- ® fl .Pft 'go^ &3,3 w.sw. : p< : ft-3 I :g ’SS-cl °|Iw a-sSn^lUg .«9§ P ©'©±?i0i3 ©tri H S'©10 2 PH a u T.(^ ^ H X/} \ ►© 3 © . . . . fl . . ■P fn ® Ul ® 02 k: >. >. 03 Ci ^ P ^ f- -© a 3tf*i C 2 >sr-* O-S ©S p PaI.2 •g K!g 3>ag fl-SU 2 H b td-gg^ © p o ^ c3 © a -2 fl jgH co pa pq f-s s £ s”tliS • p 'p © >j . • © <3 fl © A P3 ^ ill o ©O ®£ © 3 >-5 Hj ^ ^ Ph 02 Mrs. Kev. A. H Miss p P3 © h> 6 ■ d id +3 +i P © -.2.2 «vfl Hcococo^ IflHONWONOO C5 C5 I© CM© l© 03 CO — < i© H'OOCDt- 0l©5OI>iO CO CO CO 00 CO t> CO - ooaocococo 00 OO CO 00 CO CO OC CO OO 00 CO CO CO CO 00 00 CO o CD l© OO 00 HOOOl© t>- (>• 00 CO 00 00 00 00 00 CO 00 00 05 (M lO C© 05 < > I> o » h< r- > co oo Ort . . ||p~p J © I ° oaM A A Ci5Ci3: ■ w fl A P P H O -|H bf) P P.2 £ ™ > >;§«•§ OQW-^WO _ rj © C O^H- 9-l -C3® o I _ ©_ «* r& ^ P'S fl fl_ r©i2i3^M,p'd ....„„ i^o E 2 S p p ©lg ^ vw.r,6W®^ I a fc-i o'* g 'g-g’S.i & s-S d'i ®^5 «3 © .2.2P-^©^P b.-S >»2 a Mm ^ © SwMm5. © 9 g ©'o ©" 0 -S bfl’^ ^ r§ .g .2 50 S ^ '3 0300° h5MOh? M© ©g ^ 03 « >--©sS '3 I S,® Hi iH ©©©M © ’?’>’? g’9 .S.S.S & ai p P P1^ H 0 0 0^0 fa : a ®'‘3q '.'bC p° rP 9 O Ptt O- rP ©J2! p"®^ P g 1 ® 1 p a p s p5p p<® ISwoWo.a|o^ ^‘ataWsla sli!§gi5^ p 'p cLfg ® .a a ^ © 'o &Ph&'p.P S+sM OO=o . 4? - %i Si s rP^ © 0 >=2; ETp S a°o 2 rpH^ .© - *P g3g|| s«|. 5'§)-S|5 © © © I © p.s § ^.P ®M o coPPmW laa§ * saa|l,I.?l| ^ ^ § ©a5 a I® p^^ p p S 9*0 p 4<2|1|£opp Oot-Eq0 © .200 2P°7,.2^3 ® © •P r^J © ,2 'o V r9 pj Pi 2p3^p. co £ §o^| ph!p ” ®4>fr! ■P g-p gp^o P ® , o P © © P 1:3 "5 ®'p2h b 3a§©p' i OlT P © • TO ©1 HPPWmWP a| * ® bo © ^ pj o P p rthj .© s-g” fl rP © © a? pa© 1 SQ & . ©Sms ! S-S«S | ®^p ©d §5 || > & I W; w :^ftg-j © 03 m WaaQp I I O C5 a a rP &S' °-P JSrP © r;- OO ftp S3|<5-« -- © a a p ^ ©1ft ? iri&s •3 1 1 §5 sf^sl C3 O rft ci CC H 1C CO ^ LO lO lO LO lO LO lO *Erom Eeport of the Commissioner of Education for 1880. aUp to close of year 1879. b Up to close of year 1878. cEot yet opened. Table XXII. — Part 1. — Statistics of homes and asylums for orphan or dependent children for 1881 — Continued. 702 REPORT OF THE COMMISSIONER OF EDUCATION. •tioriBpimoj 90HTS eej'Braai jo joqainu i'bjox © 1, 440 609 22 61, 200 23 63, 510 390 1,200 340 1, 148 130 84 61, 686 CO b- 5-1 <» - ^3 © PM t? a b .- © g g g - += ■+i +3 © <3 © © Ph £ •S m >-•© . feoPP^ r3 a & s a°4M g « j; © © rt § I IIS'S t-P S Sa2Sf*z> ® Ti M.Q I •UOI^Zin^gjO JO JB9£ CO • 00 oc CD o CO ^ ) t>» CQ CD ©t> iO ) OO OO 00 00 00 00 'XtOT^’BIOdlOOtn JO JB9& t> rt» i© CD CM i© oo oo oo ) 00 00 00 oc oo oo 0^5 & • © S -S g -2 © n. 8 ® £ Ph '-'«cq £g g. ■33,3|4 4 eg od" © 2 PP © ®" .2 rt a Sts © rt ♦"H c3 C3 § © c3 • c3 «d © T< T .2 T - © ©00°-£0£0 HQ Is £ ££ £•£ *. <3 © © © ©tp ®n3 © S 1 a I ■ T3 £33 «Has ■III -So-Jg ; Jb! © Jm+S p- o Q © t»o ® cj| a ! ft 43 qtgH > ® ® cc © © c3 S £ PPHPhPQ fl :£ cs : « § :S. Q ■ Fa ^ © © > a a ^8 +3 ‘-+3 CP*a "to pqpp is *1 sp .s-s x— v _ © CO © S - 3 © ® - E'g wls pq T3 ®r© O <3 ^ o' fn © l*» b» l> t> t> b- STATISTICAL TABLES. 703 CO O M fr- O Tt< O o 00 0 lO O O O ( H CO 00 O tji C »0 r-l ITS CO 4c < MM O CO iWOMWOO i-j i ^34943 -g ! : i i • • -g • -g ' "g "g ~g "g • ^ g • • 1 -g g 1 • g 1 • • • | | j ! © ! © « : p : • j • • • ro "® ^ ' ® ro ro © ’*(C® ' • *C^© • » 1 • • •4}® •»,orjQ)5«»03»»*» R |r s a 0 1 H H O ^ Q P ftPQ p p p P :•§ poooppoopoooo |po PiziP 000 fzsfcfc 0 fz? Ph P R P • . ,© c3 © . © O O © Itffcpfcpfcfcfzjjzj ip^^p4p4p4tz5^p4p^^p4p4p4p4 £pp : : wo ; :.a • • • • • ■ • « • ! :g i ' o. i 3 ; g : u P4 ■’£ 3 ; 3 • ©j§ :^d ® ■ : w jPB O . H ® 0 I'S 1 d^w 0 iM, I SMd 3 >: ® a Mpp"p^ 'S «-2 P 03 si Oiig 03 -f> o • P% 0-fi <1 °P ,^-d Jtsp, P O ® « S'E m © OQ © ft ® P,® tf gvd g © a o P £>Vd ' n ,2 p£ a © p ©<2 © © • « >s MJti E £ 2 "® SSwoB *% ., . .11 ^ W) J 2* O fft*!: ist Ink'll! j|l © m«3K° o Jis •9«'s3^°^HeS • p (S OMK . O • HHs ® r-< © ® ^ H ?h ^ H PH Ph • ® • © o • 73 0*3 o ' ££.2.243 £.2 £.2 I^^mcc^WodWcq i £ 'o • - P-d* • u © 9 8 >3 rP £t> © O O rH O Tf h 00 00 00 lO lO CO O (M lO CO ( CO 0 0 H t" LO 0 I oo oo oo ob oo co oo c OOOOOOOOOOOOOOOOOOOOOOOOOOC - 00 00 00 0 0 CO 00 00 00 00 »o 00 10 00 So H0t-Hr,iO0Hh» . 00 00 00 00 :g° 1 10 CO uo IO « • 00 00 00 00 • '. oo oB od> HHH rH 1-4 HHHH hhhhhh :HHriH ! • HHH ^ ©--d ©-pa Its P P o +3 o-g "(3 "S 55 MOP Br- ® © ® © ® ® ® © 3S3 Si- ^Ja5a . . ®Bfjda p-p p £.g P © g o Mo S § R §Ph1w| P W M M I <3&i i i i^SfSlJ . s |=-»|3s|«2S-fe-ggagggpg|saaaa • 2 © a .^ScSd-e ..- - ,-MS^ ,-r-r S! N aj 43 P ® O © £3 •o' *AiU** ^ f i>r s o » H O, ifi on *— i *— « ° -•*§. a- O v -P2 |1 is ifp g >d _ © 'S i 3^2 _ ® rt ® <1^ s g pf 2 3 fl 'S.p.S res m j3 Oh q H , © «a ©■§ £ 3£ ^5 sr"2-g§ ^3 CS 0^33 OrP copqtfl pqpqo «S|| ©BP 5 S ^-03 ©,2.2 O CSJh 43 gh <£> CO 3 p ^§i Il| oW^ P ®o •|o © ^20 ppM O-HH H CD O lit I^| f a'a?! ?|ffffflllll!l | i? i1|| ^g^^gg^cSppp^ppig^g^ggs^ ^s831 o |!e=?||e2-||,§|V-I |5|g 2 OMooroP ■ .o a^l c«h5 F?j0 c3 ® ®o ^ « p p 2 a :tlp o £ ® «ppj PI i^ll MOM -If TO C ^ r2t5 ® -d 43 P*® P © P © t « © *?£ pjO^ C'p^ o »P 2§a 0.2 B o ft S WPO lOOOOOOOOOOOOOi — r—t t From Report of the Commissioner of Education for a Institution practically suspended since 1874; build- b Up to close of the year 1879. 1880. ings in process of reconstruction. c Up to close of 1878. Table XXII. — Part 1. — Statistics of homes arid asylums for orphan or dependent children for 1881 — Continued. 704 REPORT OF THE COMMISSIONER OF EDUCATION. •UOTJBptmOJ 90UI8 80 j'Braui jo jaqurau [•e^ox C5 CD O CO 10 *!>OOt>OrH COCO CO 00 O ID iD 'OCO^^lOCO t> ID IC^OOO Oi • rH -C4 CQ t-I CM (M On(MO OO • ^ ~ • r* CM 1, 338 Number of offi¬ cers, teachers, and assistants. •ojBinotf G0 4P .43 i-P-P .4P -P45 43 ROO iO (CO .O OOO . © © • © t © © 1 © © © © 4^ 1 © . © :■§ . © •uoijButuiotrap snopTpg; . fH O O . O .CO W M 03 d a aO o o o . 6663 HOD d pu p4 p4 f^5 MX O ci 2 a . ©3P3 s fcP"3 S ^ Pp ^ t-3 a «b E-s © p< © © •§’© .9 3 .H 'll d'ol” t^Hpip ri m m • £•2.2 & o . c3 ■ > la -2 c3 w S 3! 30 H © r b © ©qs • c3 ro Mi»l •uoijezrau§.io jo xe9j£ 00 00 CO CO <^OC0HI>05l0 CO , ) CO h* Is- O O L- to ( ) 00 00 00 00 00 00 00 CO c 00 r* CO O O ^ • O CM Tf id to «d CO CO • r* id OOCCCOCO 00 00 * 00 00 •nopujodiootri jo jvoj^ 00 00 00 CO 00 . O CM * Tf» lO . CO 00 d o 3 a in d p.d © ft* o © ^ W : a a jdh »J}.5 o' tr 2.®3 guslis §2 j-pj © © a jd t-1 a-M rtH a ^ XI ^ rt bUD^ cs m m co cg «ldf^ls§l°5 e.2 8§,dS'5rg.ggg KkJ^o^ocjS^SjS PPODHPDO f-sS 3 MJJ D do 2 3 g 2 P Li 3 |-5jh^ &BdPrg ^ p- 2 O r^n qj -j- S •“ n kT S a £1.2 © l-g dJa £OPpi> <1 ft tsHfHfxN 2 6 ;£33 d-g (ziOP^cC a.d g © 3 a ^ Ck ■Cll J d^^ .^13 e4fo •S9 a 3 a? 3 S >id3 ” o^pP'-S ^30^0 «w g ©.© © a^^il © jp jp pp td +p +p «" ■ - M d d ‘sr ^ o s a a ^,q -gF^&S oSSoP (M (M (M ^ in «o t- 00 [other Sta: STATISTICAL TABLES, 705 • 05 * O • • T}1 • O • • CO • 0 • , 385 ,356 144 • C5 Ot^OO ^ ^ 10 CO H ^4 CO T*1 ?5 - . t> iD OO O • CO iC CM CM • ^f>72 O « -a . g ® .Oh © © ft "© £ v3 © 3.W M u PH r-H © © © © mm ■ /a rA a ® 1 1-9 a cj ® ^ d ® © fi o m § 8g.S cm a ®t> > 0 SB flM w.. . £H.2s k2 ft 3 © ft r2 . S3 Oft2 OCQ ft ft P rC ^ P J ©3 ftO ft H<1 5 m ® k* >-■- E ,5 £.2 ©.2.2W SSoqWoqkS 3 3 ft . -i'a © o-ft §p I • © 3 ^3 aO-gO 09 ® a © © “1 iliur sl^ISs -2 £-2 -ft ®cb 2 s.2 • 72cg7533p 'd 2 3 <3 © bi.a I® 03 gw 1M W® ® ft 3o 1 05 O CD .OOO . 00 00 00 10 CD CD »0 Tj< CO • )NiOt>COT|H oooocooooooooooooooooooooooo Cl *o CO CO 00 00 00 *o H <0 CO CO 00 CO 00 CD h* CO l.o C5 CO LO OOO OOO lOCCiOO^^OLOot^tC-KOTli 00C0C0CC00000000°0CC0O 00 00 05 CM 00 (ft o u H WV3 a © •3 3 Wr© ©.3 ^-ft 2^-ft 3 3 ft® 3 ®M 2 ‘3 ftW£ 3 3 P 3 33^ 3-^ a O s P gs p § . <0 H & L j © ; >ir& :^p • c3 • '"j c/2 1 o H r-«' ® O O 0 0 0033 3 ft) ®'3'3'3,^rp,3 3 3 o §^5353 53 53^53 | q£ S®33D3333 n3l W pqpqMpqpqpquoo 3'° ® © I«i!|> ■S ® . 3 & & ^^3^3 o © a © C5 & a 3 *4% _ ll^ Ml • 2 3 ® 3 ’O «ft 3 J a o.S«h P-yO-3 ® o 3 ft j-10 5^1.2 2 3 c3 O 3 B ^§WP^ -.333® e-sUl a&ois ^ ® o o 3 3 s- ft o CCMPWO 3^§P O O 1 W 2 3 3 | & & Woo l: _ W. 2tg^3 & fl S c3 do o rS OhD^ JT -H-M O (ECO s w ® a ftj5 3-3>g g-§^ ^^(§,§01^ 3 3-33 3,1 3 3 3^^ ss&lliSi’&’ISfSSag'li^a Sr^ Co® CS pH ® fl aW ,3 r)33 ®C5 a ;® a i (>, a • :W aw & '^rS| 3 1, --g © 2"3.a ft^ft 3^ft( 3 _ w 0 k-53 33 a ft-a a o ^ ©3,3 > ©^ 3^^ g 3 bco-^ ® " > R p o « §3 1 1 © 1 O o w 3 © w w W W s*a co co 33 co 'nOIJ'BZTUugjO JO JB9& IsH# W W W I 4 cS .2 £ .h1 •ill » 00 O • CO O L— *04 CM 'r^OOCOCO 40 CO CM • ^ COCO ‘CM CO CM Ah .M • SM © P © © P-.® 03 CO * Ss ^An a’i 3 5> go t> ® ^ a«£s>? "1 © ?3 6r? p* .2 x P « © £ » -x> e o»5‘C • • ■ p*5 2 © « . ,o ; cs : a cf :£ © *-2^3 pi c-. ^ ^ rf i ^ ® c a >- p> s ~ .2 ;x 5 a o £.3 g >wa ?£~0r^.g co :=J3 si • . 5 s,,-^ ® |w<3S jog cs p & H. © ®©®®©®©© . . i_ . ®^.® © © © © 2 2 ©.©©©©©j-a^ , © 'S^'S-S-S'gggg^J QC3oOOOO>>>iI,Mh« Ph rtWrtMPSooam'HHH . . & tH>H „ r © AA§ +3 4-© DP!> ^■af ^j§ j s g © a .gfc®, ©-+>. "ei ®; t* & efO a- o 6 : ®.cs a c a o C3 JC S , x=§ • c © •bx © • " +J : 2 ■ _ u : P.p -3 -tS ® 5 , ~ ■* 2<% « q 3 | a ll|l|||||l! 5 J r J 5 3 "^-3 ©big •3 ?0 P-*^ = < i; ^ ® ”5 ■?* fe3 ®a - © p aa-5 03 03 l> oo ©3 03 33 H H 2 s^ji Iff DOMoW? 03^4 i o © ^ p 20 1- a3 PQ >5© t-t>NHin o co cq co • yi to co to too oo icoco ho » .q m >0^0 R6R6 p p o © 66 R 6 O o o o „ © © © © • C-P 0} GO go CO Otw p p a pO£ . © O O O O . 0 fRtf£666RR ^ ^ *3 §4343+35+3 © © © © SoooSo © © © © jH®®®(H© - aJtncpcp © ® ® to © oa • .2 p p P a 5 a p p:2 POp,P Hpa H p p p J5pa OOOO 0000-30. g1© .. 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GO U r] p § ® 9§ ®25r P?Cd arR6^3)q , o c3 c3 ^ m 1 15^5^1 ©jd ri E if 2 0 §Dp<§ a o o» ® Ri ® P tc ^ao.2^J RRllfl a ^p.accp.2 & bJ|§c£R /■n *x o p^-2 p ^ «rH 113 2 r/) r-v _ , ^ -£3 ■r^ : a : c3 : 8r aa- o o ■R p © 3 02 e p,^I S9£ 8 ® ’r5 43 p p ® "® ffi ® a © jg o 1 Ph oqoq^oRR ■mo SR ©.a— ZFSMm § 115 §2 4= h- • o PoO gos® Qo w w ccO PhRRRR >3 J5 ^ © 9| ■SW o-g P3C • P3 ■ p) :o us'd p I 2 .o-r-S 43 ftO J Sq o O ,-n in ©^ © ^ga o.p o rrR a p o © RR *2 p £►9 2 o >p i050H(NM^IO CO t> C i N M rf< lO © I'- 00 ( CO LO O From Report of the Commissioner of Education for 1880. aUp to close of year 1878. 6 Up to close of year 1879. cln 1879. Table XXII.*— Part 1. — Statistics of homes and asylums for orphan or dependent children for 1881 — Continued. 710 REPORT OF THE COMMISSIONER OF EDUCATION. •uorveptnioj earns ee^e uim jo jequmu pijox 2 ® .2 III Z I -8 RP !1; ©B- !*■ m2 : b : £ §2 02 ‘UOIJ'BZIII'BSjO JO XB9_i CO fC ir.!oo©i>co ocaoccooocooocoooo •aorpuodjoam jo arce^ ;-£.P © -P • p . (S S fl <4 (J tj PPh £B ~B . , Q .03 . c8 ^ ^ GO flS 22«222 ® ti 9 Ol3 O fpa3 c3rd_J'p c3 « r© ci 'P cS 2 2 S'* 2 ®2 BB B B a "S B c o ; ® « « £ i® a, «3 ,2 e8 ® BB «B|B^^ « .2 .2 Ph .sf ^ S^Ph 2 £- ^ Ph b 2 -~ 2 fc 2 ~ 2 « 2" -mh i.S'.S* 2 B"-g ^P^bL bi " ® ® 3r§ ® ® « ®| | (M LO lO t> Ci CO CO CO ~ t- ro OG 00 cc 00 00 00 ! o ■H < J2 ^ r2 Ph • ce r«* B =« o '•.*£ . ,B Boo •.p .33'S/g O M :B: « |g£ oB2 g ?r,+± > H *— i i— i 1 W w ~ rj •-K^K-.hJ..w W B B BBB mH222^BBB o P 0.0 CC5” Sa <5 o *:w s is © O ^!2i o g P^bI Hlfll © p .OB P B B co mMm 00 Oi O rH 00 Oi CO CO CO CO CO CO CO CO CO CO CO CO Colored STATISTICAL TABLES. O • O O o • CO o GO • Tji to CO C0® ■ >®"§© ■ •© ; g> j j ® (O © • 1 © j fl O OH '«Efl 22 [2 doOPQH BftflOH POHOOgOOPO fl P .O . .0 . , 0 cj O . .0 . # . .0 . .0 .00 00 so . . 0 . p4ph Ph^ Hiz;Hq!z;qAH’zipq!2iHal!ziHpHa4H^HH^H!2i^ 31 © a .2 o 72 hi OK) © © 00 00 10 © O CO O0 00 © Tti & : ►-a * m |s|s >dW ® *S||sy , q 05 fn -H ® ,2 ® 43 *H 3D ® *h IhDSSSffifflS# 3338B3{*Hh O © H *h . rCl § © 2>§ its O H H -r-i H2 0 * ©«P ® !2*5 ® © ■ ■ P -p -p > ® ® to © -p ®®*3 t't'CDCOTtO ________ . OOCOOOGOOOOQ . 00 CO CO CO CO 00 CO CO • 00 CO O0 00 00 CO 00 O0 • CO GO CO CO CO 00 00 00 00 fcrS " a § flO« e g 92 2 - § SE 2j£ 5 B fl’&a ® “-s *’§.5 ® ®<&h m 1 £--1 .fci&s! is'5 St'sIsaSl SHA^s^aAa&^gi!® ®0^3W P.O ®fc,iiS'S5i'Sa S'-S nWfl l«^lnr§?I1i! i3 © o © Ch S3© O S u g grs la > © S'g §r§^l-a 8 © 'g p s ■© ' - 1-1 p*'r©‘,r_,r^'*'r- 1 p^1 — 1 e -43 w u s ® o © _ © rtIN CO ^ lO © t> OO © © rH -! Sd CO Ifi © 00 © O -J fid M eo co co co © © © eo m wwcow >COCOCOCOCOCO©COI 2 p« IS a« oo^s ri jz O (H p, a a ®48 « 9 ■a3 2 2 3 g p ®-s C3 fi P •POO la H © § ^ O t« O © © © -9 S * *3 711 Table XXII. — Part 1. — Statistics of homes and asylums for orphan or dependent children for 1881 — Continued. 712 REPORT OF THE COMMISSIONER OF EDUCATION. iO CO t'- STATISTICAL TABLES. 713 < A 2;d © 6^5 & a ft o <5 A dip A p a a Ms © a ag si web a ©q « 2 MIS'S g q © ~ H.S rt CO •§£ £® O .A §>°|a ^sS 2 § So *S** d cj © d S ©' • ■ . w ^ t> > Tl © ® © © 2-all^Mg. Ph Cb «J >1© 2 « i . i ■3 £r •p .a . © > ! o O s a ^«s 'S® .2 P a fl o ^ ?H o P^OQ £§ S-g © U © a a ftV . & % ©. .ndd1^ M ^ S- g 1 s I g" a'| 5 ll^.Ss'Sg I 13 s; Sal I •: ® © >■. S 2 o 43 Ofd|S2s-S^ 'p !r2^a b+s'® a ® a ©ft n © i © t* re rr 'P 3 a 2 o a « o AAftH „ ft ^ o 5s -P II <1 A ^a ns ft 3 '+3 ft 5s o ® a © a Jh © © © © ■• B ®*-arPo©M)® ®'hO©>:©.H® o fio A eb 2 fell 1.9 A fcfi .a !| © 'P +3 o © a © WJO P'53 g’S a a A © ,rd II 1 a-gdg ooffi.2 O^'C o © © © * a d .2 © -g © .ft © .9 • © : 1 * i il ! ! 43* • • a GO CO O • 5* ft 1 p _© : 1 c<5 d > © ft a |r£ g '« p .© a © © p a to o o S fl ft p r© • P ! 'P :9 ® a? ^■b25 ©^^S p ! 1 is ft £ nP © g -« ' P I ® s S r© 1 © ^ '43 a ©-^ ©I’-S © a a •42*^ ^ g |||& 66§® 0 a ©-^ 2 a ft © © P P+3 ,© a a •E-3T3 a 2a <& g p a .° .2 >3+3 ft 5- a o 6- © p'S "S a +j +-= 6 a p .Poo >oo O V s® a 9§ M 5 ^ 6 © |a O A II A o P'S © p © © >3 >3 A A 5 a ^ •is 5 © h«3,S ©ft p o a § a « '43 2 h ft ft 2 •C ©ft © p p g ©5 s ® o 02 P“ >3 >4; 'Cpp’3 p^^-g O O O O' Ot>t>Q fct'2 .2 a £ ti © a <0 .H P 4^2 © ^ £ © g a £ £ poS © fct5 ft .9 o a a ® a ft ©a © a a a a©+ © J a a o o © ^ ©ft ft ft a o2 a a p © © a ° © .203 ^ illtl >51ol o o >* a _ o P w o 2- ;>,§ a |16 gA'O o id ■-• p o ft 6 d ei 3© a ft‘PP3 i &- p 3 ; 1 « © 5 *' 0 1 a w O O : a P 5 C3 .2 • O : w • *00 1 i i 43 CO 0 1 0 4 ^ g ’3d 0 © a g P 2 cr ; 71 i I I ! ^ £ I 1 g ft 1 2 ^ O CD > a >; Ph t>5 CO ^ 2 g | is .■§ 3.ss”§) *S.§ "*■§ o £> £§ © k£a.a'© 3 JZ R -a © 4) , - ■© * c3 rs o < 533 © £ © © ©3 ■©•a spas C41,hO®3 .2 ? ®,a >>a ■§5 | S g£ wrfs - •93 a .ifl he© o 2 fl 2'e| o 3 £ a tea £ 8,9 t£ .9 i a • • 5 © ^ if 1 i i DO © © • « ^ ^ ll S ; ; G -3 i : • £J .2 ‘3 oc ^ c ^ Is p 3 S -9 a’ a 's "p ^ .a © © © $fr© 8 (t a p p.S a a © g a a ,© © © > « © O •uoi^n^rjsar otjx 9A139X OX p9Iinb9J 9JX? neapxiqo qoiqAi x8 Q^Y If || p.a P. a <1 a' a .2 £ © s.S'S ' a- a.® ?>© aa £* eS r£ a a-.o a3 1 C ® © bL£*a a ©CO a « 9 ^ ■h a a-2© a aj © ^ 3 © o'” O ccou 2© Is .■2-° o a .a § 2 >ig a a « „'© ^ £ _a |‘5 'P © ®* gas © p.® g__ © a 23 © 3 WP3 a -w lo -a © aeo © *q §3S © 3 a |s^ a ®~ 5 a o • ’« 0 © « o f-* ill L > 1 1 II ll &qM .13 a ® W a -a S §fi If © a O m to t- ( STATISTICAL TABLES. 715 ® a 9 ® ®P Sw ’© cq 0 £^ £ eS o ^ ^ I §1 *5 © ^ rrl © -5 gS > a £•« Ifl'i 111 w§§ fcJC 2 s bS 0^2 O eS o <1 H ® a 2 © a £ | a ,2 a£ g O PmP i £ lg be® .9| 1 ® ,2 o pmP to .9 %i ° ft 3 V §§■ ® 5 b 'gs ® § © ® a 4g 'Eira ® p< £ a a o 3 «3 O'© P C b£ nd d SS«g O © M m s22 a a c o a y ogoo® :«5 « £ be h.g s|“l 1 1| 9 O CS© rO © „ bijbtS ® ^bi) •a _*M.g ^ '3 » © - ■ ■ ■ ■ — <£> CD C5 i O bJD , H-9 ."S'E-S § I y>bS a a § CD .9 © O fl ^ W P ra $© HP I 9 © %% be0 (3 P .9 be beg a.g 6 g a © ®M rh 05 raffle P .9 be 1-9 o Cir-< 3-9 S W) d lag •a «e • a ,q II :-Hii' 41 2.2s ? PhoP ©^ a © o ® P bXl §ti.g 1-9 1 W 02 be^fl .9-9 rrt CO § I c! O PP - P i d ^ o C'S ®4^ 1 1 1-3 W.® "go 2 jf3 m a ®P< I ® o •ss e g£ * S.8. .9 ea^i a 2 te *r\ a *a a „ - © O O so o 6P yA a a -if § l*gl <1 u a >5 ® P 9 9- f? ©-g 111 55p? » ff a ** .©-© a o a -a p a OH o ~ s|® § col . he O d P"a £> 0 - S f^a § §«.S p Ills® a 9-|| > a a Pm !3 : a ;.3 to ® C S H a .2.2 ® 5 S- •S £ fl fl o o — OOO ^ -4^5 z: o ?r « a 9-a 2 ©.2 - .-® li'Sg.'El ®<® ® © ® S ULsl! Ww ® 'r* rz ® § a 0,g| ® a «« § 02 O Boys, 15; grrls, 16. 13 No limit .... Girls, 18 ... . 14 No limit 18 13 No limit 18 15-17 No limit . . . . 18 18 No limit Boys, 13 ... . No limit No limit . . . . 21 Boys, 14 ; girls, 16. ci 4; 1 c J2 3-10 ei rH 8 *3 a P Under 12.... 3- 13 6-10 Under 12.... 14 4- 12 ! 1 c » rr, ^ g OQ GO a b ab°o M.25r® *> ® a a rl O ^ c3 a on ‘43 ® 111 9 2 aF a a a a 3 : E7 4a® ^5a®s O 02M 00 eS A O ,P P 1| © P p © cS t> ns'&O a S d)S| poo © 0—1 g-^a o « 3-0 S g o.g ^ o .S'© 3 o©! ® a § 'S O © o M PH Ph I bO •S ® PI . ns •" Ph Ph © rS t- © e E? o £§1 §s° 111 © gja p.S~ o © O «t-i-C o . a mo ® A ns go p p ® © 'O © ^ o fl O o rt ssS Ph Ph 'SM © a g g 00 j>> O w Ijs *§ t>o S I § IS . 00 &f§ © © o M A ^ ® © o-d'5 l*g ® >s © a Ph © o© © w o 'S *3 bb © * p I g>i CD .g pj I ^3 W pp g -® .2pp +3 O © O 4^ ’i2 5.S.& p II sp pp«l •fl 3 p.a-fj pi ^o© •m »,o s'©© oop > O 1 5 ro+3 P g P ® .2 ® a a p 3 r© ’S ^ p [T JL og-o| £ p ns © t>J fl a § ® © s gag^a 0 <1 0 pp pp 0 02 0 0 •UOiatl^I^STir 91$. 9AT39^ <$ pa.imbaj 9.1B u9jpitqo tpiijM. ^ 9§y •p9$nnpie 9q ^ni ugjppqo qotqAi 9§y nfs lA ^ 4< >-..g © fcJO pp w’© <3 p d JPh p,® If £0 © © 'I I ww b % o §M p a «gcS ii %w ®_ < 8 s a 3 *1 o © a r® Ph ® *b „ 3 c3 ■§£ S 33 Hi H CC H H £ I !i« t&M s PP s2 © P 3 -g ® g £ ■= © a © © § be© ©© T>> M 'g ,0 o pa*. © a ©^ *— 1 CO n« !& is Oc/2 cc cc a © Ph I “ »< — cc O W PP pp P -4J So ® 1 5 a § £ c6 >4 oo 6 ^ o o W >rhill Children’s Aid So< STATISTICAL TABLES. 717 -s a cS © Pi© O « <1P4 ; ®-o S3 p t p 'S © a II 43 © P Ph © >5 a-3 i^s si |Sg 5 -S ■-©S a > a © § g § p HP-i^Ah Ph» 'ft a © © © a a Op .*P o .j§« St M a.© a: © ^ _ ! © O - O ^ o’P « O Ph : a ^ : §.s 'S fH ^ r2 ;<« £ :^rg . cs Jh ~ : 2 -a p p ^ c3 » & bi-g ■gill ^ 2 ’p ® ro frj S 0 .2_44PJ « p ® ^ bi.2 «.2 -S d § a a P P | a © a flS'" J? i o“fi‘ pC3 m o Q ii * a ® .2 r©'-tH © o © w a b £i3 p. 2 o p 'p .2 p -?§ © cS a 3 ^ >> d § O P ©■S3 111 <1 £ O £ "S p ^3 .2 'p p c3 P © an 3 a p a e3 Pi a p t> p p.s .2 a k p is p a p 3 « o ^ a o SJCP3 M co a t- -,2 43 43 00 ® ® p*p - >-..a a O UX O blips o w n m >J KP o CJD n « a a o o o o © *" .S3 3 MAS ^ob"p m it N 'NO CO UO ^ M (M WWW p 5 btig >>© § ort R P Q rP ^ « ^ CO p a f-i a p ^3 & ® >> a "S I’p « IS§ 0 £ ©.2 a 0 2 0 ^03 ^ 3 5 O U1 -p O S3 © © QW O © Om ■§53 .2 p So © p © Oft, Sis 'sr g£ p © ii t 1 2 <1 rP P P< P I 6 -a? ^ si 3 a § t>J P rP P^* 43 . p a p srG © -p S p s h a &p "S ^ © °o &3 ®o 2 p t®ii ®q3 o.o S & i .5 1 p S § | :3o + +5.0 ©'©iS -tl? 9s 3 a o S '3l©5 is "©b O © © _oo Ph ]a ">5© & P ’0 op® CCOCG W lOCO 22 From Eeport of the Commissioner of Education for 1880, Table XXII. — Part 1. — Statistics of homes and asylums for orphan or dependent children for 1881 — Continued. 718 REPORT OF THE COMMISSIONER OF EDUCATION. p1 3 © .1 I g g <,5 g •2 I 1 » © 2 o p-o © o s -a ii - © 3 a . § H B ■*a P « H © ®4S a g'P.a © ^ § 3 o .a 3 f© P. © -2 © aj >5 ©< ©P< © © 53 <1 3 a © J.2 -rp p p C ®3 tc +* £43 © c3 ® fl © © §Dq 80 * g © «W > & pa's —oo c© © © blS 13 P s-i a . h w ® aj _ -r1 C Mi fl 3. a 33 © «*.© O M MH W ."p P fc£C« 51.3 •— • c3 fe J4 P , ' P P © 3 .2 ^ © ^ .2 « 3 b» 3 . gM|$.bg.a s §3 §.82,5 £ § A H o w O 3 § btp 3 a rtf be ce g S d g O £ £ 8 -a .3 a ^ 2 - «P ^ . fco'C S bt bO.S 5 bo P,P a © q a ^’©33 ® H © f-> 3 ^ 03 « ej P a O A O P © bO "O . P42) re p p S 2 c . wfc © o+3 '43 ,3 P • P pa jj; ® 33 2 © -2 3 +3 5c2 P P P ,P — o P o OOO >s3 P ® p, 11. p -•© p p ps g gpapa ‘C -n *C '£ © © P P o © •7-1 © 43 P p o Hill 33 p-5 © o © P o >, >0 t>pq 3 a © § o © (>t> •uopn^i'iSTit 9q^. oa^qj 0; panubai 9jb tiQjppqo qoitpvv eSy ® 4a >>3 o So pq >5.2 >43 a © u o MP3 PQ PQ >5.2 o be M a a o © }Z5» •pojq.nnp'B oq 3eui n9jp[iqo qoiqAt qe eSy CO 5 ►» © 3 p <4 6 g p S “ t o O ® aw « © tH p f-cq 3 ^ 43 W «2 °° 3 § p >5 S| © © p.1^ S3 ^p ^ 455 © +3 COO CO p,' a a| S3 5-3 -x r o ~ a --.3 3 s -I 5*3 xj| re O © 2 111 33 - OC- Cl CM CO Orphan Asylum a . . . . . j 2-10 STATISTICAL TABLES. 719 «f & 1 I •* -P vp qd 11-9 PCl-P p.o g ® ® a Ip a ^ tn fp © s § ft ^ c3 . TO <0 • fl o fn *r* ' o 1 .§ © £ ®r © ® ^a' i a p: ll-s .a to o . IJ 1 1 42 § "p « a ^ E ft a fa © .a-p ft w j£ ® p 3 © O'P W o o 2 £ 'SSI 'Egg- JS I J£|3 P Pd P fl o ® 1-2 “3 14 S3 !'£ id S3 TJ '£ ® O 3 P 2 s H -p-^ P ©S 23 P 'p g p t W .3 | §1 ® pj <5 p — ® O P Ond .p ©_: ©'O o 03 g. 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OOP t* T, 5 M Ts O M CSP3 Z o a« -P„ © ©jz ®S« s ►IS r® ® ® 111 s •2 2£ • fee :.S P bfl © rd ® P CS U © beg fe .a I I g to to g 3 3 So o PH H . bB £.9 Sli 'Sij £|1 P -£ bfl ’g 2-3 P a p c3 O P PP ts a -pp ^ « ° P fa «3 .2 |5 fg « 1 •p . ® b < ® ag h as o'® p ® p *9 -P tL P fa « 2 ® .- >p fr i ■gi I * | p .0,3 ri'5* © bfl 5? © © © sp.a « 1^-S.a |£ © ti 1-Sft^gl.g p p p > g»S ;-L- > ® bH 3 ® © >rd fa' i a 2 » o o e & a a «■■ •2 fa §’ >-. a p - p ftS,©'?,© 2 p £ S £ &§§!§ o o a .2 fa to o a'P ® to p p o o ,©43 §§ ou .2 ^ 3 08 ll ft^ P 'S t^a-tn Hi O ft+3 o<5 Cl ® § a p- > ©•’■' ^.a^5s P to p © . o pa u ft ft *5 a p£ o o J '®§ OS - . .2 ® ■ §■& s’ii1 .2 ® ‘C m -3 & 1 o .2 3 c3 | nr 43 ^ 9Q n O a to g r§ © 2 P p n'a H ® g P _ -p! g ^ §!•§ *§•§ p 2-di .2»p •3 ftp •< I I o o p © p © -t-i © 2 S3 £ O P a ij <1 ^ — ® ci p 2J Is! -.pa !^o 111 I’ll cFp £ii W ® T a p.s a ■g. t>t>a & 45 « P O ekO p p ® 4|i &&W CO^ 2 o P |.-9 2^ I K . ® g © P £ ^ *3 O «rO p. 3 ® ,o*v p *- ® t^P e § P'2 pa g o P ® © II £ o© P PUN 3 ® 4-5® 'P S'? c-p P p M X P P eS fl xi £ ps -n pa © o o o a 2 © p W «g a ° «2 ±= ® ^ I ^ W .3 jo ®p In ® §3! ^ fp !5i & o eS o pi © ■3 !eS 8P = n £ p P3 o £ rP ^ 5 Table XXII. — Part 1. — Statistics of homes and asylums for orphan or dependent children for 1881 — Continued. 720 REPORT OF THE COMMISSIONER OF EDUCATION. Js § gl 3 a F S • o CD kg ® « £©.§3 9 3 & ... 9 ^ -2Ss2 'g wf ^ 2 c3 • ea CJ-r_, rli H ® r I ° a M§! £ £ C5 CC o O tjS'gl'B® 'S'g &S §d| 82-9 f-S«S ,5 :3 © ©g© © g & g§ s a a £ ^A^A 0-9 Ph P pW **•§* r3 §0 ©3 ©3 l§ © _© 82 9 <3 fl O >j a p© 2 © o • W-P^g be - § 9 of © P 'gV-J H C3 p® 2 :c^r £©*.9 1 sg-9 ■9 © ft « W S o'd Sft-s n * . ■# © &s © Ssll 2 © “ © 5 ® MS' -P'S .9 ©3 ,;fl o (3 be© § g -2 w 9 .. s ” be p © *| Sffc. be.g ®-p §.2‘3.s £5 § © ,9 -ft © © « Ph o w& bC 2 © © ® 9 . 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CO ®S s ©* ber9 W P 9 1 I © © 9 teg « 9 © a | gw I, i p o © © ^ a CO Cj b o Po h O d S ZZl o®wSaflj3 a-® ^,5£ g m'^7,'®Wa2 n £ u O ©2jgJ7©Vi>o*oo oooococcoo 35 ' ' hn •Sutpnog; « 00 05 CM 05 • HO rH ID t- IH O Ci'rH o CD CD rH 3CM 05 O CO rH CM I Orphanage. •sSuijpunojj Cl o O O -© i • • • rH • O rH • • ID O O O ! ! cv| - •etreqdjo jpjjj o c* 27 o I <— s * r> oo oo o o rH rH 00 rHC5l>OOOCMt^ T*H CD CM CD t* rH •eu'eqdao Cl ID Zl n) CO i-i CD t- O rH H CM 00 • ^ © • © ID 05 ; rH | H H H Parent¬ age. •uSpjoj « Cl 81 I :::: ! ° O 00 CM rH • CM CO • ID • © • CO • © • CD • CM • •9Atjes[ Cl « \ZL ■ cm • . CO ; ID ID • CD ID b- ID CD Tf • rH CM 05 CM CO Race. pOJOIOQ Cl 08 O O *OON « o • • • © * • O ID O • O • • CM j 28 •QRUA\ e Cl . Tf 00 NHOCiNL^CO N^OlflHHn H h CO * O CM Tf 00 05 CM rH CO CO CM CM 0500CD001DCD CM HHCMl> CM CM CO CM »H Sex. •oxccaaq; 19 CO o • CO ID 00 CM CM © 1 H ID (N rH CO CO ^ rH * CM 1 47 | 10 (RO) CD CO O O ‘ CO CM CD ID • 00 ID CM CD t> O O CM • rH rH CO H O CM •9IBK X CO ^00 lONOOiflH HiDOOOCCOCMrf ID rHCD^rH CO ^ CM rH rH rH •9jnjipuadxa[ 17 $3, 534 15, 000 641, 424 3, 645 CO o »H ID CM CO lO *9, 144 i 19,384 | . 1 4, 751 753 05 CD oc CD tH ID O CM 05 05 05 CO 1,136 11, 900 3, 442 12, 780 28, 936 3, 101 •9UIOOUI 16 SSS‘8$ 642, 311 3, 646 rH O iO CO rH Tfi CD rH V 40, 000 *9, 000 19, 674 4, 275 749 8, 189 j 00 CO CM tH ID Cl tH O CD O 05 rH 05 O CD O 05 O CMOHODH rH 05 CO CO Hi ffO* rH CM •punj juaueuurad jo junotuy *3 H St9‘6S$ ! o o o o' O O O O O o o o o cT io © CM CM * i ° 8, 500 8, 750 20, 075 25, 000 0 5, 000 o!.g 2 g ® 3 ” g „„ .2 J !■§,! o B Ig ol « AO B £ b Sg.gSo2S'4_:'igH'3fr^c;+i154jL5^5^'S4ijqs;^L2^Srt Wt-sH^^MittocccZ/S Pt^ajWcoWcBW^WOPQMUP-iccwHOQ iOCDI>XC50H'MW^incCb-OOOOHW^'^nOCDh-XC;0-8 rH o • ! ° § O CD • 25 50 6 130 8 8 70 30 9 2&S8 5 § 8 888 25 70 90 100 130 8 § 70 34 9 23S8 8 68 125 27 1 88888 8 m 80 56 9 2388 8 £8£ 88888 O O • OON o o • o • o S3 S3 :8 - S3 8S8 8S88 : a 88 m o m • ■ o 19 60 29 45 0 98 2 8 j 8 j in 8 ^ 8 38^ :828 : o o o 10 : ^888323 :§£ 10 n 40 83 10 50 _ O rH ^ ^ co ° $H 8S8°8S I 2, 500 2,757 5, 000 7, 500 4, 500 ill il 1,281 1,189 4, 655 4, 000 8, 000 7, 033 nil : oo'ov : 111 500 500 500 500 500 ii Hill iiin i NMIQ t-TiO'^Too oT «f in' o' gf "In1 sss 3 o' rj ill © © Table XXII. — Part 2. — Statistics of infant asylums for 1881. 740 REPORT OF THE COMMISSIONER OF EDUCATION, •uoijuptmoj oonre poAiedoa ejirej | -ui jo joqumu jbjox 05 O O O 00 O L- CO 3, 000 a300 100 a916 e328 1, 118 1,133 CO O CO rH CO H H CQ ^3) T-H tH *© rH ^ o 1 •oinK h ! o ; ; ; o ; o i -™W Q nuimouop suoiSijosj § §§ OO O ft ^ p4p4 p4 pq 'UOIJBZlU«§JO JO H bC g Pi 2 ^ I a s ft 3* W §3 d o , © H H % . C« I“H S O O g o . . o a ^ --g * ^ x- & a ifiQ 33 . da> a fn Ph Sh © © © CO #cc #c» mm m P c$ a a S^-S ■g g S Spa d ® I ft £ a .2 P © P bD M 53 H w g S C a s l-s - 2 >3 a t>^ © r© «j sa ft . to © . OH 05 03 ss nOlJBJOdlOOUT JO JB9i « * 00 io H o Pip ft T-l • O r^ft 2 ^ pi .2 © o S g s SP •p ^ a Mg ^ m C8 j- g 3 w c3 © <3 ^aga p ^ p * ft H CW ft, CCH ^ Hki III- .{25 . j h " o'* »“ es Wo ft W ft _ _ _ © <£ © © r-H ^ ^ . ft ft ft ft fift ftft ft OJCG Cfi :H ' ft ' © g © 3 ©2 ft. ft » 2 S pW w ft. © 1 ra ft o £ s § (H ft &t -is ©.2 o p. SH 5 I J£ 1 «w ® «h © d ® ° >J Es £> SH ,§ 1 §S£g ^|1| ^© © ©oft P Hm p NM ft «P> t~ 00 OS O STATISTICAL TABLES, 741 c-i in a ppg : 0 -L?+a n £ ®'pP4 o^ogj olo®o ££ £ § £ ©t-l®®c3a>t0®-*>® Szi 525 fc 6 6 ■ a ; .3 .s, ® .2 > .3 5 ^ 0 t* frg-g £ HPP pt, PM ^ :fi 9 o .2 z I ^ s o $ 1 s 'ph "g 33 ® l2 £ W S3 « § 3 -2-Ss o ■a sj8«S frrfi £ op5 3 bo ah 20.2 03 f> P B g a '3!zi II >>£ 0) ffi«2 a £^ o a <3 W6j >5^3 c8 c3 3 PPP 'A >0 > s* I -o +i OG W02 .9 3 t> © P 'ZJ 1 %■% P o .© o « > P 3 2 d ft © O <3 H _ P § ©ft 'P,® o ^ © O rP H .2 02 0 ft & 0 J-S5& ft © >’© PPL53 © ft >5^ o wo a i o « oo £ O cS 02 -© -a p-2 b2 2ft ° p p b a © 2 © ■© P..S ■+3 02 ftp g ‘3 ft5 § > 02 Pp ■(3 a © © w > S'© IS I p p.a p -© ft €£ S“'a ft © ^ © ftp © O „P-j 1 -3 £■ Eg p £ ftft -§|ij! o» § a & o O O t> rH 00 P.2 ^..p o a II ® s © .2 © 0 P/P ftp © © P © ^ £ !* * ft"© © o g 2 ! p; .. . p pa j p ‘Srp ® g’13 o § © ^| ft ft S p p a ft 'P 0 ft 2 ft a ,p 'p p p ft ft :<) : bo • p ."p . 0 * : ft a a o S 3 :Sb-£ ■ g^H • 4^1 4^ 40 © P ft P a<2|£ O pft ft r ft © . F "o "S ftgSo'S ® as® ’ft"® -2 ^ <1 « tE 05 S'© a g © © •S'a *-> ^ 'S '©'S^o - agsg 05 05 rH ©42 a a^ a^ o c © o © |S!P! J«i Ilf Sh o P o O ° O « O » bJ0 d fl-S , la o ” a .h ^ o •-M ©^2 dSo © 2-jf rd P ^ O CD i 'be a 6 £5 .g® ^ £ 9 a’-g © , w a 2 > a 1 o'g'SiM gSS* •a © © a. SsT'"' 5'B .a a IS5 m ® a 2*9 a o © ^^44 f * a ill &9 05 «m Spa S' o Ef a § 55 S 'S.a a s :_h.2 ) 'O © S3* o ^3 © w> !l H W b ‘C O'© . ® S g a h S ©a 5 a^ g d ® r— I o ^ ® © O >► 2 ® 9 a o © .9^ | $£ z0 ° ^ a o a _ ®.a 2 §5.2 S.2 © * 25 £5 o §ft a a p <1 £vd 5 9 a,3 a. © jpcG © 5 a o a 2 &> i| © © M 5 a p.a 05 © a © e^> ^© ks *0 rt< P'C ! >>9 ^ . n© O b! © b5 © ©H a o fc t>s a os 5. a 9 a,a a wl^ _. g >> ^ a a © a *pd © a 9 .a w;r go >• J§ n* « a 'a a Sh *« 85 >> a m°| ^ w 15 I .3 5-2 'S -fl 02 2 H ^ >J® JO © © « fl I 3>9 4 J? +3 P-i uiw m 743 Table XXII. — Pabt 2. — Statistics of infant asylums for 1881 — Continued. 744 REPORT OF THE COMMISSIONER OF EDUCATION. •jvq£ looqoe J8U[ 9qj m q&bojouj 1 w ; W 1 ■BennqoA jo jaqorax; 8 l Instruction ; number taught— •oxsujq; « s < • •Sumujd ® s s s S : •oijeuiqjiay 8 e s S : •gUTJIJM § 1 'S ~ - S i i •Suxp«9^ 8 Orphanage. •BSuixpuno^ § ! NO ID CO CO CD CO rH rH co co ID ID © 00 • »D * •suuqdho l O o tD • rH | © • t^ ■ Di 1 © ° ! Parent¬ age. •uSiojoj; M 1 l * ! • CO • CO id ID 00 •punj ^U9Trenij9(I jo ^nnoray i s% tJC A <3 I "a a o o • © © So . © a s sw § -'S&fr'l &*a s-=5 2 a 2 2. T+r* O 8 . >“ (* S Sc5 fc.2 !M g © a O I © o 5*c a .. CO ^ 0Q © d ©-.2 5 3 g g «tH 2 ^ o g 00 pi g a^I gwllns II I Is ill! .15 C8 O e« « .J © £ «3 ,3 O ^ © e3 O ® j? ,d r” * pQfsiGOMcGPP^ccP^PHPWcoWW^Hi^^iiZJ^P IMCO'H<»DCOt>OOC5©rHC STATISTICAL TABLES. 7-15 £.S-3 «S.S «8 « c3‘C llg t> o o - S5sl ,S<2 £ e* -E r£ 05 ft! .2 (-1 M HS^oSmS M'S H « r-l «S ©O a« 02M ® © -g © f- p ■ 5^3 p cs^ 1 g § 9° £ a4 I® . CQ i-h CO SSfiiESS bJj © oo CO iCTtOOCOCOTji OO oi>o O l> CD O lO O I> COiOOC' 00 00 00 00 00 CO 00 00 00 00 CO * RnsjCftM fl O © - © W ft P g £ _r £ S § Mg §"S 3 © OM ; lO lO 00 00 oo •ia Who S 6 .M !z - wzn <|M •cl 3* p.S'p h p o; 111 a? i g 42 o p.fclW MO b rr-=2 ^M ° g'Sl ccMW © 2 o hBOai oni-p-T- ^ fl o 2 §pO^O ■g«s?.gl 50 bc_ 8 -9 3|8IS8 ll'gwa^ § CC 02 ® M CO ft ®^P 5p p © .a & M M g-l Q ^ M ® P'8 Sig® •9 M s 1-5 S p cS .'O .: P ’ m : p : © ; o . ^ © p a © o *te © - _ © ' tn p o ^ i£ £ Oft !® o-| i! Ill Ogfl !«H t. i«2 : cs ft- a P5*- I 'h o'h 4? 2 iSlS’gl ;iall f-H CO * ift) CD soklyn, N. Y. (141 South 3d STATISTICAL TABLES. 74 ce rg • .P cs P r 9 |l qP, g' 2 (Lq § 4 a-Sl^ .3 ® ® fcv-J’: v s a ftco 9 S ^ J i 7: o © |5“ •« :§? ® : § p : 3 p«i - 3 £ ^-2 3 w i? 3 hi g yS S 1 W§fej3i . >53TW >5 p° cs ®a^- U 8 © JPh &od H d ©d ©3 I to® CO 05 5 ■■ * ^ P .2 "o fe "o pj^ ® ®i33” 2 2 p © © .2 ll § nico PP ◄ T? . ■J sa«> ® jim js^s © © si ® Hd^S g> .3 P4 r—H O O •£- • ^ r a o' O si** 00 CO lO lO 00 00 lOlO LO lO OL o <-> .w _ . J* Q oPd te H £ £ £ © © © ■ O OrM l> »22§® pppphp^ OH 2 ! ^ ©P ■8* c3 t> H I I h i :N-| H ^8^©-©-‘ p d ^ c_r -~o 5 O J° © jg « g g.So b. 2 ^^PP^ R S>-RttH©oqcS © to ®r=l © © o ® {Z( £ PPPPH^i rO O 03 30 00 o> O 00 00 4P O CD ©r£ © O 58 Sh o©a 88d <11 HOH 00 05 00 o- t>- t~ to 00 00 00 00 cS c3 h 33 ' '©'© 1 tpro 3ii: 33 r PhH 05 CO 03 00 £ 00 r :t>®° ■ g *®>A ® S iqjqj gpi © i.jh.jh q q-g I £ & 2 g §> |o®^§ MwnSd p ® O o cc o 3 ’o t® 3 co O-g g © o® Pco © q © _. ■p3 ,P'P £££ a S~i CD © pu £ « «M c3 £ o -3 r «S I t3 P ^ * E-^ ^ 3^p © © I® .84? d s .tq © ilia ©H3^--® q isj-i-si *3 c-”a ;d30 -} (> w °='s^ o © o © 2 SOp ®M ®3 M«P o 1!K v3«tlo ■§1 R-r3 o od 23 a; o © p . © L2 &n : r Prq )P3 ® ©^ op rPr > of, 0-2 ? ® ®3d * ^r® ® o O g«3 ScSh a 3 p- ®- m co ^,^,3 o “ w| — p tc3 It© o !p © © « CO CO«2_ be bf.2 fl nh 33 5 © 3 rq 5^ §3 g 3 ^ © o 3 So. os i 5'3r' ®] ^p ® © 3 4 © R 'q o P«2 « J o ^ © 3 3 2 ® ®® £ © rP X3 W ®|^ ©3 f^Zco'S §33 §3 CO ^ lO CO O’ From Report of the Commissioner of Education for 1880. din 1880. /In St. Joseph’s Convent of Mercy, i Estimated. e Opened at Hemingway in January, 1881, hut closed in g In 1879. Up to the close of the year 1879. April of the same year. h From a retprn for the year 1880. Number of children ; there have also been 200 men and women. Table XXII. — Part 3. — Statistics of industrial schools for 1881 — Continued. 748 REPORT OF THE COMMISSIONER OF EDUCATION. •3 a a § .2^3 .2 o P pm .9 © 1 pm l| «! oo-£j 22 © _© > © d 'P © furnished returned to nder guar- f the mana- 21 years of mes. © 11 © 3 'f© a o_ © ' p,+3 'P 11 a 9 © 2 3 d © a o c$ a « 5 a a © £3 9 9 a tn p ’ d oo . w oo 3 ^ ® © © © d x) ◄ a g w § 5 a 3 © o-a I1®* r— i .2 «D bJD o O PM gl *> '© (3 .H -P 2 * w hC© u © ©43 2 A ©■^ .„ © I 1 8 I d bBjJ- O'S'P "-*3 ©.9 ! JI3 | I? © p :|5g2S» « o.S'g.S f^o.S'g.S |.S § I § I 02 mm s-f © © a .9®<3 2 ® ■*? r P fi I,® % © §> & c3 ® <£ «M’-< ®dd ° *2 42-9 .9 * Mill d.B gj h «3 . 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T3 d*rt © ^ i S. g - ha ti a a £§So®a3'e.g ww ||~ft©®S-£a ft © H “3 ©^ 3 ® uW RR c3 • PH P s| s-§ fi 5l! *33 sa a o R R Jj ^ _ a b£ © .2 1 © 3s 3 ft fn r-' -S3 - 3^ g> S © £ •S3 .1 |.a1i ©.-^2 g^,§ a be .„s ® ^ o bCO-g bjjft o^.3s?a- a ® S ©33 g R to CO p- ©ft S<3.p<® ® bja o a a >.£. a «&§• 3 ^a^ a © § © •“IS |3 a o.5 s a aft a © W R a oo © ^ CO i* © >-. !■§ !i O > a ® §■ £ 8 ■+a a a © £ 3 f-< a wo bjog .si 3* O CO a>2 £<| g"*® g i © 3* -I -as, a g a R & 3 53 30 03 o' 2 a o ft© £ a,® 3 ft 3 -© Sftft <1 0 wS c_j a r® - © a co g 3.1 co r© | R 2rrt 2^ a^ (>R go | 1 ® a "a. a § ftM -g Ha to on ^ 1© .a 'S-g a co a -g 3| | -Sr h 3 - SCO 03- R ©.2- jj ^ ® • co Eh t CO ^.co ^ © 3 g 1 3 . a © 3*3 >.BW §S§2*a -a o'g© g 3 ©rrt a3 ©1 a © ©CO CO 33 33 o s © -a ^ ® a “8 3» © ©<1 «2 a os 3 00 -rH "ft © . » ©ft V, 2 o ^ 4P-g O S3 .®R 3S 13 ®33“S Ah coco O P OD A § © .2- rj 5 P3 d ft .9 & 33 p^u CO "p-H O pj c3 ^ 2£ 1-2 £ I 3^ a ^ 5h m 3 P g B tc © ft fa-. ft •+= © q_, _2 *3 _ ° © © § 1“ a ft 2 2 W ” 143i.ll © C>5© S © o a © aa: a3 a^ana> a a p H H M CO l> 00 05 o <-t 1-t rH rH «<1 io co t- oo a ci C4 © ado 2-^ +3 'jof 03 03 © tS I| Pi ©' | § §<£ S'-s-g o Ph 2d © P 03 2a s © OiH- •j2 O © r 2 2. 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B ® ■ || |fefr LO O CO CO a> o co ^ STATISTICAL TABLES. Table XXII. — Part 3. — Statistics of industrial schools — Continued. 752 REPORT OF THE COMMISSIONER OF EDUCATION. 'XB9A [ooqos ^SBX 9qj UI 98lB9JtOUJ « « id © c* © © CM iO CO lO CO fO • © © CM •S9uinxoA jo jaqunifci to § CO » © © CM © © © © CO © © t— CO r-( ^ rH eO •* © © lO i © © © © CM Instruction; number taught — •oisnj\[ s •SmAVBJd © M •oijauiqxijy © « - »o ft CM ‘gaiqtj a\ QC r> o CM •Suipu9ji e» lO o CM Orphanage. •eSatxpuno^ j © « © •su'Bqdio jpqj « © CO IO rH © •sueqdjo : et * 00 © © t> ^ CO © © I « -puuj 4.u9a«caj9d jo (junouiy ) o o o o iooOono r o' oo" o' ’ 8 to © — 1 © © © cm ©" CO © C'Tt> s ° ° 1 £ s> _ . . OO 0 S f-CG_ <8 73 © I g-jg-g * .2 ®to g o s a b 'O b ^ H a.2 B O _-M_£g ©£; § s s’i ® O S3.S > BPS'S >5! O 02 ® fl « • ; ; .2 ! ! ’S3 . . ao :. iS r2 a S’g © :P a i . n -JO © & s u SfcS :| © ® o ^ 2 tn ^ L> • o © -3 « M ® 0.0 © ® •iC-^CO g 'o "8 -g 13* © '3 a t> o© a co-tJ O _ c3 O %-S ® 2 ri © ©i o©;S JS^ mS'Sh fa- gas coffl^ CO fd w1© ' o CO & £ ©«W 2 O cj 3 H £*§ o'© .2 w .a ^ 5^®* § § §_; o© 2 J 1SS“Sl5|!lils a. flo®SoOaS.SSd30 o CD ^ _ fl o O k- i r/') m r ’ pi 2“° 0-35 — ‘C F? I 's U M W CO CO *-• CO 02 CO r-^ r-< r—? 'in.ca puvS-S os g 43 5 o^S ® « F-§-§ -S ©°| °° ^ 'CfH P aj 5 T3 'S ,-C 44 |h3 § ; .r3 l£'° Ll] ^ 3 h .2 += & © M '3^2^“* a. © 43 M ® *2 O eS © !^it>OooHO ,q TO _ o sP CO f— . © a -f-.a © 'm P „ _ 3 3 © 3 75 o |s|gp ilg« I'sil +j oo-S o o o “ •r1 3B 33 13 42 CO'S .©cocoas qBBip © c4 S'C'O . Sh» I CO 03 i)n(5©DWO>OHNeO'050HOHNH : a . w :1S1 00 CD 00 O O O) (M O CO ► CO 00 >®fH bnbr.5 O ©*£.5 .©rM o.a.a^P'S ®£ |1S,g.a.a s ©^ * - •o2 2r§^ CjOLj.h c«^g2 2rg^S§| mEhPHm W p © j ©M © ^ © ©5 M 3,0 33 W 8*3 'g?°S'£ ea J o,| MSccOh 48 E a 5 O O o fe 0'S r| bJD© 8 .S® | 3} ,3 © ^ a =3 © ©T! r3 3 © X x rt o o ro 44 °. 2 "So© O © •’■< Is! y . « 3 S© g© 5qI t*> *© y © ^■Sg © © © u g.a as rt ^ g«« iigi ||§I gfli.3 2 © §| <0 COM © > © ©£0 t«X ^3 a © .s o f- o _, m PhPPp * <3 ris © 753 754 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXII. — List of homes and asylums for orphan or dependent children, infant asy¬ lums, and industrial schools from which no information has been received. Name. Location. Name. Part 1.— Homes and Asy¬ lums FOR ORPHAN OR DE¬ PENDENT CHILDREN. Part 1.— Homes and Asy¬ lums, &C. — Continued. Ladies’ Protection and Relief Society. Pacific Hebrew Orphan Asy¬ lum and Home Society. St. Boniface’s Orphan Asylum St. Vincent’s Male Orphan Asylum. St. Catharine’s Orphan Asy¬ lum. St. James’ Asylum . Atlanta Benevolent Home . . . Methodist Orphans’ Home... St. Joseph’s Orphanage . “White Bluff Pemale Orphan¬ age. Swedish Orphan Asylum .... C hicago Home for the Friend¬ less. San Francisco, Cal. San Francisco, Cal. San Francisco, Cal. San Rafael, Cal. Hartford, Conn. Hartford, Conn. Atlanta, Ga. Atlanta, Ga. Washington, Ga. “White Bluff, Ga. Andover, Ill. Chicago, Ill. Newsboys’ and Bootblacks’ I Home. Nursery and Half-Orphan Asylum. Jacksonville Orphan Home. . Protestant Deaconess’s Or¬ phan Home. Home for the Friendless . Colored Orphan Asylum. . . . Ladies’ Auxiliary Orphan Asylum Society. German Protestant Orphan Asylum. St. Vincent’s Male Orphan Asylum. German Orphan Asylum . Kansas Orphan Asylum . Protestant Orphan Asylum.. St. John’s Orphan Asylum... Presbyterian Orphans’ Home Society of Louisville. St. Vincent’s Orphan Asylum Convent of the Good Shep¬ herd. Half- Orphan Asylum . Newsboys’ Lodging House. . . Poy dras Female Orphan Asy¬ lum. St. Joseph’s German Orphan Asylum. St. Louis Female Orphan Asylum. St. Mary’s Catholic Orphan Boys’ Asylum. Bath Military and Naval Or¬ phan Asylum. Orphans’ Home . Baltimore Orphan Asylum. .. Christ Church Asylum . Henry Watson Children’s Aid Society. Johns Hopkins Colored Or¬ phan Asylum. Kelso Orphan Home . St. Anthony’s Asylum . St. James’ Home for Home¬ less Children. St. Peter’s Asylum for Fe¬ male Children. St. Vincent’s Male Orphan Asylum. Protestant Episcopal Orphan Asylum. Boston Asylum and Farm School for Indigent Boys. Chicago, Ill. Chicago, HI. Jacksonville, Ill. Jacksonville, Ill. Springfield, HI. Evansville, Ind. Evansville, Ind. Indianapolis. Ind. | Vincennes, Ind. Dubuque, Iowa. Leavenworth, Kans. j Leavenworth, Kans. Covington, Ky. Louisville, Ky. Louisville, Ky. New Orleans, La. | New Orleans, La. (Seventh district, Josephine and Laurel streets). New Orleans, La. j New Orleans, La. New Orleans, La. New Orleans, La. New Orleans, La. Bath, Me. Bath, Me. Baltimore, Md. Baltimore, Md. Baltimore, Md. Baltimore, Md. Baltimore, Md. Baltimore, Md. Baltimore, Md. Baltimore, Md. Baltimore, Md. (N. Front street). Frederick, Md. Boston, Mass. House of Providence . Shaw’s Asylum for Mari¬ ners’ Children. Home for Young Women and Children. Children’s Aid Society . N. E. County Home for Or¬ phan and Homeless Chil¬ dren. St. Vincent’s Orphan Home. Jackson Home for the Friendless and Industrial School. German Orphan Asylum. . . . St. Joseph’s Orphan Asylum Female Orphan School _ _ Evangelical Lutheran Or¬ phans’ Home and Asylum. Home for the Friendless. . . . Mission Free School . St. Mary’s Female Orphan Asylum. Southern Methodist Orphan Home. Nevada Orphan Asylum .... Orphan Asylum . St. Mary’s Female Orphan Asylum. St. Michael’s Orphan Asylum Home for the Friendless. - - . St. Peter’s Asylum . . St. Joseph’s Orphan Asylum Children’s Home . Orphans’ Home . Catholic Home . St. John’s Orphan Asylum . St. Johnland . Children’s Home . Montefiero Widow and Or¬ phan Benefit Society. St. Vincent’s Home for Homeless Boys of all Oc¬ cupations. St. John’s Orphanage . St. Margaret’s Home . German Methodist Orphan Asylum. Home for the Friendl ess and Female Guardian Society. Bethel Union . Home for the Friendless Orphans’ Home . Children’s Home of Butler County. St. Vincent’s Orphan Asy¬ lum. Pittsburgh and Allegheny Home for the Friendless. Bridgewater Soldiers’ Or¬ phan Home. Church Home . Home for the Friendless. . . - Aim well School Association. St. Paul’s Roman Catholic Orphan Asylum. Orphans’ Home of the Evan¬ gelical Lutheran Church. Emlen Institution . Home for Friendless Chil¬ dren. Orphans’ Farm School . Home for Friendless and Destitute Children. Charleston Orphan House. . . Hebrew Orphan Society Location. Holyoke, Mass. Jamaica Plain, Mass. Lowell, Mass. Nantucket, Mass. Winchendon, Mass. East Saginaw, Mich, Jackson, Mich. St. Paul, Minn. St. Paul, Minn. Camden Point, Mu. Des Peres, Mo. Hannibal, Mo. St. Louis, Mo. St. Louis, Mo. St. Louis, Mo. (Tenth and Bid¬ dle streets). Virginia City, Nev. Manchester, N. H. Jersey City, N. J. 1 Jersey City, N. J. Newark, N. J. Newark, N. J. Paterson, N. J. Trenton, N. J. Brooklyn, N. Y. Buffalo, N. Y. Greenbush, N. Y. Long Island, N. Y. Newburgh, N. Y. New York, N. Y. New York, N. Y. Ogdensburg, N. Y. Red Hook, N. Y. Berea, Ohio. Cincinnati, Ohio. Cleveland, Ohio. Columbus, Ohio. Dayton, Ohio. Hamilton, Ohio. Toledo, Ohio. Allegheny, Pa. ( Ridge avenue). Bridgewater, Pa. Lancaster, Pa. Lancaster, Pa. Philadelphia, Pa. Pittsburgh, Pa. (Tannemll street}. Rochester, Pa. Warminster, Pa. Wilkes-Barre, Pa. Zelienople, Pa. Newport, R. I. Charleston, S. C. Charleston. S. C. STATISTICAL TABLES. 755 Table XXII. — List of homes and asylums for orphans, $c. — Continued. Name. Location. Name. Location. Part 1.— Homes and asy¬ lums, & c. — Continued. Part 3.— Industrial schools. Palmetto Orphan Home . Leath Orphan Asylum . St. Peter’s Orphan Asylum . Fredericksburg Female Or¬ phan Asylum, Lynchburg Female Orphan Asylum. Friends’ Asylum for Colored Orphans. St. Y incent’s Homan Catholic Orphan Asylum . St. Mary’s Orphan Asylum .. St. iEmilian’s Orphan Asylum Church Orphanage . Washington City Orphan Asylum. Chickasaw Orphan School . . . Part 2.— Infant asylums. Infant Foundling Asylum . . . St. Elizabeth’s Home for Col¬ ored Infants. Now York Foundling Asy¬ lum Society. St. Yincent’s Homo . Columbia, S. C. Memphis, Tenn. Memphis, Tenn. F r e d e r i cksburg, Ya. Lynchburg, Ya. Eichmond, Ya. Wheeling, W. Ya. Elm Grove, Wis. St. Francis Station, Wis. Washington, D. C. Washington, D. C. Chickasaw Nation, Ind. Ter. Covington, Ky. Baltimore, Md. (St. Paul street). New York, N. Y. Philadelphia, Pa. Industrial Home, or Home for the Friendless. Home Industrial School . Bailroad Mission Industrial School. Industrial School (House of the Good Shepherd). St. Elizabeth’s House of In¬ dustry. Boys’ Industrial School . Girls’ Industrial School . Blind Girls’ Industrial Home. St. Joseph’s Industrial School. Pennsylvania Indu s t r i a 1 Home for Blind Women. West Philadelphia Indus¬ trial School of the Immac¬ ulate Conception. Pennsylvan ia Working Home for Blind Men. Girls’ Industrial Home . | St. Eose’s Industrial School. Savannah, Ga. Chicago, HI. Chicago, HI. New Orleans, La. Now Orleans, La., St. Paul, Minn- St. Paul, Minn. St. Louis, Mo. Albany, N. Y. Philadelphia, Pa. (3929 Locust st.). Philadelphia, Pa. (Thirty -ninth and Pine streets). West Philadelphia, Pa. (3518 Lancas¬ ter avenue). Knoxville, Tenn. Washington, D. C'. Table XXII. — Memoranda. Names. Location. Ecmarks. ORPHAN HOMES AND ASYLUMS. Asylum of St. Casimir for Polish Children . . La Salle, HI . Eemoved to Detroit, Mich. House of the Good Shepherd . Boffin’s Bower Baltimore, Md . Boston Mass . ....... See Beform Schools (TableXXI). Not distinctly educational. Not found. Street Boys’ Home . St. Louis, Mo. (1112 New York Juvenile Asylum . Women’s Christian Association of Pitts¬ Olive street). New York, N. Y . Pittsburgh, Pa . See Eeform Schools (Table XXI). See report of Home for Colored burgh and Allegheny. Memphis Bethel . • . St. Paul’s Church Home . . . Memphis, Tenn . Petershn rg, Ya _ Children, Allegheny, this Homo being one of the ten branches- of the association. Not found. Closed. German Protestant Orphan Asylum . St. John’s Orphanage . Uniontown, D. C . Washington, D. C . See German Orphan Asylum, Washington; identical. See the Church Orphanage ; iden¬ tical. INFANT ASYLUM. Ehode Island Children’s Hospital and Nur¬ Providence, E. I . Closed ; work given to St. Mary’s- sery. Orphanage. INDUSTRIAL SCHOOLS. Good Shepherd Industrial School . St. Paul, Minn . . Closed. Industrial School of the House of the Good St. Louis, Mo . Not a regularly organized ^indus¬ Shepherd. New York House and School of Industry. .. New York, N. Y . trial school; simply a class of the younger children of re¬ spectable parentage under the care of the Sisters of the Good Shepherd. Gives out sewing to poor women Warren Street Mission Sewing School No. 3. Marietta, Ohio . and has a sewing school twice in each week; the Infant In¬ dustrial School is discontinued* Closed. 756 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for 1881} from Organization to which intrusted. Benefactor. Name. UNIVERSITIES AND COLLEGES. University of California . Bierce Christian College . University of Southern Cali¬ fornia. Location. Berkley, Cal . College City, Cal. Los Angeles, Cal. Name. Residence. D. 0. Mills . j San Francisco, Cal.. Various persons Rev. A. Higbie and various others. University of the Pacific Pacific Methodist College.... ■Colorado College . University of Denver Trinity College . Wesleyan University. Santa Clara, Cal . . . Santa Rosa, Cal. . . . Colorado Springs, Colo. Denver, Colo . Hartford, Conn . Middletown, Conn . . ( John Evans . . < J. W. Bailey . (Various others - Charles H. Northam George I. Seney . . . . . Denver, Colo . Hartford, Conn . New York, N. Y _ Various persons . . Hon. James Knox (de¬ ceased). Knoxville, HI Yale College. J ohn Haynes New Haven, Conn Various persons . Dr. Timothy Dwight Por¬ ter (deceased). Hartford, Conn ... . dark University .. Atlanta University Emory College. Atlanta, Ga. Atlanta, Ga. Oxford, Ga. Lucius Hotchkiss (de¬ ceased) . "R.fiv. .Tnpil Hflwfta n. r> _ . . New Haven, Conn . . N. G. Ladd, M. D., and oth¬ ers. Varinna pfvrsnns _ Malden, Mass . New York, N. Y - j" George L Seney . t . 1 . STATISTICAL TABLES. 757 replies to inquiries by the United States Bureau of Education. Benefactions. $75, 000 1, 700 1. 6, 000 6, 000 12, 420 20, 000 40, 000 144, 400 217, 970 13, 000 3, 779 160,000 P 03 es ® £ Ci $1, 700 6, 000 5, 400 30, 000 10, 000 13, 000 3, 7l”9 ( 5, 000 (110, w> .S,s 2 3 r® C3 pH $1, 098 ' 10, 000 3,000 7,000 40, 000 $75, 000 10, 500 650 4, 000 20, 000 000) 150, 000 2 • 'o ® PI N P.P a* s « £ Oh 25, 000 $10, 000 2, 820 a © . 10 11 Object of benefaction and remarks* 12 For a professorship of intellectual and mora Iphilosophy and civil polity, on condition that the income be devoted exclusively to the support of this pro¬ fessorship, and that any surplus shall be added to the original fund. To be invested for endowment and in¬ terest used. 400 volumes and a fine collection of magazines to the library from Rev. A. Higbie; $1,098 donations to fur¬ nishing fund, and various donations to the museum from others. To pay debt. Purpose not specified. Purpose not specified ; $6, 700 from west¬ ern contributions and $5,720 from eastern donations. | For buildings and apparatus. For the erection of a new building. $136,000 for endowment and $3,000 for current expenses. For current expenses. A contingent bequest made in 1876, but not decided for Yale until 1881, when an Illinois court declared it to be just¬ ly claimed by the college. $10,000 of the John Haynes fund paid into the college treasury. Yalue of a new building to be devotedi to the reference library of the theo¬ logical department. For purchase of physiological appa¬ ratus. Income to be applied to “ the increase* of teaching force in the academical? department.” This amount, $150,000, arises from the sale of part of the property conveyed to the college three years ago by Dr. Porter, but? which did not come into the actual possession of the college until his death, in December, 1880. The income to be given to students off the academical department who neei pecuniary aid. For the general scholarship fund. For the Winchester observatory to¬ wards the purchase of instruments*. For the medical department. Donations for the college year 1880-81, for general purposes and aid of indi¬ gent students. $25,000 to complete the endowment of the “Lovick Pieree professorship,-” $20,000 for the erection of Seney Hall, and $5,000 to help pay the col¬ lege debt. Part for building and part for endow¬ ment. 758 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational Organization to which intrusted. Benefactor. Name. Location. Name. Residence. Universities, &c.— Cont’d. ' Illinois TV esleyan University . Bloomington, Ill , Various persons Northwestern University _ Evanston, Ill . Knox College . Galesburg, HI. 4 Philander Smith . Oak Grove, HI Alumni . Lombard University. Illinois College . Galesburg, HI . Jacksonville, HI ... . {Mr. Higgenbollom . . Mr. New . . Mrs. Hall . Many others . Mrs. Valeria G. Stone Chicago, Ill. Chicago, Ill. Chicago, HI. Malden, Mass. Lake Forest University. Monmouth College . Chaddock College . Augustana College . Shurtleff College. Westfield College Lake Forest, HI ... . Monmouth, HI . Quincy, Ill . Rock Island, 111 ... . Upper Alton, Ill ... . Westfield, Ill . Prudence Chaddock . Astoria, Ill . . . Churches of Augustana . Swedish Lutheran Syn¬ od. Estate of Heman Goodrich. Carrollton, HI Various persons . . . Wheaton College . Franklin College . Indiana Asbury University.. Harts ville College . Union Christian College . Earlham College . Griswold College Drake University. \ Wheaton, Ill - Franklin, Ind.... Greencastle, Ind. Hartsville, Ind .. Merom, Ind . Richmond, Ind . . Davenport, Iowa . . . Des Moines, Iowa . . John Robertson Various churches and pri¬ vate gifts. Various persons . f Theo. M. Davis . Miss Wolfe . “I Mrs. D. J. Ely . [Various persons . Gen. George M. Drake _ Shelby ville, Ind .... New York, N. Y - New York, N. Y _ New York, N. Y - Des Moines, Iowa . . Lowa College Grinnell, Iowa, •Simpson Centenary College State University of Iowa .... Indianola, Iowa - Various persons Iowa City, Iowa _ J. F. Tallant - Iowa . Burlington, Iowa . . . -German College . Penn College . Central University of Iowa.. Ottawa University Washburn College. Mt. Pleasant, Iowa. Oskaloosa, Iowa .... Pella, Iowa . Various persons ( H. G. Curtis - J E. G. Barker . . . 1 S.B. Thing .... [ Various others. Ottawa, Kans, Topeka, Kans Various persons New England States I STATISTICAL TABLES. 759 benefactions for 1881, fyc. — Continued. Benefactions. Endowment and gen¬ eral purposes. Grounds, buildings, and apparatus. Professorships. Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. - K - 6 7 8 9 10 11 ($15 $2, 715 000) $4, 000 1 2, 000 20, 000 1 $3, 000 $10, 000 4, 000 6, 000 15, 000 1 559 3, 000 1, 000 21, 000 500 1 2, 500 5, 000 [ 3, 000 20, 000 3, 000 ' 2, 300 1,250 1, 500 $100 l 1 _ Oi ZO o o o o o o 1 ... l 7, 000 i 4, 000 Object of benefaction and remarks. $15, 000 2, 715 4, 000 6, 500 20, 000 10, 000 4, 000 10, 000 6, 000 1, 000 15, 000 559 3, 000 10, 000 1,000 500 21, 000 11, 000 20, 000 5, 750 12 60, 000 For endowment fund and for building purposes ; contributed by several hundred persons in money, town lots, and lands, on condition that each gift or bequest is used for the purpose named. For endowment fund. Toward the endowment of a Latin pro¬ fessorship, to be called “the alumni professorship.” - ( $2,000 for endowment fund, $3,000 for < boarding hall, and $1,500 for theo- ( logical department. For endowment, on condition that an additional $30,000 be raised; the ef¬ fort to raise this amount is now being made. For scholarships and general funds. For endowment fund. Purpose not specified. For maintenance. For the theological department. For general purposes;, to be valid when a $25,000 relief fund is made up, of which amount this sum is the com¬ pletion. For current expenses. For general endowment. Purpose not specified. For incidental expenses. For library, and to aid young ministers. For improvements. For a scholarship for a student for the ministry. For current expenses. For a residence for a theological pro- For endowment fund. To found the university; also various other liberal donations from citizens of Des Moines for building and en¬ dowment. $3,000 for general fund, $1,250 for chair of didactics, and $1,500 for scholar¬ ship to assist young men studying for the ministry. For general purposes, removal of debt, &c. For library; to be given annually in memory of a deceased son. For the theological department. To pay professors’ salaries. ( For professorships ; Messrs. Curtis < and Barker $30,000 cash, and $25,000 ( additional in mining stock. For endowment. To increase the endowment fund and for the beginning of a library fund. 760 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational Organization to which intrusted. Name. Location. Name. 1 2 3 Universities, Ac.— Cont’d. Benefactor. Residence. 4 Berea College. Central University Bowdoin College. Bates College.... Colby University Berea, Ky Richmond, Ky. Brunswick, Me Lewiston, Me.. Waterville, Me Mrs. Valeria G. Stone _ S. V. White . H. B. Clafiin . . Z. M. Crane . . . Joseph Perkins . William Thaw . Samuel Plumb . E. A. Graves . Miss E. M. Graves . Mrs. L. G. Owen . A. L. Williston . Many others . C S. P. Walters . I V arious persons . f Cjrrus Woodman . j W. W. Thomas . (.Various persons . Rev. A. L. Houghton, A. m. (deceased). Malden, Mass . New York, N. Y _ New York, N. Y _ Dalton, Mass . Cleveland, Ohio .... Pittsburgh, Pa . Streator, Ill — . Morristown, N. J... Morristown, N. J... Morristown, N. J... Elorence, Mass . Richmond, Ky. Cambridge, Mass... Boston, Mass . Portland, Mass . Weld, Me. St. Charles’s College . Western Maryland College .. Amherst College. Ellicott City, Md ... Westminster, Md. . . Amherst, Mass Educational Endowment, Society of the Method¬ ist Protestant Church. Samuel Williston (de¬ ceased). Baltimore, Md Easthampton, Mass. l Edward Russell . Anonymous . Mrs. Samuel Hooper . Executor and trustee of Henry Bartlett. Family of Oliver Ames. . Executors of John C. Gray. Executors of Rev. Daniel Austin. Committee on the Rev. Dr. James Walker me¬ morial. Executor of J ohn B. Bar¬ ringer. Executor of Edward M. Barringer. STATISTICAL TABLES. 761 benefactions for 1881, — Continued. Benefactions. > $54, C48 50, 000 10, 500 1, 000 A 0 o Ch a* £ S3 -§ ® p $54, 048 8,000 42, 000 6, 100 1,000 “ft p.3 an ® £ ft 03 $1, 000 a H Object of benefaction and remarks. 5 6 $4, 372 $4, 372 1, 600 1, 600 50, 000 20, 000 5, 000 5, 000 44, 669 (40, < years ; they are therefore nearly identical with benofactions for for that year. 12 Donations to the contingent fund. For current expenses. $20,000 for a professorship, $10,000 for a library fund, and the balance for general purposes. To liquidate debt. $8,000 from Mrs. A. Wilkinson, Cam¬ bridge, Mass» ; $10,401 from the estate of F. T. Coit, Norwich, Conn. ; $4,000 from estate of Mrs. L. M. Jewett, Newton, Mass., for scholarship fund; $1,000 from estate of W. H. Norton, Northfield, Minn.; $1,500 from John B. Eldridge, Hartford, Conn. ; $3,000 from L. J. Knowles, Worcester, Mass ; $1, 000 from Boland Mather, Hartford ; $1,000 from E. Farnsworth, Boston, Mass.; $2,500 from Mrs. Blatchford, Chicago, HI. ; $1,250 from B,ev. E. M. Williams, Minneapolis, Minn., and $11,018 from various other persons. Of these amounts $4,000 are for schol¬ arship fund, $22, 961 for general endow¬ ment, $8,100 for annuity fund, and $9,608 for building and general ex¬ penses. To endow a professorship. Purpose of gifts amounting to $5,000 is not specified. For payment of debt. For a scholarship. For a scholarship. For liquidation of debt, on condition of free use of hall. For liquidation of debt. For liquidation of debt. For liquidation of debt. For liquidation of debt. For permanent endowment. Gift of 200 acres of land, valued at $40,000. For several uses of the university, one gift of $10,000 having been made for the permanent endowment of St. Louis Law School. Gift of the Art Museum building, in¬ cluding lot. For partial endowment of Art Museum. $30,000 for chapel, $25,000 for endow¬ ment of “Stone professorship of mental and moral philosophy,” and $16,500 given unconditionally. For endowment fund. For endowment fund. For endowment fund. For endowment fund. For further furnishing of Fairbanks HaH. For endowment fund. National council scholarship fund. For endowment fund. For the theological department; a legacy not yet available. 1880 in the Keport of the Commissioner 766 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational Organization to which intrusted. Benefactor. Name. Location. Name. Residence. Universities, &c.— Cont’d. Doane College . Crete, Nehr.. Alfred University . j Alfred, N. T. Mrs. Valeria G. Stone. . . Thomas Doane . Miss Mary Perry . Edward P. Smith . Estate H. P. Haven . Various persons . Geo. H. Babcock . Malden, Mass . Charlestown, Mass . Worcester, Mass... Enfield, Mass . New London, Conn . Plainfield, N. J. St. Stephen’s College . . .*. St. Lawrence University Hamilton College . Hobart College. Cornell University. Columbia College . . Vassar College. University of Rochester. College and Seminary of Our Lady of Angels Syracuse University . University of North Carolina. Biddle University . . . Weaverville College. Buchtel College . German Wallace College . Ohio Wesleyan University. . . Annandale, N. Y. Canton, N. Y . Clinton, N. Y . Mrs. E. S. Hoyt Auburn, N. Y . Geneva, N. Y . Ithaca, N..Y . New York, N. Y . J.H. Swift. New York, N. Y.. Henry W. Sage . Estate of Stephen Whit¬ ney Phoenix. Ithaca, N. Y _ New York, N. Y Poughkeepsie, N. Y. Matthew Vassar, jr. Edward M. Barringer. Rochester, N. Y. Mrs. Stillman Witt . Mrs. Millard Fillmore _ Rev. E. L. Magoon, D. D Cleveland, Ohio. Buffalo, N. Y ... Philadelphia, Pa . Suspension Bridge, N. Y Syracuse, N. Y . Chapel Hill, N.C... Various persons Wm. H. Vanderbilt New York, N. Y ... Charlotte, N. C — Weaverville, N. C. Akron, Ohio . Reagan . Weaver . Goolsby . Hon. John R. Buchtel. Weaverville, N. C . Akron, Ohio . Berea, Ohio . Delaware, Ohio. Peter Amrine . . Hon. Columbus Delano . Marysville, Ohio.... Gambier, Ohio. Hon. H. B. Curtis - Hon. J. W. Andrews . Mt. Vernon, Ohio Kenyon College. STATISTICAL TABLES, 767 'benefactions for 1881, ^c. — Continued. $13, 632 30, 000 7, 000 1, 250 19, 200 13, 000 15, 000 650, 000 133, 000 25, 000 160 49, 212 10, 000 2, 000 50 28, 000 1, 200 10, 000 26, 500 Benefactions. Endowment and gen¬ eral purposes. Grounds, buildings, | and apparatus. Professorships. Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. 6 7 8 9 10 11 f $5, 000 6, 000 1 1, 000 1 500 200 [ 932 A . $30, 000 7, 000 9, 000 10, 000 $7, 500 $2, 700 3, 000 $15, 000 650, 000 80, 000 $50, 000 3, 000 . 5, 000 20, 000 < 49, 212 10, 000 2, 000 f . 15 15 20 J . [ . 28, 000 1, 200 10,000 11,500 « 15, 000 Object of benefaction and remarks. 12 Mostly for endowment. $20,000 for the professorship of physics- and $10,000 for the Greek professor¬ ship. For the annual expenses of the college. To be used at discretion of trustees. $9,000 for general fund, $2,700 for li¬ brary, and $7,500 for scholarship. $10,000 for the chaplaincy fund and. $3,000 for the library fund; a legacy still unpaid. For botanical laboratory and plant houses. To promote scientific research; be¬ quest consists of personal and real estate, subject to life interest of re¬ latives of testator. $80,000 endows two professorships, one of ancient languages and one of phys¬ ics and chemistry; the $50,000 is a fund for the aid of students: the whole is a bequest. A legacy; income to be paid “to the best scholar in the graduating class of each year who shall be a daughter of a physician, or of one who was a physician in his life-time, and who- shall offer herself as a competitor for the prize.” To increase the endowment fund. A bequest, to be divided equally be¬ tween four memorial funds, the in¬ terest of which shall be available for general purposes. Asetof eighty architectural engravings, colored by the most eminent English water-colorists, and a valuable series of- large Turner proofs. Purpose not specified. To meet current expenses and pay float¬ ing debt. To increase the Deems fund, established for the aid of indigent students of this university. Toward endowment of president’s chair. | For desks and apparatus. To liquidate debt; pledged on condi¬ tion that the whole debt, $61,518, be pledged, which has been done. To reduce debt on new chapel. In part endowment of professorship. For building a new hall fcr preparatory school and to form a fund, the income of which shall be used in the pur¬ chase of apparatus for the chair occu¬ pied by the Peabody professor. The Curtis scholarship fund. Conveyed to the board certain lots in Columbus, Ohio, for scholarships. 768 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational Organization to which intrusted. Benefactor. Name. Location. Name. Eesidence. 1 2 3 4 Universities, &c.— Cont’d. Denison University. Granville, Ohio Marietta College. Marietta, Ohio . Mt. Union College ... Oberlin College . Bio Grande College . . Wittenberg College . . Otterbein University University of Oregon McMinnville College Muhlenberg College . Lafayette College. . . . Mt. Union, Ohio. Oberlin, Ohio . . . Eio Grande, Ohio . . Springfield, Ohio . . . Westerville, Ohio . . Eugene City, Oreg . . McMinnville, Oreg. Allentown, Pa Easton, Pa.... Mrs. Henry Chisholm and children. Mr. Henry Chisholm, de¬ ceased. J. D. Bockefeller . E. A. Holden . W. H. Doane, mus. doc. Mrs. E. E. Barney and children. i Eev. H. P. Colby . | Albert Thresher . J ohn K. Mclntire. . . . J. B. Thresher . W. P. Huffman . . E. M. Thresher . Martin E. Gray . J. H. Tangeman . J. W. King . t Various persons . Hon. William E. Putman (deceased). Alpha Di Gamma Society Truman Hillyer . Joseph Perkins . Hon. Elizur Smith . Ezra Farnsworth . . W. O. Grover . J. H. Hubbell . Hon. S. D. Warren ....... Mrs. V. G. Stone . Hon. William Hyde ...... Hon. William E. Dodge . . Hon. J. Q. Howard . George L. Baffin . Children of Eev. Dr. J. Eldridge. Hon. E. Battell and sis¬ ter. Marietta College Club . . . Miss Louise Brigham Various persons . Hon. Lewis Miller . C. Aultman . . . Jacob Miller . . Miss Libbie Aultman. . . . Cleveland, Ohio. . . •Cleveland, Ohio. .. Cleveland, Ohio. . . Cincinnati. Ohio . . Cincinnati^ Ohio . . Dayton, Ohio . Dayton, Ohio. _ _ Dayton, Ohio . Dayton, Ohio . Dayton, Ohio . Dayton, Ohio . Dayton, Ohio . Willoughby, Ohio. Dockland, Ohio . . . Xenia, Ohio . Marietta, Ohio . Mrs. Permelia Wood. Various persons . C Citizens of Lane County. ( Henry Villard . Dea. Sami. County . Mrs. George C. Chandler. C James K. Mosser ( Thomas Keckr... John I. Blair . Cleveland, Ohio . Lee, Me . Boston, Mass . . . Boston, Mass ... Boston, Mass Boston, Mass Malden, Mass . .. Ware, Mass . Hew York, FT. Y New York, X. Y , Westfield, Me ... Norfolk, Conn . . . Norfolk, Conn . . Cincinnati, Ohio Marietta, Ohio . . Akron, Ohio . Canton, Ohio. Canton, Ohio. Eio Grande, Ohio Allentown, Pa . . . New York, N. Y . Blairstown, N. J . STATISTICAL TABLES. 769 benefactions for 1881, $c. — Continued. Benefactions. s bfi . rr-i ® §§ a* ^ g Grounds, buildings, and apparatus. Professorships. Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. 7 8 9 IO 11 ' $35, 000 $25, 000 25, 000 25, 000 1,000 $1, 000 1, 760 250 $1, 000 | . 20, 000 Object of benefaction and remarks. 13 $100, 532 72, 397 76, 000 43, 851 800 2, 000 12, 000 12, 192 1, 000 1, 250 5, 000 1, 000 1, 000 500 1, 000 1, 000 10, 000 500 1, 000 500 1, 000 1, 000 200 10, 000 572 875 43, 851 750 50 2, 000 12, 000 1,182 7, 000 f 2, 000 3, 000 < 500 C 500 20, 000 40. 000 40. OOol > For the general endowment fond. For scholarships ; the college to give tuition to one student for each $100 of income. Chiefly for endowment fund. 1 j> To found three professorships. • $32,021 for endowment and $11,830 for general purposes. ) To meet current expenses and pur- 5 chase apparatus. For endowment. To pay debts and to advance general interests of university. For payment of debt. $7,000 for debt, $1,000 for apparatus, $1,000 in books for library, $250 for prize scholarships of $50 each, and $1,760 to pay the salary of a professor of English literature for a year. | For endowment. f To found professorship of Greek Ian- l guage and literature. To endow the president’s chair. 49 e 770 REPORT OF THE COMMISSIONER OF EDUCATION, Table XXIII. — Statistics of educational Organization to which intrusted. Benefactor. Name. Location. Name. Residence. Universities, Ac.— Cont’d. Thiel College . Haverford College Greenville, Pa Haverford College, Pa. {Miss Mary "Wagner . Rev. George W.Critchlow Samuel J. and Abbie Beck John Bacher . Various persons . Water Cure, Pa. . . . Prospect, Pa . Saegerstown, Pa . . . Greenville, Pa . University at Lewisburg .... Lewisburg, Pa William Bucknell V arious others Philadelphia, Pa. . . . Westminster College . University of Pennsylvania. . New Wilmington, Pa Philadelphia, Pa ... . f Joseph Wharton . Philadelphia, Pa _ 1 Thomas A. Scott (dec’d) . Philadelphia, Pa _ Swathmore College Swathmore, Pa Samoel Willets Various friends New York, N. Y - Brown University Newberry College Claflin University. Providence, R. I. Newberry, S. C . . Orangeburg, S. C f Hon. Lafayette S. Foster (deceased). ( Joseph C. Hartshorn . Philadelphia Alumni As- t sociation. Mrs. Caroline E. Lifley (deceased). Charleston, S.C East Tennessee Wesleyan University. King College . Betbel College . Central Tennessee College. .. Athens, Tenn. Various persons Bristol, Tenn . McKenzie, Tenn.... Nashville, Tenn . Bennett H. Young . Louisville, Ky Various persons . Jacob Harmon . Indiana . Fisk University . Vanderbilt University. . . University of the Smith Nashville, Tenn. Nashville, Tenn. Sewanee, Tenn . . Wm. H. Vanderbilt New York, N. Y - Southwestern University. . . . University of Vermont and State Agi icultural College. Georgetown, Tex. Burlington, Vt. . . fD. H. Snyder . I Capt. John Snyder. ] Capt. Tli os. Snyder. (. V arious persons John P. Howard - Georgetown. Tex. . . . I Chexenne, Wvo - j Liberty Hill, Tex . . . | Burlington, Vt Middlebury College Middlebury, Vt Washington and Lee Uni- Lexington, Va. versity. I Various person s . . Col. Thos. A. Scott . Philadelphia, Pa - A friend . . H. H. Houston . Philadelphia, Pa - Col. F. O. French . New York, N. Y James Wilson . New York, N. Y .. . STATISTICAL TABLES. 771 benefactions for 1881, $-c. — Continued. Benefactions. Total. Endowment and gen¬ eral purposes. Grounds, buildings, ! and apparatus. Professorships. Fellowships, scholar¬ ships, and prizes. To aid indigent stu- -dents. Library and museum. 5 6 7 8 9 10 11 ( . $500 500 $2, 000 1 . 500 ( . 500 i . 7, 500 ($7, 500) l . 100, 000 $ $50,000 \ 50, 000 5 15, 000 1" 100,000 j . 150, °00 $50, 000 1 ( . $3, 100 46, 600 43,500 | . 1 r . 3, 000 6, 500 1 2,000 \ . 1, 500 O o [ . '/" 8,800 2, 000 $2, 000 50 ! 50 3, 200i 3, 200 500 500 7,498 4, 000 3, 498 150, 000 150, 000 4, 200 4, 200 1, 000 j . 1, 000 $3, 000 1 . 500 1 . 500 50, 000 50, 000 7, 000 7, 000 r 50, ooo 20, 000 7, 000 1 87, 000 < 1 5, 000 . 1 . 1 i . 5. 000 ) Object of benefaction and remarks. 12 For scholarships. For general expenses and care of grounds. For the endowment of the university; this gift was conditioned upon a con¬ centration of the funds of the uni¬ versity and the substitution of a single board of trustees, to consist of twenty members, for the present boards of trustees and curators. Purpose not specified. For endowment of “The "Wharton School of Finance and Economy.” For the endowment of a chair of math¬ ematics.. For the construction of additional water works. Subscribed and contributed for re¬ building. A bequest to found a prize scholarship in Greek. For a new scholarship, additional to those previously founded by him. To found the “ Philadelphia alumni scholarship.” Purpose not specified. $6,000 from Hon. Wm. Claflin, $150 from Mrs. Lee Claflin, $1,800 from Freed¬ man’s Aid Society, and $850 from va¬ rious other persons ; purpose of ben¬ efactions not specified. To pay tuition and aid students. To supplement salaries. For building purposes. To establish a scholarship in the Me- harry Medical Department. $4,000 for scholarship endowment, and $3,498 for aid to students. Given in 1880 and 1881 to found and sus¬ tain the university. For current expenses, $600 for the uni¬ versity proper, and $3,600 for the theological department. , 1 For improvement of building and pur- j chase of apparatus. For the endowment of the chair of natural history: the surplus of the income above the salary paid to the professor is to be applied to tne en¬ largement of the cabinets and the li¬ brary. For repairs and improvements. For the endowment fund. For a library hall. For the endowment of a fellowship, to be known as the 1 ‘ Howard Houston Fellowship.” To endow a scholarship. To endow a scholarship. 772 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational Organization to which intrusted. Benefactor. Hame. Location. Hame. Residence. 1 ft 3 4 Universities, &.C.— Cont’d. Richmond College . Roanoke College . University of Virginia. Lawrence University Richmond, Va. Salem, Va . University of Vir¬ ginia, Va. Leander J. McCormick. . . j Chicago, HI Beloit College.. Milton College. Ripon College . Howard University. schools of science ( mining , engineering, agriculture, <6c.), State College of Agriculture and the Mechanic Arts. Massachusetts Institute of? Technology. ( "Worcester County Free In¬ stitute of Industrial Science. Rensselaer Polytechnic In¬ stitute. Appleton, Wis . Beloit, Wis - Milton, Wis.... Ripon, Wis . Washington, D. C. . . Wm. H. Vanderbilt . I Hew York, H. Y . . . Society of alumni and other friends. Various persons . W. W. Corcoran . Joseph Rork . ( Mrs. Valeria G. Stone — < Mrs. J. S. Herrick . ( Friends in Hew England. Mrs. Valeria G. Stone Orono, Me _ Boston, Mass Worcester, Mass ... Troy, H. Y . Ex-Gov. Abner Coburn ( C Hathaniel G. Hash - (Various others . f David Whitcomb . 1 Stephen Salisbury (.Joseph H. Walker ) Ebenezer Proudfit Lewis College . Horthfield, Vt Hampton Hormal and Agri¬ cultural Institute. Hampton, Va Chas. H. Lewis. Various persons Washington, D. C - Appleton, Wis Malden, Mass . Madison, Wis. Malden, Mass. Skowhegan, Me. Worcester, Mass. . . Worcester, Mass. . . Worcester, Mass. . . Troy, H. Y... Boston, Mass STATISTICAL TABLES. 773 benefactions for 1881, #c. — Continued. Benefactions. Total. Endowment and gen¬ eral purposes. 1 Grounds, buildings, and apparatus. Professorships. Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. 5 6 7 8 9 10 11 $50, 000 4, 000 } 144,000 ) 2, 000 | 35, 000 6, 288 20, 000 25, 000 120 | 12, 380 | 34, 500 | 22, 500 2, 500 } 105,058 j $25, 000 $25, 000 < 68, 000 . $25, 000 50, 000 $1, 000 2, 000 ( 20, 000 10,000 . ( 5, 000 6, 288 25, 000 $20 1 100 \ . r 2o, ooo 6, 000 7, 500 [ 1, ooo £ 7, 500 15, 000 2, 500 f 13, 772 16, 090 $2, 684 3, 021 . 173 30, 184 39, 134 Object of benefaction and remarks. 12 $25,000 for endowment and $25,000 for building. Purpose not specified. Large refracting telescope, valued at $50,000, which was offered to the uni¬ versity in 1877 on condition that the funds necessary to build an obser¬ vatory and endow the chair of its di¬ rector were raised, which conditions were complied with in 1881; $18,000 for building an observatory. For the endowment of the chair of as¬ tronomy. For the endowment of the chair of as¬ tronomy. Donations to the library, museum, and to the school of chemistry. Fifth instalment of $1,000 of his gift of $5,000 to the library. For general fund; subject to an an¬ nuity till death of donor. For endowment fund. For an observatory. For general purposes. To liquidate indebtedness for current expenses. Purpose not specified. For the endowment of the chair of “revealed theology,” on condition that the amount be raised to $40,000 and the money held in tnfst by the American Missionary Association ; the association is to have the right of nominating the incumbent to the chair. $100 for library and $20 for prizes. A legacy of $10,000; purpose not specified. Gifts amounting to $2,380; purpose not specified. $20,000 for current expenses and $6,000 for building addition to shop. To help build a new shop. For current expenses. For endowment fund. For an astronomical observatory, erected as a memorial of his de¬ ceased son, formerly a member of the institute. To pay yearly expenses. $10,715 for general purposes and $3,057 for endowment fund. For annual scholarships. For beneficiary fund. For Indian fund. For the Butler school. For building fund. $895 for pastor’s salary and $38,239 for special purposes. 774 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational Organization to which, intrusted. Benefactor. Name. Looation. Name. Residence. SCHOOLS OP THEOLOGY. Alabama Bapti st N ormal and Theological School. Pacific Theological Seminary. Theological Institute of Con¬ necticut. Chicago Theological Semi¬ nary. Presbyterian Theological ) Seminary of the North- > west. ) Wartburg Seminary . | Selma, Ala.. Oakland, Cal. Baptist Union Theological Seminary. College of the Bible . Southern Baptist Theological Seminary. BangorTheological Seminary. Centenary Biblical Institute. . Newton Theological Insti¬ tution. German Theological School of Newark, N. J . Chicago, HI . Chicago, HI . Mendota, HI . Morgan Park, HI Lexington, Ky . . . Louisville, Ky Bangor, Baltimore, Md . f American Baptist Home < Mission Society. ( Rev. M. Stone and others . ( Edward Smith . New York, N. Y _ Enfield, | Hartford, Conn . . . . Episcopal Church. ) Union Theological Seminary. Rochester Theological Semi¬ nary. Christian Biblical Institute. St. Mary’s Theological Semi¬ nary. Union Biblical Seminary. . . . United Presbyterian Theo- ? logical Seminary. ) Meadville Theological Semi- } nary. $ Benedict Institute . Union Theological Seminary . Protestant Episcopal Theo¬ logical Seminary. Mission House School . New Brunswick, N. J Princeton, N. J. . . - Gardner A. Sage . f Miss H. Lenox. Robert L. Stuart. fDr. Sylvester "Willard ... I . New York, N. Y... New York, N. Y... New York, N. Y. - . Auburn, N. Y . Auburn, N. Y. Canton, N. Y. . C. Richards (dec’d) Various persons . . . Geneva, N. Y. New York, N. Y. New York, N. Y... Rochester, N. Y . . . Stanford ville, N. Y . Cleveland, Ohio .... Mrs. Proctor (deceased) . Miss Clara A. Wilson (de¬ ceased). Samuel V. Hoffman . Mrs. Georere Merritt. . Miss Caroline Talnian. Mrs. G. R. Hoffman . Rev. E. A. Hoffman, D. D. Rev. C. F. Hoffman . Mrs. Amelia A. Cobb - Ex-Gov.. E. D. Morgan. John B. Trevor . John H. Deane . John D. Rockefeller . . Jeremiah Milbank. ... William A. Cauldwell. Eric L. Hedstrom . Mrs. E. A. Witt . Various persons . Various persons . Dayton, Ohio . Xenia, Ohio. . . Meadville, Pa. Columbia, S. C Hampden Sidney College, Va. Theological Semi¬ nary, Va. Franklin, Wis . . C A. Collins . < Daniel Wilson . ( J. Smith . .. . f Enoch Pratt . . < Thomas Whitridge . ( Various per sons . Various churches and in¬ dividuals. Joseph B. Wilson . Members of the North¬ west Synod of the Re¬ formed Church in the United States. Rochester, Ni Y. . Allen’s Hill, N. Y. New York, N. Y - New York, N. Y - New York,’ N. Y - New York, N. Y.. Albany, N. Y . New York, N. Y... New York, N. Y - New York, N. Y - Cleveland, Ohio .... New York, N. Y - New York, N. Y - Buffalo, N. Y . Cleveland, Ohio . Xenia, Ohio . St. Louis, Mo . Muddy Creek, Pa . Baltimore, Md . . Baltimore, Md . . Rockbridge Co., Va. STATISTICAL TABLES. benefactions for 1881, Chicago, HI . . . em Universities. Members of the Synod of the Norwegian Ev. Luth. Church. Law School of Cincinnati Col- SCHOOLS OF MEDICINE, DEN¬ TISTRY, AND PHARMACY. Southern Medical College. . . . Hahnemann Medical College and Hospital. Indiana Dental College . Massachusetts College of Pharmacy. Medical department of the University of Kansas City. American Medical College. . . New York Medical College and Hospital for Women. United States Medical Col¬ lege. INSTITUTIONS FOR SUPERIOR INSTRUCTION OF WOMEN. Mills Seminary Abbot Academy Smith College. Mt. Holyoke Female Sem¬ inary. Lucy Cobb Institute . Wesleyan Female College. . . . De Pauw College for Young Women. College of the Sisters of Beth¬ any. Minden Female College . Maine W esleyan Seminary. . . Cincinnati, Ohio Atlanta, Ga _ ... Chicago, HI . . Indianapolis, Ind . Boston, Mass . Kansas City, Mo. . {Callaghan & Co . O. H. Horton . Law faculty of college. . . Julius Dexter . Chicago, HI. Ladies’ Hospital Fair As¬ sociation. Atlanta, Ga. Indiana State Dental As¬ sociation. Powers & Weightman . . . Philadelphia, Pa . . . St. Louis, Mo . New York, N. Y _ New York, N. Y - Mills Seminary, Cal. Various friends. ... Charles Band, M. D . Athens, Ga Macon, Ga . Mr. and Mrs. William H. Bailey. < George I. Seney . \ Citizens of Athens . George I. Seney . New Albany, Ind . . . j W. C. De Pauw. Topeka, Kans . | Miss Holmes . Minden, La . Kent’s Hill, Me. Andover, Mass Northampton, Mass. South Hadley, Mass . ( Corporation of Minden . < Parish School Commis- ( sioners. Ami Loring. Former pupils and others . Winthrop Hillyer. . . . {A. Lyman Williston L. L. Brown . Emerson Gaylord... Various others . Crete, Nebr... ; - Sandwich Islands. New York, N. Y . . Athens, Ga . New York, N. Y . . New Albany, Ind . . . Pittsburgh, Pa . North Yarmouth, Me Northampton, Mass Northampton, Mass North Adams, Mass Chicopee, Mass .... STATISTICAL TABLES. 779 benefactions for 1881, Seminary and Female Col- > lege. ) Lake Erie Female Seminary . Columbia Female Institute . . Reno, Nev Henry F. Durant Various persons .. Tilton, N. E Painesville, Ohio .... Columbia, Tenn r C. H. Tenny . . < J. H. Eastman . (N. G. Ladd . f Mrs. Mary Todd Tomlin- | son. I Hon. Reuben Hitchcock. New York, N. Y.... Jamesburg, N. H . . . Malden, Mass . Cleveland, Ohio . Painesville, Ohio . . . J. S. Casement . Painesville, Ohio . . . Rev. H. C Hayden, D. D . . New York, N. Y - .Class of 1878 . Various persons . V ermont Methodist Seminary and Female College. PREPARATORY SCHOOLS. Academy of Richmond Coun¬ ty. Morgan Park Military Acad¬ emy. Phillips Academy . . Williston Seminary. Montpelier, Vt Kimball Union Academy . . Gazenovia Seminary . York Collegiate Institute. McKenzie College . Green Mountain Seminary . Markham Academy . INSTITUTIONS FOR SECONDARY INSTRUCTION. Andrews Institute . Augusta, Ga . Morgan Park, HI. . . . Andover, Mass . Easthampton, Mass. Meriden, N. H Cazenovia, N. Y York, Pa . McKenzie, Tenn . . C Waterbury Centre, i vt. Milwaukee, Wia ... Andrews Institute, Ala. William and Emma Austin ? I 0. „ . , College. 1 1 Stevenson, Ala . Tuskegee (colored) Normal Tuskegee, Ala . School. F. H. Miller . Hon. Wait Talcott . Ebenezer Alden, M. D _ Samuel Williston (de¬ ceased) . C Hon. Dexter Richards . . . J Rev. Wm. A. Spaulding.. Hon. James Callanan and others. Samuel Small . Various persons . ( J. M. Matthews . < R. M. Minard, M. D . John C. Spencer -J. W. Wasson C By subscription . (Mrs. Helen M. Randall. V arious persons . Augusta, Ga . Rockford, Ill . Randolph, Mass .... Easthampton, Mass . Newport, N. H . . . Attleboro’, Mass York, Pa . McKenzie, Tenn Burlington, Vt Starksborough Vt Milwaukee, Wis. Andrews Institute, Ala. Wiiliamsviile, N. Y. -----fe. v,L STATISTICAL TABLES. 781 benefactions for 1881, tfc. — Continued. Benefactions. Total. Endowment and gen¬ eral purposes. Grounds, buildings, and apparatus. Professorships. Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. 5 6 7 8 9 10 11 $5, 000 $110, 000 >$140, 500 $25, 500 3, 500 1, 000 100 3, 500 ) V 21, 600 20, 500 f . ) 3, 000 I 15, 000 1 . 4, 900 2, 500 25, 400 1 | | . J 1 [ . 400 $400 2,000 20 20 5, 000 5,000 200, 000 j 149 < 118 31 ) 45, 000 45, 000 2, 500 2, 500 5, 000 ) 5,000 ' 500 V 750 100 ' 150 20 20 O OI § 8 500 < 500 J 100 5, 000 5, 000 Object of benefaction and remarks. 19 For scholarship. For building “Stone Hall,” which was first opened September, 1881, though the appropriation for this purpose was made by Mrs. Stone some two or three years before that time. For college of music. For payment of debt. i For endowment ; the gift of H. G. > Ladd being subject to an annuity ) during his life. For scholarship. $15,000 for endowment, $2,500 for re¬ pairs, and $2,400 for elevator. For repairs. Value of specimens, chiefly in natural history and geology, to be added to the museum of the Institute, which, with the library, was the gift of Miss Margaretta Bowles, Columbia, Tenn. Donor and purpose not specified. For a prize medal, to be given to the best scholar. A gold medal for proficiency in drill. Endowment for instruction or scholar¬ ships. Purpose not specified; by the terms of the will of the late Samuel Williston, Williston Seminary held an interest in property, amounting to $200,000, which amount was received on the- sale of the property during the year 1881. | For the library and museum. For payment of debt and endowment. Endowment. For new building. | For commercial department. Value of a gold medal called the ‘ ‘Spen¬ cer Prize’’ in declamation. Given in work in the erection of a new stone school building. | To furnish the primary department. For building, general expenses, and library. 732 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational Organization to which intrusted. Name. Location. Benefactor. Name. Residence. Institutions for secondary Instruction — Continued. Talladega College . St. Mary’s Hall . . Napa Collegiate Institute. . . "Wolfe Hall..^. . Trinidad Academy . Durham Academy . St. Margaret’s Diocesan School for Girls. Cookman Institute . Storrs School . C am ak Academ y . Juniper High School . Madison Male High School. Montezuma High School .... Washington Male Academy. Elgin Academy . Grand Prairie Seminary and Commercial College. Lenox Collegiate Institute.. Friends’ Academy . Bellewood Seminary and Kentucky Presbyterian Normal School. Union College . Alexander College . Bethel Academy . . Princeton Collegiate Insti- \ tute. > Peabody Normal Seminary . Hallowell Classical and Scientific Academy. Oak Grove Seminary and Commercial College. West Nottingham Academy Powers Institute.. Nichols Academy. Tabor Academy . . 'Benjamin de Forest. Talladega, Ala. Mr. Gregory . . American Missionary Association. Hartford, Conn.... Marblehead, Mass. Benicia, Cal. . . . Napa City, Cal. Denver, Colo. . . Trinidad, Colo . Durham Conn .... W aterbury, Conn . . . Jacksonville, Fla... Atlanta, Ga . Caniak, Ga . Juniper, Ga . Madison, Ga . V arious peKsons . Various persons. _ _ ( Miss C. L. Wolfe . ^ Various persons . New West Education. S. S. Scranton. . . New York, N. Y. . . Chicago, HI. Various persons. Montezuma, Ga. Dr. James Jones . Franklin H. Lummis .... Various persons . William Minor. .. Various persons. Camak, Ga . . . Brooklyn, N. Y. Madison, Ga.... Montezuma, Ga. Montezuma, Ga. Washington, Ga Elgin, Ill . Onarga, HI. Hopkinton, Iowa. . Le Grand, Iowa. Anchorage, Ky. f Gen. R. Toombs ..... < Judge William Reese ( S. Barnett and others C Mrs. C. C. Sinclair l Mrs. H. Finley Dr. Stuart Robinson Washington, Ga.. Barbourville, Ky Burkesvme. Ky.... Nicholas ville, Ky... Various persons Princeton, Ky New Orleans, La. . . . Hallowell, Me _ Vassalborough, Me. Colora, Md . P. S. P. Connor (E. P. Humphrey Samuel Garrett T. S. Anderson L. L. Warren Various persons Local contributions Charles Clapp . | Bath, Me Bernardston, Mass.. Anonymous Dudley, Mass.. Marion, Mass.. H. Conant . . Pawtucket, R. I Mrs. Elizabeth Tabor . Marion, Mass. .. STATISTICAL TABLES. 783 It nef actions for 1881, $-c. — Continued. Benefactions. 1 "c3 += o H Endowment and gen¬ eral purposes. tT bn •S 03 ‘p "S •P. , P- 73 ri | s Professorships. Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. S G 7 8 9 1© 11 j $10, 000 $1, 000 > $15, 000 j $2, 000 j 450 450 15, 000 15, 000 f . 1, 500 | 2, 500 \ . l’ 000 919 919 100 $100 3, 700 2, 500 2, 500 55 500 500 500 500 2, 500 j 2, 500 C . 500 > 2, 000 j J . 1, 500 I 300 300 300 300 250 250 \ 2:10 ( 185 \ 25 275 275 4, 000 4, 000 75 75 J 1, 000 C 500 { 500 7, 000 7,000 l 2, 829 2, 829 1 900 900 3, 000 3, 000 30 50 50 1, 800 1, 800 . 1 . 1 Object of benefaction and remarks. 12 $10, 000 for endowment of tbe president’s cbair. $1,000 for building fund. $2,000 for professors’ salaries, &c. Donor and object of $2,000 not specified. To aid the school. For liquidation of debt. } Towards finishing and furnishing 5 building. To pay tuition. For library. Purpose not specified. For building. Purpose not specified. For general school purposes. For books, apparatus, &c. Value of five acres ofland and a house, the school-house to be used exclu¬ sively for white males. Value of a building lot. From citizens to erect a new school building. For repairing building. For refurnishing school room. For repairs. | For general purposes. For deficiency. For general purposes. For building fund. ) For endowment for the education of J young ladies. For building. ' To pay for the college property which was sold under Judgment of the courts, and to improve and furnish the building for the purpose of es¬ tablishing a “high school of the first order,” which shall be under the care of the Presbytery of Louis¬ ville. Also $2,000 from the Peabody educa¬ tional fund; the whole for general support. For general purposes. Purpose not specified. A complete set of photographic appa¬ ratus, to give a taste for amateur pho¬ tography and illustrate practical uses of chemistry. For physical apparatus. New library, observatory, and academy building. For teacher’s salary and general support of school ; besides this Mrs. Tabor has erected a house for principal, &c. 784 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational Organization to which intrusted. Benefactor. Name. Location. Name. Residence. Institutions for secondary instruction— Continued. Mr. Moody’s School for Boys. Wesleyan Academy . Shattuck School . St. Olaf’s School . Gustavus Adolphus College. . W esleyan Methodist Semi¬ nary. Mt. Hermon Female Semi¬ nary. Winona Female College . Watson Seminary . Southwest Baptist College. . . Butler Academy . . Bellevue Collegiate Institute. Wentworth Male Academy. . Morrisville Male and Female Collegiate Institute. Peirce City Baptist College.. Lutheran High School . Salem Academy . Nebraska Conference Semi¬ nary. Pinkerton Academy . Brackett Academy . Kingston Academy . Blair Presbyterial Academy. South Jersey Institute . Centenary Collegiate Insti¬ tute. German- American School (Beacon street). German-American Element¬ ary and High Grammar School. Albany Academy . S. S. Seward Institute . St. Joseph’s Academy . Glen’s Falls Academy . Genesee Wesleyan Seminary. Milbrook Academy . Free German School . . German-American School of the Nineteenth Ward. Workingman’s School and Free Kindergarten. School of the Tumverein Northfleld, Mass. . . Wilbraham, Mass. Faribault, Minn . . Northfleld, Minn. . St. Peter, Minn.. . Wasioja, Minn ... Clinton, Miss . Winona, Miss. {Hiram Camp . Miss Ella M. Graves. James Talcott . (Morgan Scott . Meriden, Conn. Various persons Ashley, Mo. Bolivar, Mo. Butler, Mo . Citizens of Winona . Hon. A. H. Buckner. C American Tract Society. i Citizens of Butler . Caledonia, Mo . [ Citizens of Caledonia . Lexington, Mo . S. G. Wentworth Morrisville, Mo. Missouri . Peirce City, Mo. St. Louis, Mo. Salem, Mo .... York, Nebr . . Derry, N. H . Greenland, N. H - Kingston, N. H - Blairstown, N. J - Bridgeton, N. J . Hackettstown, N. J. Newark, N. J . Newark, N. J . Albany, N. Y . Florida, N. Y . Flushing, N. Y _ Glen’s Falls, N. Y. Lima, N. Y . Milbrook, N. Y.... New York, N. Y . . New York, N. Y . . New York, N. Y . . New York, N. Y . . Lexington, Mo. Various persons . . ( Andrew Peirce . j Clifton Springs. ] j N. Y. ( Various persons . i Missouri. John M. Pinkerton (de- j Boston, Mass ceased). Peter French (deceased) . . I . John I. Blair . [ Blairstown, N. J C William Bucknell . Philadelphia, Pa ) Various persons . ! . Various persons Various persons Various persons . Hon. Frederick W. Sew¬ ard, LL. D. Rev. M. Phelan . Society of Friends . Mrs. Anna Ottendorfer - Albany, N. Y . Montrose, N. Y Glen’s Falls, N. Y New York, N. Y . . New York, N. Y . STATISTICAL TABLES. 785 benefactions for 1881, <$rc. — Continued. Benefactions. fcc . _ OQ §| & CL g* £ g ftp 'o q •5£ Object of benefaction and remarks. 10 11 12 $36, ooo ; I 600 8d: 4, 558 3, 2001 1,253 3, 200 1, 200j 2oo; 2, 000 272r 226. 3, 000 . 400 500 65 j ,000 $8, 174 3, 305 1,200 2, 000 232 226 • 3, 000 1, 000 6,000 180, 000j 180, 000 15, 50 . 000 000 700 • 200 . 4, 000 15, 000 3, 602 $200 65 50 500 200 200 Purpose of gift of $25,000 not specified. Purpose of gift of $5,000 not specified. Purpose of gift of $1,000 not specified. Purpose of gift of $5,000 not specified. Por payment of debt. For building gymuasium and drill hall. Purpose not specified. Por current expenses and building fund. Por endowment. Por enlarging and improving buildings. Contribution for books for benefit of pupils. Public documents for library. A gift of land and money to pay debt. Por apparatus and books. Por repairs on building. Gift of ground and school building valued at $3,000. Maintenance of faculty and improve¬ ment of grounds. | For building. Donor and purpose not specified. Por library. Donor and purpose not specified. Por permanent funds of the academy Por library. Por support of school. Addition to the endowment. | For library. Art and library. A gift of furniture for school rooms. Por payment of mortgage. 1,200 3, 200 To fit up the chemical laboratory. Books and apparatus. 2, 000 1, 500 10, 000 80 2, 000 1, 500 10, 000 80 25, 000 10, 000 5, 000 5,000 5, 000 Por general purposes. Por general purposes. Por endowment. For education of the children of Friends. For the promotion of the German school system; the sum of $25,000 being part of “The Herjnann Uhl memorial fund,” founded by Mrs. Anna Ottendorfer in memory of her son the late Hermann Uhl, deceased. This sum is to be invested by trust¬ ees during lifetime of sons of Her¬ mann Uhl, and the income paid to the institutions in the proportions indicated ; at the death of both sons the capital is to be divided among the beneficiaries. 50 E 786 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational Organization to which intrusted. Benefactor. Name. Location. Name. Residence. Institutions for secondary instruction — C ontinued. Rochester Realschule. Rochester, N. Y. Rochester Realschulver- ein. West Winfield Academy .... St. Mary’s College . , . . West Winfield, N.Y. Garibaldi P. O..N.C. Various persons . Rev. J. O’Connell, D. D. West Winfield, N.Y. Garibaldi, N. C . Brown Seminary . W ilmington Normal School . . Bingham School . Leicester, N. C . Wilmington, N. C . . . Mebaneville, N. C . . . Bishop H. W. Warren, . Hon. J. J. H. Gregory . Marblehead, Mass . . Various persons . Boston, Mass . Tileston Normal School . Yadkin College . Albany Enterprise Academy - Academy of Central College - Wilmington, N. C . . . Yadkin, N. C . Albany, Ohio . Central College, Ohio. Mrs. Mary Hemenway _ ( William Shaw . $ Various persons . Various persons . Alvin Wright . Boston, Mass . . Pittsburgh, Pa. Columbus, Ohio St. Francis Gymnasium Cincinnati, Ohio Students of St. Francis . . . Cincinnati, Ohio .... Fostoria Academy . Hartford Academic Institute . Poland Union Seminary . Northern Ohio Collegiate In¬ stitute. Umpqua Academy . Martin Academy . Fostoria, Ohio Gov. Charles Foster and others. Fostoria, Ohio Hartford, Ohio . . . Poland, Ohio . G. P. Miller (deceased) _ South New Lyme, . Ohio. Wilbur, Oreg . Kennett Square, Pa . Samuel Martin ( deceased) . Poland, Oliio Kennett Square, Pa. Western Pennsyl vania Clas- 1 sical and Scientific Insti- > tute. ) Union Seminary . McElwain Institute . Reid Institute . . W esttown Boarding School . . Mt. Pleasant, Pa _ New Berlin, Pa . New Lebanon, Pa. . . Reidsburg, Pa . Westtown, Pa . J. J. Piser . . C. W. Cooper ....... jQ. . . Various persons . Rev. A. Stapleton . . . Rev. C. F. Heininger - Charles P. Swengle . . J ohn McElwain. . Various persons . Harlandsburg, Pa. . . East Point, Pa . New Berlin, Pa New Lebanon, Pa . . Pennsylvania . Jos. W. Hibbs . Columbia Co., Pa . . . Elizabeth W. Wistar - Germantown, Pa - Friends’ New England Board- Providence, R. I ing School. Polytechnic and Industrial Bluffton, S. C _ Institute. Clinton College . Cooper-Limestone Institute.. Clinton, S. C . Gaffney City, S. C . . . Peter Cooper New York, N. Y .... Hon. E. L. Pierce. Milton, Mass. Penn School and Edward L. Pierce Library. St. Helena Town¬ ship. S. C. (Beau¬ fort P. O.) R. K. Darrah . Mrs. J. H. Towne . Mrs. R. C. Lincoln . Benezet Society . Misses Towne & Murray. Boston, Mass . Boston, Mass . Boston, Mass . Germantown, Pa. . St. Helena, S. C ... STATISTICAL TABLES, 787 benefactions for 1881, college. For general expenses and books. For new boarding hall, on condition that board of trustees raise money to finish the building. To buy fuel, repair buildings, and fur¬ nish poor students with hooks. For endowment and equipment. Donor and purpose not specified. For endowment. Donor and purpose not specified. For improvement of grounds. Approximate value of two hundred and fifty shares of bank stock, yielding an annual income of about $700 to the academy. ? For payment of debt and increase of i library. Gifts of fossils. Gifts of shells. ? For payment of debt on buildings and 5 grounds. For new building (in part). For general purposes. For the education of children of Friends in limited circumstances. To educate poor children; donor to nominate the children. In machinery and books for library and industrial department, and in schol¬ arship fees. For repainting building. To purchase grounds and buildings and establish a school for young ladies. Value of gift of over 800 books for library. Value of a hall for the library, f To educate children of St. Helena. < Mrs. Towne’s donation is made on ( condition that sewing be taught. Services and money to educate the children of St. Helena. 788 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational Organization to which intrusted. Name. Location. Benefactor. Name. Residence. Institutions foe second aey in steuction — Continued. Johntown Academy . Montgomery Bell Academy.. Holston Seminary . "Watauga Academy . Bishop Baptist College _ Add Ran College . St. Johnsbury Academy . Mt. Pisgah Academy . Storer College . ^ National German- American Teachers’ Seminary. St. Mary’s Institute . Las Yegas Academy . Las Yegas College . Santa F6 Academy . Wahsatch Academy . School of the Good Shepherd. St. Mark’s Grammar School.. Salt Lake Academy . Salt Lake Collegiate Insti¬ tute. Salt Lake Seminary . INSTITUTIONS FOR THE DEAF AND DUMB AND THE BLIND. American Asylum for the Education of the Deaf and Dumb. Perkins Institution and Mas¬ sachusetts School for the Blind. St. Joseph’s Institute for the Improved Instruction of Deaf Mutes. New York Institution for the Blind. Pennsylvania Institution for Deaf and Dumb. Williston, S. C f Dr. J. W. Lowman . J H. A. Sally . 1 H. R. Tyler . ID. H. Sally . Yarious persons . Board of education of the M. E. Church. L. N. & L. J. Shoun . C Mrs. C. C. Bishop . Marshall, Tex . < Yarious persons . Nashville, Tenn . New Market, Tenn. . Watauga, Tenn . Williston, S. C Nashville, Tenn. . New York, N. Y . Little Doe, Tenft. New York, N. Y . Thorp’s Spring, Tex St. Johnsbury, Yt. . . Aylett’s, Ya . Harper’s Ferry, W. Ya. Milwaukee, Wis _ Prairie du Chien, Wis Las Yegas, N. Mex. . Las Yegas, N. Mex. . Santa F6, N. Mex . . . Mt. Pleasant, Utah. . Ogden, Utah.. _ Salt Lake City, U tah . Sal t Lake C ity, U tah . Salt Lake City, U tah . Sal t L ake C ity , Utah . Hartford, Conn . . Boston, Mass Fordham, N. Y . . New York, N. Y. J. T. Walton. Waco, Tex. i Sir Thaddeus Fairbanks Blind. ) St.John’3CatholicDeaf-Mute Institute. Dakota School for Deaf- Mutes. TRAINING SCHOOLS FOR NURSES. Connecticut Training School for N nrses. , Dlinois Training School for Nurses. Training School for Nurses (Bellevue Hospital). Mount Sinai Training School X for Nurses. ) Nurse Training School of the Woman’s Hospital. INSTITUTIONS FOR FEEBLE¬ MINDED CHILDREN. Pennsylvania Institution for Feeble-Minded Children. Philadelphia, Pa. . . St. Francis, Wis.. Sioux Falls, Dak. New Haven, Conn . Chicago, Ill . New York, N. Y. . . 'Mary Shields (deceased). The Leeds estate . . The Seybert estate . . Citizens Sioux Falls, Dak. Various persons . Various persons . f V arious persons New York, N. Y. .. Philadelphia, Pa. . . { David Wallerstein (dec’d) Elwyn, Pa . Various persons Total. STATISTICAL TABLES. 791 benefactions for 1881. > oo oo bT 3 o o o o 'd 'd rCr& ll *3 a £ 5 “I WH ;w Si OE R © fat! | 0 Ifi o ■■d O ft . © %%% is ; t-3t4 . cS O _ * a © *3 02 N . .if £ £ I ft © cj gpq W-J 2 ^ a^d ® g.2 ® o 'S „ SCvr2 PpH © © ’/} >3 M rg3i S • H >3-2 >3 gcq 2 fat) © ■^'3 ^©2 8 P © 2 © © ©2 js 2 8 0 nd © © R J 0 'd do®. 1$shS1 saw=^1 a s ap&l . g . S 9 >3 g N © Jt 03 H .n ^ o^ciJW >3.2 cS +a © 0 — 22 -i-=> £ £© «.2 g P-©^i so^ § .i3 t S *•.§(> .life S 0 |3S I'd . © : £ • © :fe £g “i 2-< ji wi U H 1 ^ .9 © <3 »T* Bo'S .2 ©■P.: ® rtf -3 © cP ® § faD © ,» 0 «2-2p •p >3*d M 9 2 p®;9 «Sh k* M»- 2.® .2 © ,90rcSl2;i:S0^p'l^®fe . © • t*. 3 0 O wEh'H ain © * ®+5 ™ -+33 ®s faD % ft© ©r^r-fc 2 a© ShI .9 a >3 I3|l P3 0 ©02 S 2j £.2 § § g&gA o ®.a a'S flOi2i-0^C®_, C'2®o<^ .-8 .2 do- ^t! ® *p 0 >-• pw ■Td ’Td „4 © 0 g faCrt-2 P Pi * ©"© fliaS s§° 111 gj <4 S g-SS 8 d .2 © © IS'SiS **|S3 .'d.ad33 a . .s c!lcJrd.2P 9 ©,0 .pd.-d© .s^a ^f"4! © S Sjsj >»•» ©"^ a © ©P &> P b.-.d - ^ 5 •S§^'2'S^ar 'd i--i o 'pH O >d 0 0 0.2_- w •- « © ©0,d'©bZr2 Jw 0 M 'rtM0^® Mi'S 0 -2 P c3 ' J t> ^■3 l^faC0^.2 0 g ©2 H © S Sj'2 aSiw®fl2OH®®05 «8£ -gs I ^«2-S l-S 0,3 I |S «!' 'So-l^-a Bfl§^ |o| o^Sm^'gddaS^o-i^d . ©g .-S^© Cd OMAOoIiS*J9faC2n®,«P®^ ©"©Eh % a -S "§ 23 3 g © S •§ u 9^ gp EhW < < < O ft HW mPh wOW •9 £j ^3 _: 3 |£§S® w§gag • © | . ^ © § 2.2 © C5>giM .0g2cSp03 © -*3 trsiisfci; i i pq'a © 'dr^sS.^® rs ° rfldl .sa§ £o 8 §£'«'§ SM'o a-S’-g !H ■ 0 o' ’ o-p o5S ®-b ^-.2 i 1 S a ^•g'sm.g aj p. O fl fH Ph PPh fl H STATISTICAL TABLES. •» •* *■ pH ,3,3 31.3 <3 © © © o © ft ft ++ a a go i $ o3 5(5 o o o o o'®— r 'Od'd'Cd . pq :< o (i rrt <© ft m OD 1 a PH 6 3 H 'd ro1 2 o £ a it'd j © a 2 * -*S • H ^ OJ O . w CO r-J Ph ^ rrt . ,. . r ’ r ’a: P s W ri *o ■s-s •gjitfgS ails is „ 1 =3^,0 g wWP § £© o-g ©2 £ Jj-g g ©^ S33 =« Sg&gg'S ,sa « «PP Jjp a ® ◄ w 33 rH lf5 ■■ ® ® 5 P33 o o o c «p 3^3 © .~S p. . >5 p^-s P-pq _,P a 3 ^ © P a w ’S'S an ftp !i Tt a oo © 43 3 'O a^ a txj 2 I gS^a ;£«! og|£-9® ^ ’C 43 *d <£> 9 H O) h . O o Ijfilji” PP jN5 > © 2 ” © a M | §2 a -*a Ph E-*} Cu w ® ® | P ► S w j o 3 a 7.0 a P^O © ©S pH ,3 •2 © Jo > P EH a tty § 'S.g .-a £3 S a 3 ◄ sp m • ^3 H ©05 || «a w3 > rO -id 23 a3 o3 2 2 43 a a © ■SP^^ a • o © p- a I! dS a^^ C§' OU ZT S , asssl’s .S£^"s a o.a t-3.2 g ^"© ,9 aq .. -go §1 HS&l e*-, o © Jr ©«3 gP 3 © O O "» O1 af 0 gal? ^gS5 E^ ^.53 5h q ft tfdid a «*g .a M ®WP3.§|^ g d«31sdCM H ftrt (3 a © o ^33 ^ § 0^ S3 ® ©=« © E< © e o © :g s. ag-|ss.g. p ©d3 ia.s © ® © ©-3 ©.a ftPg hw 2 ©^ o ©1^32 2 g'g^. iw'Ss^l*-3 rd Ph g ^©-< © ap J ®d o g ft®^ S-gP 2g3©S|2oOg "® Q^"© ©^^03 ® a 8 ©o"'^ H h'2 rh HiSlw eo “h d t- © ® © _L 1 C © © 1-1 rm bC © o § fee . ,fcfc bC .918©© § i'gg®® P g*©ss _ P bx° a a a fc:.ScPP <8 £00 - - ‘te •fcjj'o ©| S®»Htc g | |! 933 ◄ ® 3 S 1 1 £ a-® a s « S § lE| • 3W t>>sH © a >> 'SUffl <1a2 j cs a P g bJD rO02p J^S til podW ^W, PPh b£ *C 1 © ^ 5 M P ^ k. « ^ bC © $%% log 2 h © IP § M «w .a a . ©+= a i^jd H • ■Publications, educational, historical, ^c., for 1881, <$'C. — Continued. 794 REPORT OF THE COMMISSIONER OF EDUCATION. OOOO O O OO O O iftlfliftOO OOOO O ^ OO O O t> t> CO O iC CQ 00 t> Cl O > :Pd^l M lH2'd ft • t ® S£°° pft ,|Wk. Ph g !ft = i_: j ..q • ,'rr ® o o h iS's ^ g 0®j| ! £o P -g b£«ft g-*)M fill il|l 4l! |-glp ■S °o • S'tslL Q 03 a O’ >“ CQ M ® bC a cj d-3 n ,2 §1^1* ft f Billie I ft£jc8*£w * SlE3tfSs nf-d ||§||o'Sfl||| * = OO So^s^fl0!c 'ta ©ft^ o ©_g 'Hft.S £ a« P^r-H a ds£l *S g« O -*3 Pft a Z *0 . 0 : fc-s «8 S s« J>», : sa •ftp *7^ . §§p o 0,3 g > °ft a-s> g .M*s " ® £ $ :ft .3 ®p a w Ib^bc 11^ !© ' ‘ ■p s3 '"S® — ^ a ® © HO^B p> h ce P-p h 0^HH ^ p » -4 b b'd ® ® h-i brf gp-2^5 © x g^*i gft'gw 5 ftr§ 2 > .lll®!!|!-a|M h^Ph ^Ho ca STATISTICAL TABLES. 795 o o o o o o o o o cq ++ +3r + o o a a ao co co co t> rH rH H 00 O O a a CO C\j o a g a o o o © a a a > = R a a ‘K p PM •sg0 |1 wa % a © o n © £« O'd . © «M +-I °2 m Pr 15 © ® 5 ft P rS •’•' p ® c4 %id t>'® Q F> © w H-.P - 1&S& O . O 60^ *1* ^ o.2 G © £ * H • *—H ^ cn ■ be P5 P W r r 5a .S^R lo . ffl - P qa©^ ^ C0 . M C r™J ?istl > 0 ^ O p >£2 : 3 ® cg b2-9 O CrH ft °.2®Sg 0S3 bp© ppS © p ■*■§ bo P. ^ ■> Cqn,p3,0 . ^ ^ ^ i— > >• i|« .a ® © ©P3 1 w 3 a I !"S fcf.2.3 £ils ^Sl fccP^3cG p-g t> o © p . r3 '"b cS ® % O g a o' .2 © a a. £ a“ S^p£l«WM'^o if i &ili ^ d C3 u.v— • r g 3^-° ©> © j§* § li^s^lglS r«Q3 p © f^ggl S&^sSa”' be R m §,S3©*f§'®5 t».2 ©^bo®,®©©^1 ^ a ts.. cs'43' ® p P to 3 1 fTtH © ® rt op ® £ ©_.%.. ® ©eSR-M-'-' 5-P ® ©"^S 9 Sr-trH © U 9 © eg 1 § IS'S- oo JllJ'SllsS §3^ •“ S K^C^nOP 2 aS »gt> ® 0P0 3 t? © J d 1,^ g a O a-® © ® ® p a ^H-a«.'S5s§I^Io§'gJg<)o.gp^&PM H O t-1 aa PW OHP a P4H«1m ^ g^ © © Jm MtjH pa j. fb ~m . •P . « s 2 £^.3 S . . g © t> x rj © a: i4 S 5 2 £ r ©^ S ® P « S fl •gg.ipj ©q^o 2®©^ •p^.2 -S >2-73, fci S CO p.3rt to ^ m ® cgpH q to^ P • So.H -Sasl *J.SPS >« © . .gs R P o§“^3 o2° ;"P+3-M©oqP.S tH o be C O 2 , -i © © 9 - P ©go-J?a 52 ® cC r s- SW pffl rgH ip ftp E§ o P 0*4 P_; i> > o § flr© © ® g^P3 B|s|^ tbH(n5 © moPpc a ®^a -** O 3? >1® M §W © a ®c0 9 . ® a 2 « ^ J§’2 © ®^d iw O 3 H e8 § pew sapH^^®10 -T3 © ©o bt3 O'S -. P ® ©^ p © S _ Srlro - « a ^ g S h 2 -ri |1j K|& °s a'S-g-g) 3*U! •«9 ftj ST. © fe5 QrP C P a i EH > Table XXIV. — Publications , educational, historical, &c., for 1881, #c. — Continued. 796 REPORT OF THE COMMISSIONER OF EDUCATION. O O O 40 lO 40 CO CO rH p I* 3 A ft OO CO l>- CO 40 HnWCQrt T* Oi 50 o o a a o o a a C l Cl o O o o a a a a © Cl o o a a CO CO CO CO > S5W- ^||8| vr'S ©Tfl*3 Wi43 m-O ® “'cj fl 3 5^ ’© 53 CC 9 I snni.S’s^ O 2^ 2 © ® be® a ! SvSra g fea: § ■^Sll 2"21«'2 1|2 W^O o -2 © § 1 A 'S§«2jw|.S^|»S ® * g,g g'S g Sg3g g««|j W>g ■gs^a^j§5s|k« P4 H 02 ■gfia£&s H3 © i/3 -rj . ® o a ?02Vi fe g^d £ • o 1=02^0.2 ®o>vg >/g 5 ©^ g wS,fl,fl£ H?CC02 ‘S a few o . pj ® £ -g - - . • no>g~'g4 ® ® ® ^g>3g££g^£‘S— H -ifiljpiliij *< hoocH ,2 .5 Spp-g ©^'3 a Q3 03 fl »2 HH ® © d i-?Qh Pk STATISTICAL TABLES. 797 O O OOlO lOO IOOW NN rH rH lO O O O O iO tO O O '■tf t> o a © o w t> > tH 00 CO o g a © > o o o a a a o®o b g-e 3 o ©H 3 M ' pq di 1-3 'C -» „ b? ® © -xi g gw,Jg>fla ® 2 ^ «-r1 W r3 ^ _d 5 Cj_i c8 Fh © p<§ ©,© >-.<5 a ® ij^a 3^ Bjj rt ? 'a ? a § «s3 t>r© a •efiScso >> 88 a 00 *T o ^ W«l ^ Si .lllitllll .. o,n .K*cs©®B30o5ra^rf.Sro ^ 3 ja^i 'S JO 's § & © O**3 >.55 «H -r- » -g fcj[-CS 0-2 W'g &gW S3 OS g ©^ a-fl.9 § •■’1-2-|«:fl5^||a-|||«S|gi^ _ „ _ o^1 ° 84 o a o WH ft PM H H P5«3 W H ft pq oo Soo EccH w ft © « aA-a^S ©.s § o|«35ISfifeS38fS5a' £3 |c-a’§3 t 48mo Table XXIV. — Publications, educational, historical, c., for 1881, cfc. — Continued. 798 REPORT OF THE COMMISSIONER OF EDUCATION. IO Ift ic O lO B * £ © o © © a a a a © o © a a ci ci a H 2 ft p o ci fcfi *| go V a cS cS 0 iS • © SO* (-3 » ©.2M +3 -g <£) Cu -go. 0 MS *20 3-2o^'^ hK GD( "IS* si&4 P£ I bvg 8^sp| S3 — ' 2 ^M©ft-a © a**-" ns o © ap"§ 4§® o s HV.&Pg p^.2 S H«a*fis|l5dS a a • >»w ^-p0^ ss? a C <8 »M ^P ~2 2 g-g .5s > g ®co-3 © I 'IS»3|3lB(f§'? S I I I I 'm-QOhI^ *1-3 5? *. \ \ '. © f.T.W bfi43 rt r-( > .' nS ® a|« 6 © °1 o 3 ® -■f ® b- -ft S3-*, .2 o ©'a 2^. S M ft © © HO © u ^ ^ .H« pp©a^343 ^t>2®© i2o.c °l3aS «Siw” *.©^03 © a:-0" flSa-05 H ns ^ 7s o-g § nS a 2^ gp ej i^'KE g csW rt© P. 2 H ' OS W M > -gV.s > s ^5? 1! l8.M?!ili c2 ® ^ pojzi P ® P< Srg5 SfeP a'g g'C§ .^3-g §; C+H ^ « TO* iilliiil ^ Md«^S t> ©'■ '3c^l§p2§' $ ^p.2a3 ® Ha £^.|| gp’&f p £ P< 5g-ga1^S !r§'s^wl«1a, H <1 o o iO CO STATISTICAL TABLES. I/O O OO OC r-H b- O O l© i© C 799 Ah P T-l O 1ft I O 05 l Wl> i . Wh p 6 :*c © • CO op o o .2 : * -a :® o :u o ^ 0~ §s .2-d, aco1, 5 © ) o o © © © : p4 ■ n ; • n a M CJ,43 • f-< ^ 32 O.a . © cS Cl/W ^ 'T© ^ ^ i p ip i : W HCbH P ■ ■ • : : o eS'tS-2 b i i|w pH • ©£#? -a © ^P 2 . a d ® fl oini p^Jjp ^ ®^'2 ®'bga ^ 2^ £§£;3 S-gog1 Sid'S ® © ® ° a ° « bl t'S (3-P | S-J a IrtflO* -g SPls ► £ PH © o M « >> CO M b • b U g a JH Ph fl ScS.i »rH a© 'IPAnp r-> ' HsS © Q3 si -§&* i® c3.j P-i saw © fcC *§fc •gp • a -a j? a®.® Ooop ° a1 >3 3 .. , o O s . © . © b • CiOO .g §;? i&£ & 6*£-S • o bn_M be --r’® a gs«2 1o® .2 . “S§ ^g © 'Sw a S-S 3P; « '-'.a'^4 Of .2 gP$rE “ .2®A . 11! Ml !H « ^ o .a ^9 ©bog 5is ^ op h^ T. PS p.J P'S >5§ c3 © "© ® a "a a a II £b O e3 'a ® 3 g ® © ® '© > •s ® a -5 P.>5 g'a O j3 u ® ® go P’S sS ^ .a'E a -2 - a aa a .ha 02 '3 — cs ® -2 ag |fp tysi . ob = P H bfl a o StSk! h as ^ rt'a a ia'C.2 « es a^s^o s«®^ P o H .Jd-H' a a « btfg JaS'^S; Se-2?gi ;.S«h ®t>l ■ ’ © ,p b0o^ © • S S o o *C rP so © aco a ^-a © b Wpa +» ’s >-.q gw a om a © © s a • afH oaa-o 2 H HH P ^ «11^ cS2®®©.2a-2 jb’o aAi^-f^'TS-Ja S ° - I g.S a‘3 ‘llJlS d ^ 5 S d a jHaie ra^_ro©ggj® ©Oi ^a.S-S5§'&^'S£a;-P^ 5g3ac3-2 CO 2 2 t> a ^ ^ ®rdj I'll ill © 05 C3^1 O •Sg® C3 r n ® ^ W° .'g a Jlgogg >j3^ 2’P‘-+3 PSSr— l.^'S o 5 .Bil ^>sr:; ^s&& iigsail Sagg ap-acoS^ "3 o §■© a'SG’m .a-g1® o'© 2 brS'P) ® £i«j§t?isjf“ « bo ahS M -2 9^ . ^ S ® ^•g •SPco go o P ^•3 «W hM °PQ © .„ - .co^p g^3-^ p p pp c> P P a >j ..-£ | £ S a © >-h © ®o "a a g 'uj . ©( 05 © a 'ar£fO|5 ® ^ ll§ P ■s Ip^oS a “-gofb ® © ^ CPEH P c« a no 10 H H wlz? 1-ilS P,COP +3 ^.2^ § 2^ a • § ®J © o-ap gp 2 ® co ©W| © ® ai3 K .sja © r! XXIV. — Publications, educational, historical, $c. , for 1881, <$~c. — Continued. 800 REPORT OF THE COMMISSIONER OF EDUCATION. OOlOlfJ O O O O a | 3 ft o o o a a a o a o C O a a o pq.2 a 8 ^ * 5 c8 I* pH p. 3 ®P ■w 3^3*0 'C -3 B 3 ooccooooooo 3 pj~ g^.S Sc® <; I*® ® £ td -g.3 02 §i&§^ go £ -9 .2 B§ bl s B . S'C 3 ft bfc . g'gcb flfi . .»«S§^S-S.9 W >*M " -B 3 .ffl o rt * p^cp,® ft® ® .2*2 *1 0DP3 ?.w «B 15 Q .S ® > © 5» b^1-5 ||Ss l«Ia SSIs ^S? Sl'sl-S-SS-'S.S.S o 302 §,oB £ >5>>, O © B " ^ — .r- d" Sci,*S'®o'CW+2,:^ ® Sp'g.a ® .i '2-g g g'S ijHSiS c^oj g © - » 'S 3.2 KS s B-§^04o5 §>3 .2 ,3 .3 .3 ,3 .2 .3 a ° 3 s 3 g s« 6"<*Z g "Tj. u111“ S-l oS wife g i SB-js-g =3” -® > ®-g u g £<®3> a S+J5.HEO.n3 X :g;S-=£4S p I I.sl3^l|«> 3 S,§ . ^ oB © ^ SPIbI^II B W Clara Beeson Hubbard. STATISTICAL TABLES. 801 § §S SSSieg.gSS 8§§ £ 8 S£g£ £S S g S£S§ Table XXIV. — Publications , educational, historical, jo., for 1681, $c. — Continued. 802 REPORT OF THE COMMISSIONER OF EDUCATION,. a p, 'A ® © © © lO a © s s > o o a a A O £ © & O © a a CD CD O O O O O < a a a a a a ©1 Tj; Cl Cl <» P * c S3 £3 h. <5 © 2 'Sjs 6 II S O © © «,© ^•CG a’"' — £ -Be: os C JtS ,5 © P o i3 P T* ^ © ®JcqP al|® i’ !§|j! © i-2 5 .3 S ©^ o m a >.o t® P a £-S » < O H I .-W >> Si-S1 ‘fl —,'g § * « gig*? £ . 8pg P ® < o ® -S Visa'll rt CO a 8 (5 P s- ® © -2 fs o-s -= g o rt Mt> I Si® o in Pi, P.2, ©’■s' 3 H in - a t§ 3 J© n >p ; © i a.: — d ©.S^ »S § S.tr-2 a® o©-^ ara *>S§‘3 2 ®Py S°-,o g © taf- * ^ tc©H aJ a g p £p |p^'~ risP' rt © a os? sld I © o . .3 OS «c >» \d « OS P © pP w’i -© rs in o © P| ||§ » ©'SpB rt-a S sTaJ -appos p g *a K o •© „ ^ >,= © o o © P o ® & Sp s« © .fl .5 jr yAQ P^ ©P 5 fl 3. H rt^f .2 g q yjar.’S © 3 ■ 55 O • £ D © « , CC C ZrX vlM §£ § ; £ © 2-£r?jP _ ©■® © o'g ® 5^r2^H rtM hH l“ c 0 © a 'SpC - H v ■ 11=3 g|| o °Pa.a g» g-s 2 a a a o ©=£[3 a © •2 a— rt 3 W ^ ©as © 2 ©©dca^ © £ M fl o^1 5 2 ^ rt «« © O trt © 2 a © 5 -» «§ A p •S © . © Od os td 4-1 ^ a ^ 2 © © J «w a " © rt ►< o > o >-• P o' g 0,0 >■• Wdfl .P os as Pdfl •-H © H «S O L- Cj H L* 0 4^ O •r-* cQ c£ o vr © S a ^ wd C ahc ©fi,— i _ M ©B § 'os • O © $ h to rt o a ia B'SP o s § a.9'o“ 3 C 2 -r; 'fl .© ©,o c,^.® ©.< SP « ©03 rtxcc - ^ q m -^flJ © rt^fl" fl t,‘r- w .toll l|^||s|o| £^2poBp!|S«|| ’S'© a. ^ ^ — M £ Monroe's Vocal Gymnastic Charts. 44 charts bound together . . . j Cowperthwait & Co . ; Philadelphij STATISTICAL TABLES. 803 o o o o o in in o m o »n o m o < O O o o o m o moo i d d d d >OXr^OiO > co d co oo m H W CO ‘ + + d d o o g a d d o o o a a a d CO d >0 •ft* IJOOOOO _>> ^ di 'd di ■d 'd ® pq d> 0)0 A >> 5 :5 S « SM ' O ® :o cS O = a 2^ 3S 1 >>J2 bfifl . 6Ja § coi-sO 5 W 5^ a g*d g| CD HH j’g'S «8,g o 4 i« i : — w • sPn.9^ i :l gjfri £ I'd --to .3 © OW o O •<« ^o| d=& &C g*5 A AA£ A it © « &■ Oj= >"0 © • U ,* E3 © fl. © o '© dr ‘43 e3*d -d « >. . © ®pq lA'd <1 ^ tJD Osfci® rt pq rjV5^ C, . © O P-i ® © So 15 S = ? © •as sphw! A m Is! o • . rs?l-s 0 OA g a « c3 ro - q e ® rd'C '3 Ml- os a ® © © 2 3 © te.2 ■3 © d w 1^1 'd rd ^ 0 u .5 ,© O J ’g ® § » § & s «M . © O ® K. t- A gfg M a S rd g CD 03 i& © . e8 g 0.0 J3 p. 5 ©<1 fe Wu-a © Mfl* >•2 £ § .MSgS •m o ,0^ 33 ^15 111 g^gsi* §st3;s,.“1“!2l!£."«!l H '2 gca^-o-dW^. 00 © dMrd 2 © « N<*!s0sags S ce .5 © <±>.® cq.® «q?o b°3 © § ■■ .as H-s ?-3 d^ '©4 •2 g ” S o Mt3d ©5 •< “ **■'£&< B|-fogi^ CD .r^ IZl § |s|MI|dl^i! 1 sA®,S;*feg s-§||-s s “ '“ 1 00 oj d §05Mfi CO o o iO OO CM 10 O o ll d-l WSh 3 s © © r-J <0 _ Igl 1^1 o o © o a a a a o (M M b3 : bt-^ : .2 >1+3 O £ flju-g tD£j £ ^J.2 3® S’iS sPj £3 2»*I3 fijll* OjCad® c.« e.^ OM OM p -- ,£<3 ja^Ja © 2 "o 3 M M £ JC ^ 1 2 *2 b< M © © 3 rS b/S5 2 P E? bctr3 g rt02 rt s © ^ ©,a 1 a: © , 05 ® flts o o S-l S 05 © SrS - © h be- - 3 ?.s a qC o l&l :H © >. w ® W 2 .M ® ’|o a o S| 2 »£■ Srt cS <1.2 : s. © ^1 ^ ® « ' rj a’bfc’cjq S'? ! © ph s >; © a TltS lag ©Mja©^ 1M<1 3 H M c a fc-8 s t!b g<© . few £ © <©T3 © SjN^js^ s US .ad • be« gbc-a E?©Mb ° « &o" gB^l © S fejqq'O fe b g-Sn § >>s bl)>;'©!r2 . ■pnOqflu® g © See « |.ao © § > o fcc,£2 ce^ ^ <0 © -M Ort M t; o ;rd ej . ® ® £ o o p-_d g fl i,SS§,sgg-8 o ”3 ©M SSn art >3 w fe, © . t-l 05 © ©,s 1“ r3.!i § ©Mw rH S§® ® © OJ ^a ©"< T ©P ©rt 3 >,M ©^2 © S 3 i< = S 2 lO 05 N 2 ?P .^5 a- -S O . n £ IS gill bt^^b gr3 %***u li£®Mp o -•; s - 3 « M a fl.2 ® 'S ©.2® >6 §P -g ® o 03 CS © +-> . *S w Hg ^WP a m s.© c3 ’c $ iii°ai p iMilr1 Ph p « 3 O >, >5M 3 >8 M ®|W^^S a ®P pin | 3 .2 0.2 e. W5s^s “ «©aw © b?®’“S^I fea ©OS® §H^ 6h p a 03 *r-4 be fmi S gMO'5^53 .2 c3h5op Z£ W-So f* a p rto s © © © QCC k2 c <* E °-u> x'7* ~ H W .2 3.® -| Pul blho- S ® - B a ®r OHfl t>H H Table XXIV. — Publications, educational, historical, §c.,for 1881, $c. — Continued. 806 REPORT OF THE COMMISSIONER OF EDUCATION. 9 £ a | 3 3h t- o o o o a a a a cc eo <© cm O a 3 o la a to '-’is T r—j r- rri r .2 o 3Kj O O O gP^r-3 r-3 r-J h8 * *5 ® CG|Z< H O M o-S o O 0 © © ©rn to toto § 0 to Pi a S • © ■ 0 © 0 to O to C to S to 0 5 to ^ J .3 j ®J ^ © -to 1-8 P : ; *2 1 * ’ to « cq hi i ^ i di<8 : P : : d : 5 • to ■g g g 2 £7 ^ „ „j J oq *r^ ~ w— < t 3 ^ P5 ®'a .‘o Q’> p o 0 3 Ofa 35 M 63 o^ fcJ0O5 to ”3 to ^ "o ^ .£ a 0 2 — to g-E "Si-i a CO © : a | 3 c b*-3 3-^5 sH 2H a O 8 ^ a .to a-'- p S 2 \£r * o^J ^ toj^«' © rt.2 •a +?’S 2.3 toH > E-i nH 20 a r-1_ ,w > t» o . 3.2 cd © a ® n u g os &pg| as 1 © a 00 © ® © O S © d-a « © Ah « j a © Ah >-.0 a a C3 0> •9 S Mo'Sgfk .. -SSfi’o'O §' a^prto^.co 43 'o 2 w a gtS © aog 23 o'© r?©rt®co:^'£3^ -IE? © too ^ I >> o © 03 p-'flfl .2 b«rP fi ©to S © “Wm J tt t-1 © © o H& . • _ 2® o'0 ag - © %%S~ •i-SSH* O O co °.& B , b o s -2 g geo 2 g S +-» .= *Z G sag .2 ® g4 too® ^ ©"— 2 a a © g a |5 © • O §43 to g || ill! =-5|S' Jo oto 03 a? r~ a|g ©cS^ 0 a* i nig ®ac - « r cn *“0 to to©. © fa © Ptor ££ § 5 |to‘ ■ 0.2SP ©H. 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S g 2 £*®ij-2.2g0.2 sft'p'o © a © © o 43 co j s ZZ ^ © m. ft g«P § O rHco O Jft ® 1 H ft T.\:ii.k XXIV. — Publications, educational, historical, ijc.,for 1881, jc. — Continued. REPORT OF THF COMMISSIONER OF EDUCATION. 80S 1776- STATISTICAL TABLES. 809 8 £ 3 O O O O lO o s g — 00 CO 00 CO ++ + + a s o o a a CO CO o o a a C0 CO a a a 3 .a © .. f-c b o © a > .5 O ±;rd 3 q P«1 3 fl~,2 -£ a E? o -©o .2 • p © £ a ; 33 11 P .2 o d : S aS aa a 3 : a : : ; ~ bnO : a P B o rO 3 ai T3 *v <1 : : ; o . h> P CO : a Ob. c *-3 : PP ci *-: > o Ph o P : : « p 3 I 5 a CO ft® a *s O g !* 'S'o p^ © > 8* « ® £a q w 3 ® •g « p-> . | -gas S P ; < ' c^j — *§ .*?.«■ PS gS~| P S'-C S'a § HIS>5 o c © r ^ O +Z r~ — "5 rr c -c*-. o _ k +-* a o c: w >-. ® hx •- 5 = •3 « a . c-a £pJ3.S^.2£i P R B) a .2 | Is Or ® £ fg So ■3=1 ® j, 5* os a S«« a P«S S ©^ Ph cc K Oq^ 15w O'j.hP P 'g e 3 : a 'o-p o a © a_- ro *5 P © ®".2© ap a “.|g "So a gw-Ej p^J^ >;®ia ® P^ ° 5p >>P ® : a 2P ? 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S “ C <— I X (Q rs ti © © ’bjO © a a 3 a n^raa « a a' a ©.-S §Hw a t5 © >> •*'§2®'®"*^" a|§ = 5§ P t/cga: +%„• . . 2‘-S «P tc_ 3 .^jS§ot.§aigj^>>^ a’a©3,^co-^c25o®" .Pt^sO hs5itiS^Bt-dJ*i^8 ®*!®Sagg>iS®^!§.H5 ro"3 a^;5 2 Woo o-g.2^1 ©P ' § & ^8b« - P52 o 00 >;2 s ©a k rd -P Tu Ptc ..2 a w ©3 3 u a p g « fccw rB 3^ ■| P .. 3 i-2 a ®-ga © S a a 5£ a a «<5 © ^lW ,a a1^ P3 3 < ® o . u ui—> © _a .2 “arn ©. ® K tc« a S 2 ® o'3 B ftS ft ® as o c3 a •=7-^1"^ >.s Ss'S o = .b e £ -i £ c_;"3 C3 •— < l. i“hH »—• C i— < w/r*^ ® Pn^S cfta©© x1-'-3 5 ^ ® © .5 ^ (n ^ tt -2 ^3 , a ‘gsa^ukjg’o* ®hJ 3 "yl'lTi.'X B «‘fc © ^ .2 ® = p ® « a1 «s a a © a 3 P !P © ©.© _ P PP MPoo aaa P P' cgjxjo gjz; 0(5 cP'^ 2.2 « a34> ri P Table XXIV. — Publications, educational historical, $c., for 1881, tfc. — Continued. 810 REPORT OE THE COMMISSIONER OE EDUCATION. o ® i e & § p. fc 8 3 + + M o o P o © J5 o o © © o a a a a a CO «D CO CO w©s M 1«l* © 05 Cg © a ©p* u © ri 3 £ eS R a § © a <3 W ojz Sjjbl ei os cj es - . • So^ ®-|© © ^ >-:o 45 -m g'gwocsj ^3 O -hi 03 0 tt J « O © o qP _q q~ •" • *>.2pq J3M fis*- jgs* © to o| •"D13 -SP' 0> . d © *-5 C9° gf« PH t>£ © . © g.£.2P ©£ « Tote -=R5 and I W ~ >j a a -g * S * ~ 9, 9 qu © H © « — < O f-1 P< a x (§*1 t? 5 Jjgc! oO a OP.© a w © «i3 q a.t'a fcpp g ^3 W •£ © g «| a § T © © gW o ©HO Br-£ ■■§ ©^ s z: c3 7J .2 QlJ 2 |.a s | PhWP 02 eg r~ : • Ph C3 g g 9 a £ g S s SS’a-s^iia^ WgO^Jq^g Jg S PO bS b a a ©H g S © o « a'g ,wj fi g s.s © © OP^ ® 2 fl P c H wD «D P ^’a eb a m © S w> a g o a O <8 S Tb ct H q 9^ Is ©1-5 «p4 c«a P cS O^J C C *-H c o © cend *s 5 © ® « a © .© yA '3 2 8 3J a w oO »«s hP <3 cj P a a ©w S'fet OB go •a 2 xPH © a a © I -J c. S S ^ © « — • psS^fcxtcp^^^S - Scop 03^ ^-2- fl'S ^-g ^ , ,> OP STATISTICAL TABLES. 811 + + +- iO (M o t'lOHHN CO O H — (- H — H + + O 00 00 rH 00 CO (NO) rH CO 05 a a a a a s 3 © o © © © © aaa a a > <©«©«© CD CD H §>83 .2 oo ^ d O ljh~ Ml .0 © 05 0 if 2 <3§S fcgl >3 58 C. n © © ca‘ ©-p •3 © £.5 a H .5“ a §-<1,3 ? >.£ of _, " fl fl C «8 ‘■ss © OD £ :n § | H3|©h! •p 3 g © fl -fl © 9 "2 -fl .2 © fl .£< © © 2 a| « ^ha>rflHflflafl ©'*■© O H h ' ‘ H fl -S£ || Jj I CD W fl bE 22 Hh .8®^ -1 0,3 co c3 o rH 11 o § ' fl M O'© m •° “© fl M hw ©•p p © <0 o n3 fl ^ •£> £1*3 ©J\ 2 rfl © ,2 fl 2 "fl • M ^fl.as” © © ^ $ a .2 5 fl fl^ fl fl-p SgSilfr*. 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CO o © . ffl fl £ ^*g&w "a h 'fl ^ rflij •fl P ^ -fl r. t> > <-* ©a M » OAH 04© fl fl 3 w w bn fcc© fcJOo _o ©.Ofl- '£ o,3^ fl g m ^ 05" • § Tc© ©^R ©^ S g § -*j rz o © .SM^ © a R ©oa-o-l a flflo IS -W ! afS-fl : © 2 o 2 © 4- o © fl ^ >1^ ”W« fl^ _5 fl O f-4 4d r O © o i*U > ® ^ fl 3 I fl © O ^ fl g flja > 'A .•a . © 3 © W a •a o A ©^ 1. 1« S M ® h o ^ fl . © ®pq © _ o .8 « «|l P Wfl a a o o ©OP© *?»• 3 a.-S o4S co H > “O .3 oa ® 2 © fl mgrt® 43 .2 flw © h z&s a ©,3 P Am’ © B<1^P © •- « o _ .h Mltlwii? •fl T; 43 -© © 'fl • ©©. g-'SS • ® 8 .sg4? -2o ©fl © p o .pfl © © a® a® o 'I '«'a h'3 fl fl 7 w W O.S o fe: •3-w ©:;fl pd^"-- ©a 004 g §d" ^flf O ®A.2«m fl ^‘1' « a 2 3 ^55 a a too © fl © fl © O4 dco- Pdl-I a S ©: ' s 2 a^ ®Hr2tr1'2 ^ o ®-p flR 3^ © i2S|£-?f S 35SS|5S5JS55 H Mhh H H coHfi S H Table XXIV. — Publications, educational, historical, $c.,for 1881, $c. — Continued. 812 REPORT OF THE COMMISSIONER OF EDUCATION. -2 tc a ca 5 a ooqo ea o p £ O © O a a a C l O m g© © o ft 3 ©5 p © © P $ •S'73 p £ M © w .Wri- rt O ^ &§ S3 ®f S'SgWl mjtOD as .3^3 1* H a h>: H H d -,-.33 c il . ..§ &M,fi t* © © 3 SM> ^B: Ph _ _ p © £ 1-8* J C p |13i 'S ©,-P . *-l'rt p jH^P ®.ss £ btr3 © istl 8«'S i-g g cs eS n® 3 a . o S £ p^ls >>gO^> P £ es « 02 rc$ c3 1 -g -S p i1 p © © © 3 P •3 5 .9 P Ir ^ dgtq S ’§*_« 1 ■§£ p £ o 9 a P-i P°J ^ e.- ©W § t-0r^ r© >> t>^-© P M'© © 33 43 © p "©S' t>>© ® "3 © ® ¥ B ! ® j2 pB © pp © ' ft H1 s p S p •B © © o ".S < a © g'S.s ® p.Sp.® a ’S9.2p.at>>.. s-s 3 > — PQ o'd'S Mfl ■©.appS ooSp^ PN P*1 ~a ® ", 2 a § a | P5 aw = p=a-la- » © © fl p: fee p ,£ * ^ a s w. £ ® w - "O O p- 00 © © CO "3 * - IbIih © m© .-a © © © P-C^ ©tM^ f-P a © he • © . bC p cS O bz P "g ; © „ i'P a ;*-j oS i a. ft>j; >>P HP I iJcBfAlilol J C ^ L ^ c br.^5 'u3 J- .£ ® K o >: o j ^ © i — i £»* »Q ^ ^ ^ <50 p HH^h MH P P °£g s° a 2 :Mp' pP w a . « p-p © ® l©« i> O y Oz a .a p ? o ; ►© : >>P ’S ® §||§®o§ ^ © © & © «n.2i M * p o£ © a - ® ® ^ rr m h P d © i> § >n'5 P £ rP O 'P © ft ® § £o| Sol'S” .2 ® ft . © a wt : P S _ J« a ©•"©H © t> © 0rP g £ te a P-p © _ w rt 2 §3B p ^ ° a' as K ai o ^ . -ga^s 5®^'I,S'S cc 09 <5.© ©. ® © te o3 ;sh 3P^: C5f*>£3© 1 O J ^ 5 O 5h>. ? $ ©pq ©OC ggs £P ©P H H H EhEh Eh C of Partnership. By Joseph Stor; STATISTICAL TABLES. 813 ® in ® ® eo ca co co > oo oo oo s £ O § <® W . -r* t; a > cs t oy £5 O *«■§§■§ os © ®CC . of a’o ® ■ag’g^s « ©Si;^- *g|3:31 g *3 £ ffl Q «8 © _ a g *5 cc >, . cS «4W S Q % * •rj . H H-2 83 02 ®^i-o p’s 5^-i® 23 a o 3 © £ r. a 2 J| © S © £ 03 't_l P5 a^d P ; <3 P TV, ^ ^ ° ms; to I JLJ r— ^ *" •» a 3W « o ® 5 ^ 03 © 2 o a flS ®pq © ® ..-- oJh 5 --^s ^a^4iS°,2^oo,_;o £Z +*fi S d «P ^ wi ° a^ a w.g -- “■ -a - ©■ N © h-T- © -r- s a a © ; a o a o ©pd a ®r (CgZtz'C.si M - © * .9 g'T.a-a fl .«©2^gtcS Jg s s CS c; a 2* S3.?a © 3 © >3-^ a"-©! 2 fe ’ 45 a 02 h 9; ^ ©-2; g o |b.2 t-'-g ®g-s a tr£ 6? ® h * 5 c 2 of© « 5 2^ => « O H <1 ! ^ © © g-?^Ph§.2^0 b h)HH ^ o m ©•a<5H.© P.r»R -:2 > » So " *oH fi it'd '!>. ® C ~ ^ b; X • ” - Or >. ^ ? -5 -2 2 5 ° ts - ° S a-”r© g--© o: 2 r. a- ©cjpj g ^ ° 2 © ^ 2b 3 £ © © bP p t: a 2 ri^r-^o^^cl -,|i^ r,^x _ b; Cc_j 3 ^ ^ "3 2‘r1 Mpi 2 si © a d/'pnp £5 h <1 s S XXIV. — Publications , educational, historical, $c.,foi' 1881, <$-c. — Continued. 814 REPORT OF THE COMMISSIONER OF EDUCATION. a g ES Pi O O CO 00 ^ Tt« CO CM CM + 3 © 3 CM > CM o kiOOO r'rzsrr in cm 40 OJ lO CM CO 4++r NOCO o o o o a o a a a a Cfl (M O > oo oo O O £w 3 0 fi-oa m .a^ IS O _M .2 g d d «.g m «ib O fc'd . ? % © SSI 'S « 3> © £ 3 s* I! Hn=H • a M eg O p o .p i-s a t^g *% © ffl © 2 ® ^ » § e-a s 9a§ H a O a 2 1^ • M ■go I'd ! © ©"& © g Pr°, !1 J _s gS® r— _0 O GC eg o- © u.O ©a* :pq'« P <1 » © a 6X1 © 3 © © © C5 a a as _a -p -P © a -1<;^.'S©5«-bceg ,S3 |.|^||^| a - ii 33r2 a*c fct Jbe§ggij,§ § ►» # ©^ | ‘pT b © £* W) §b 5 § a © M © o II .5 ©l-5,is> 2 i«l >® P .g !&£« N fcl s£ frSf^H >.w •fl r aJp fc’ig'd . Ml'Sb . S.P© •r* O ^ ^ >,0 H . fct « c a eg ! ? S | -i g || §J ^ |tf a^d © w s a a © » t-33£ s 2 I gSb 2 202 s-e J©2««t3^ O +2 ^ © |^1- §2 ©Wf3 ®-g®^ ■®m t^n a'd a 2 ■**<1 ©3 © ; g£p:§p 3 , © ^ cs 52r§i|tw3 SS^ °l B ^ lT W Ctf VW g. <^p^£!( ^3 pm <5 a’ «'*' ji •• a © •sJf3«S ftcgg- m OH HI 3 © _ M 2'w • JC X P, r- ■3«m l P o b STATISTICAL TABLES. 815 o o wowio © ^ © Q-u gw eg © eg PgMPg © © aa eg eg PhPh © © C-Ow eg eg PiM o o + + HO^O CO O CD'S! rH 04 'if Tt< + ■+• + + CO C5 >-< CO r-1 CO 04 t- 05 we* Tf 05 2 : o O o a a 04 Ol ?? J3, ' o .*3 :o coo® a pq :<3 26°? o <* M Ur :w £ p< tTfS <© £ o m •2 _S =% •IH © © t> o ° h8® O >.© © sea +* o >5*S •rw -+s O ®ofl aM.2 '®JO all O eg cd £02R S«| h«,s :1a :S • © © . . tcra ■ a : a 3 : ° •M eg ■ ® 2«aj * J I O ■ ^ J ■s ir©43 ®® s : a-s iltihll skills Iri oj5" CL. . ^ W " L^— • rT> ^ *"? t>s ® ® |2 p Cp*’o eg .xF^P 3 §‘C ® N M £,§ I M .2 © PhW ss © © P5^ eg bD pq « a a rg g “M 3w 1- 'd eg of ^ p*:® O-PJ a* ® >5 m a O 5 l££ "53 joa)’2<3aoooIea ■a a S 2 ®.2td0-iq'a -SSa'aSf” «**2§W1^W^°©t-®'g1 oas g£© ® °eq'-g eg « ®H ©J® .®pq -2 .Pfg ©33 >5© a ©1 |^g-2-2 © p ©^aTS^ ®p® o j|9-.-a <*3HO MHO «1M MHHH ’> © ■©5 to'*-' Ml © a ® © Hr W|- aW- <1> • h} a£> O eg ® a ®M ^ a .<1 g¥ p2H | g 3a 'c 3 ^ 2 ^pq eg r£ © >: IssS b£ o o o a a a 04 05 eo 6S-5S .% o5.i i s Pj-O «i' Ba «>6 1? 4S O gw a tj s§ ’oS JM rp iS .a © "eg "2 ga3 a g-gfl- M tco © ©np to ^ - O 3 M o o a a « 04 oo o ooo oooo rc,a 'a 'O'cS'r) ic!,arara 5 oc o be M u 4 f * | . w m £ H ! u . eg vj ■*■' * 5-’S ^02 aa m 5 mrz & .2 MOM 5* H • g-S ^ C5 © "~£* 1 Wt So® §^i >&o fei rt t3,-5 ®o^ 2P3 . ® >,a M pq ^5 2 © ■" © o 5l 113 ^'M 2 >» lt| O c g *a © w® b® .2 !m m ® ® a A © h rS ^ ,upl ©IgH^1 t? o^> B § «-c >» «M * ^ .oat § l i i|| lil |. 5 rn - „ . I k MgMg® ^ |wtU> £c>-.(^'£ O qpp a ®S a„ , • j^o 02 eg gls a _ « © a « is^ag |-§3^s S ^ O C ^3^'s«"-g >-.— 3 5 ? w s a © Si 'HftMd S^g5|&^ H 55©^ © ISagl ; p>-2ja is^ls ; ®^‘So m o «j"©^®H a ®M > •« Is c tc a ®> o g ,+j s ? ^-2^ .2^.2 .2 cgfe C « §'S--«2 © g ©"5M o ® q © c © -a O'oiH MM<3 .ig^gfs £ § ® ^ g SP§3rt s 5 «♦-> ^3 .2 c 22 S 2 ^ ce s-. c V -£ S'S s|^ Table XXIV. — Publications, educational, historical, $c.,for 1881, $c. — Continued. 816 REPORT OF THE COMMISSIONER OF EDUCATION. O o t> CM -g So a g a ft 6 o © o g a a a > M T* CO OQrHCM .H a a Cl a o o a a © © a > t* (M 6 O £ o 'd s-d :t> ‘ 5 £ 5? O H: £ W © © ttf <30 'O L-t P‘3 <3-g 05 c4 ft! la tCb Ilf 2P rU •73 • fcJD £ §’S a © § '§'3 a Tr Go -8^0 st ® a «w i—i PG t .2 s H — . a o © H cc . 'd S j © ,a ' pn ® nth hi "Is s HHp « bt.aftfe ih ti a atnr g 5 C 5 ©".©a3 t-.o £ oCsj C’SS t- >.pa « b/ .22P§P®:SWg| © 2gg £ 2 a o5 s « M^.eS e8 ncR © © ®i^ h H ty k «fe -V. rt ^ ir. a: © ajs .-hCG aO* hW © •p4-2 • l-C — < s«M ® rt'd «» § S •ca’2'2 § S§ "5 ^.©'O .2 S a,2« es © G b. r Mr© P | £^« 2G © » S5 trs £ £; o'? ©P o:M © a ©ft ©.2 P--3 T 2 ; *f|t cohh © a a § G © © oo “I £ a H3 bC . a £•"5 'd a Jr© *',d 2 a a © p£ a « [5 'd -o 53 . £ P ra © «s frs C .tf a^ H © tote P!a H © © P © G p aw'gp © . u-sn™ ^J§ ©©§>> -9 » oa a £ P be.© 2 > “ a a x'ft g ® ^2 ®^5 ® J o'© «C §1 1 a cl *3 OB bC s- a : © a a « W S . » ^*5 H I pqp © top -a a bJ.G£ 3 a O'© 111 to I bt.f b "O Lir a © G a _- Sg'g ; .a a 2 a ® i-3 s53 S-s |||||i fc j^gSjoS ; ° © a^ a E-r co^*^ cs cc - ..2 b( S'T « ^ F i -a a rt o 2 ©«m ! |G^cq ^ o W CH %$% 2 if d «p-d ^bt2 a it F © o © 2p= PW £ CD r cp p a®^>S o'” . to G'd c«ca © © ©ft a.s^ 'a ^ p£^l •de-s« 5 ot s ^G ©O ’a o be s£ 2 p ora © -fe’ELS S G ® o « <4 H-2 P p£; The Principles, Modes of Application, and Eesults of I Loring, Shoi STATISTICAL TABLES. 817 + + 00 (M O O > > CO CO J > <1 o o ^a d h!Coo O o B g O 5 S ? flO !* M & g a£ © 5s > © •Sh © PhO q M O w •a *8 aH fx® •So g? © O MM :3 *©£■ >> • q § 0 cc © -'W «g *g © b. r© P Jfc 3q C3 ®M © a H © . t“d f §£ § S« OS § «S © £.S3 - « p ©«m a .33 © ^ £ « m 2,d2 a 3 gHg *iO"^ a . 2 t^-S*© 9 * 5 £ ®+S q „ o ! q !£ f ! . ► : q O g'd - © i © 3 II ss 2^ a q&QpM M . . ®wwJa §.a8.S5 1 §£ Mf|§ ffiwlfc c3 £ .rd3 la JWZiq m -: ; © a. 3 3 S| all q£ p £ ^o,| g ©3 § '23f*®© © q -3 » jj" o .. © a ri p.-r-j© §2 © £ &7>jS Q >J00 H !me| •B as s ^h1©&m i^a 50 8 . ®fl § :S !► 30 w-e .si r^M a © a H 2 ◄ a r© n3 a is Sg to li 3^ a © o-g S fl S S®?bS -“23 i £ 3 H © <3 -rt O -g o cS N=H H . „ ^3 <5 iSHsSl! g-a 21-8 ll3 s fij-s^ M« r|J «Sfl g c8 t, * P.® -taxc-g |cgM ^8* S!|gis ril j!ga&®'S SS .!£■ If >>2 M 2 gdga (-1 o'— ' © 2 a>d 2 HS ^s a a a : w © q 52 E Table XXIV. — Publications, educational, historical, $c.,for 1881, fyc. — Continued, 818 REPORT OF THE COMMISSIONER OF EDUCATION. eo co o o a a o o o o a a a a ? © © © CM > O O t> > ocoo o o 00 00 o •8 3 -LZ CO O g H W a a c2 © Pico g# P- *£ £ sr§^ * •§ oooc^ B : 0 Pi ; j j | • • • • • Pi < ! ; ; I’Cfg £ : : ; : : : £ :R 6 j i j j • • 1 • • CO l"3 ’£ : ■ j j j j 3 v n w z « P r-3 (V O J3 W£u.t^f .S-Jjjia gp E-i H W p ® ® 5 CJ * :«2 0 a° «. g Jr P^'XlUi g'S|fit:§f«§§sp|^ H <1 <5P P ^ trated. STATISTICAL TABLES. 819 iO o o o fH lO o o id o o o o wo 1C CQ rH 10 o o O O O 10 iO o tH IQ O O E 3 o o CM 03 t> HHOO CO 3 3 • oo S-g . bO ►3 g St-Ph I H 0 O o ® § ^ 3 S 8 « 3 a . a 3 © — < O © 8 P '3" >, .5 i®3 H 3 s ‘fa 'g a 1:3 :p£® '3 h . eS P © “pia-g P q © 3 CC „ § g p £ W H . 3 EH * * * *5 H 2 S ~ o Iri © r” P a ^ © rp © ■ to P &£ ©.2 S3 o£ ! f) oi 5 a $ !© H 1 £-i a PH «e ~ ci A ^ © O 2-S„ ls< ; _0 _© , yO a^§ H ■g >» £ >. o oP w °*g =s -fa a © .S2d P ft2hj £ K~© £ |13 I © +■> cocm ;£ «« » O ; ° a © ipp © 2 S 0^3 © ts P* .3+3 cs^a © i g.S 8'gfc .2 ^ © .•a §0x3^ o l|lii. JJM; o Q Q bsl .S*®53 P ©2i © P ® 322 SI?! 2 Mis sSp^ISS] 1? 3 ftqPL 8w-! p a •a © -30 fa ; biq: t-jR' •©'fad--§W-2 § © j?15 2 S .2 H £*’-s|q§£ . ||| rP O-c PH 03 *g § oO “*?-*« ° o © be © p. 33.0 ' o£‘ s o’ c4 £ © © g* 3 . zs H’t> ’S- 1 ofl Pp .o'H a 9 * §f«d2 S 1 ®Sh ’© o°p3 © bS^ a q] fcfi 32 M >i ‘ © rP Pc. K3' 'CP ^ P ■fa !p a 9 p « S be « P H 2'fi a bi-3 a s s o a ■2.2 EU-S > 2 ^ ® a-, © s-- •* i Q PPO W W|Sg Isp^w as .. 2U 3 ^P.2^3-2 © ® "a 'p ( ^ °rp © ©^ i ©.2^ &. a ©j3 „ © ipH^^ a eh a aW ba j 'O S • a © s a- > a g © i* pA'H^ ® a ; g^H.S2oH j §co!2 © gc?p < bJC'H ^ © C (Poe « « p © fa 13005^033 ■33 .2 © eg U •- o ~ fH <1 a E CP f?rg Table XXIV. — Publications, educational, historical, #c., for 1881, fyc. — Continued. 320 REPORT OF THE COMMISSIONER OF EDUCATION. -h CM CM rH a « 3 » fZi oooo'* n ■*< CM lO HNIO CM rH o o a a CM CM © © • © © o o aa © a aaa © CM CM > CO 'fCICM ► r(H 00 rH CM rH rH 00 o o t> > oo oo & SI 1 e: e. S qp w ffl ©"r© o ft 00 ft ° ^ r) ft © .a© 61 o w Is II .3 © pnd S a ft 03 |s •3 ® <1 .12 :pm ® a a -a ft ® ►» :§« 5a &g C3 r-J <3P*-< §g 03 .2 O -h> CO »*H rtd © a c n SI ■-9 fct)2 3 » a +=> a © a © Ph 'o® 0 © ! S d * t^.ft ejsi& a in pi^02 1.9 aft "c3 l w° gd ;^c2 >3^ >;a ca WLj bfc© ” gft o 2 a a 2«|3* c!« .| 1iS|o 9 Sm a a^.S a o a m "5 .2 >» ©a © ,§ g C3 *2 z3 P r" M o 'a 3 « . .© .© Iflf £ ©3 H ft '©tw © a® >>§ bi a o g 9 a >> .2Mpq a a gj© 2a ^Ifta^ ® •© ®UH aw oft 2© © >-£'g W ^ft i'w GP £ -a-© +33 . Wg a a £t P © t^S d © d § ’© ft .2 d ^ ®r 9 >5 §1 § . a r© a |l«l gill ®|.S« I g> ^1-H © S t>io ® ©s 2 ©a© £ * aftH-gft o 2r© g §5 § o-fej HM Wa © ^ rP ©EH §S^S5 a © o P3 © 8 4: © ®fe: ®r ft^ g >, C ! © „r- r-j'S 0.H ■2 ©.2 3 2 rn 43 CP cC C fell®. 1 91 § © a ©+» © T2 OP ® a- 2m ^ fr, jH CO 0ft.® Baa em © ® © »© © • • t* CP 2J$ s .?' S I a a o^: a ©a >. U) a .2 0 P a • ct a ft ^ a 9 • rg a: a >3§ P >5© a3®^. © a, mS2h,S'3®« ^a=i-^ . O Q H Qj P. ■ . -f^ ^ O P ga°-2? a.aa^ofe 5 s'71 CO d £ — ri m a‘Pft-2 q s-HStfi* 2 ®r©jjft'© a 43 K-ag a o Igl'^^ftg Ss^Iu^l PJ> O — .© pi© s . Isi3£|£ s^’af . Ski'S® ftdl (- ^ © hh W « . ©S ^ g1^1© co ^ s' aftft g S43-2^.a^.2.2-St; gBb® SiC^ © M I &£1|1 ^ Si 8| si n§S §fft i I'gS.sl § 8S J'S'Sa I s s.gS ft<1 ft ftcop ft ft f^ft aft ‘ara< n. r. ^ -r- O O ' O lO O 1C l> 00 ^ o o 00 rl o o o c O O IT. Cl . oft :w o 3 M ©^ 'p p a « „,C a o oft a* fl g-S ©•t ^'o 3 g k • oM 15-9 |wl S fc CO 1 .2 '^'S ■a 3h £ H • *< fl © 0 '©, © §1 n Sp £ 2, w >vg S 58 S H ft o Q °g Aft cenS t>j® W""1 rfl oo cl’bO a a oW S * ®i n 9" ■ .' ©.2 o ® ft 2 2 o ftr fl © *-| © Sp 2 Vi • on © £ £ £ Q S bO _ tJ • rg . © he o ©13 fl SPQ M O OTZ £.sS l>o® 0'S: >>ci ft. 2 © sft J ^ 5*3 fcJDo cS ^ to M o' Q o CD 5? .2 • ~ '3r§.g J > I* -*■* © ft 9'"° ■*J£ o ■ O • : o bc£ "fl P . EG 2 [3 £© -fl fl Oh g = ' .3.2 Lg|: o fl fl Q © © O A © ® 2 •'■':£ v flfl:13 © oft P |ft fl ol ico£ £? ©.2 ® » ? S*|'SMw ~-, ■ • I fcr 1! .9 § *ip:ii o w ! B-d-sgSa© ^ o a p,~ ^ ff'j -Saco'S©^ fjSfJ-BSaS l op . I •&§*£§’§£§ -.2 ®§'g.J sfi^|.g§op'2^9 ;.a|H©•1° ; sf P2 ii-^i >isl >5^0 I^JOO ’ <»© >sW s£ 5 P Ci ^ ^ ^ r— ! ^ ^ icco££8S®Qg <1 bo ..2 £ 3 ? a § © © co § g g a 2 ® — Vfv w o p s jn •gS es © &s ^ I dg © m'o w \ ©=2 §3l« © ^ H H-S fl a. , gt IV P) © ”© >-.£ o'5'©^ ^ K ^ P p" © § a..< ..a ^ a^‘© r-^tj© Pfl02 :©o«-s . ©-. I^Ili .*fiff«s §231111^81 i v« . 2 c6 pi o - fei .T^rfl ^ifl^® .§S ,Pq o fl 3-® oH .2«rr:ft 9.^^ =8 j 2 ft5 cS © s fl®HCg g-g flO l*l!»|.p|gl!t O 3 2 ,. .S'rf’r? 2^'S to® 3 «s*|h!s§ <1^0 co a Complete work. Table XXIV. — Publications, educational, historical, $c.,for 1881, cfc. — Continued. 822 REPORT OF TIIE COMMISSIONER OF EDUCATION. o o o o © i § & I fc + 4- + o o £ B CQ P<« 8 © P® cp ca 3 M t>> m P 2 g © mo-o’S g a = p 1© ■“ >T' 3 _S © >5 <3 pqo p M +2 o g O 2 pA w| ills !§£« M'S o 'B©^ ■<1 ..23? 2 2 © g <1 £p rS1-1 &J0 m f s?g' !o gr §©fl co ; §§. Pgo r£ C S^'S £*P p« : bSi .2 © © p P tie m: in g ©o'g'gns mP's 1 8 n c OH afsS osjm .2go^ ©t: pc gi^M *~ 2<1 g ® 2 . <3 CM © O GO M P ^ S J © o *c - « P •P1* * 2^-2 <3 fee 8.3 i£Sn 9 ° •23 p e P p © •2P P § r- © qp • P ©, i 2 « p a ci P |p ©.£ cllj ■ KuPHO ^ ^ h-wh ® c; r H -HIL^ 4i o“2 7P H acj H * H *21-.!*#. §*** 1 1 r. 2 J tis £^5 St'S ® g.£P $££ pJa-2^ trz H ’C-’^ © ^ ^ C'wO^ • ? Lh’.C ° .&M *c o . ao 0 q! . o §o lw p £ ^ s' © o ;pp o£ ii g CSM g £P i to . g=s . 3.S | ;3| g f-P g'S £$P 2 3^i l .’3'S saw -SCO P (>j »>S8 l« ^03 g 'loPflS 5 s- r=E r- - ^ •4—’ o.2 "2 P o2s® O ©5^3 rP acu P o -£* W'IfpS . g g p eg P 'o H P-, _ _ c c N ^ © r-P -*-« CO ll -- c3 ® 3)w H P rU p • P rH pq gee ©^ © c£"o---3 ^ alSwg- ® , c III © ^ r4 r^3 ® ^ _^3 — ^Oj® ^ © 2 2 p © t> © E7,o « „ ^ P § P-&.2 "S ® pCM c3 ^ ' H ^ © CO k £ . . .. - © M t- ® P. Fp ®rt®2o HP ^HP p. © 8 ^ll! .§ s © a 03 2 © o . hS h a'P8cQ ^(h a ®h ePOr • $ C. o a j S'? §i » » ® ..shirts s § ^Isfsilg^i^sSSt :P c g|-|S,|^|w^iw?!&S §" i So 02 P P H ©r3-.P roi-l ©- n<1rK p STATISTICAL TABLES. 823 o o o o o o o c: to o o o 10 n I H CQ <© to 0 03 O L— CO 4- 0 368 52 116 188 13+376 148 12+372 24+136 s 62+510 \ 31+735 12 f 402 43 28+757 16+25 1 20+384 . 1 : : 0 • • • • i i : C • it* • « • • 1 • . . • > ' R 3 1 c 1 . ni 0 • c > • OOO * * 0 • 0 c £ : 6 6 Ph £ ►>© 2 § © g Ej ® □ o csO P O _bt+i ’© >3 ® ft rO_ nd © p c P+ P _ „ fl £ .-3 e*£ ^ ,Sg£ 2 =5ft 233 tT g^g^ll3 ©p^ ■ "* §851 SI cc- a © | 0 O c > 0 -a C 1 d C 1 a c •a 1 4» u £ 0 0 : o ® 2 2 cs £h 0 ft 2 § 2 «2 Ip'S h PM^E Nsl1 Bill •sail >3 © +3 ! w II l£p ^ ■Ssg2g>flg «8s3gasS 4i •I S § ol S3 . g "S ^i^1®'© 3 3 £j§ sOPh “a a? s£ S ISpl^fTS^a « £®-Ia>>© fgR|o -g 114^,1 SHOP'S ,3 EnP^ .3-2<1§k ® P R ~ ^ ^jV-l ^ o" b* o fc* 3 P^oE § §* H H ffl N H p 02 © a^j © Hr £P 2 ® or>3 o til t g'H a o-n a © P ftOP —,‘S © >3 a cS © r£'P ^ ft<1P g § o--S • g >3® g :+■=> as 0.2 cS _, O 3 P|H s © © 3 O H :® &5HW~4 rp^:2H 1 d£J' f^£©£3S 1 o" ® o ” 0 © 0.2 r- H 1 >. >5 §3 a 3 § © 00 }oL p h cS a •r 3 oft ^P-Sj ® 5^3 ” >.. M a R ' o o © 53 c* U P- °Ep ® 3ftg^a3 «2 o fl g^H geo g-p ,-rgP® ^SaT-^-SIgi^! ® -S3 _P P3 ®'>^ ® ®H gp o-^d few2§sS's«i ©3 o.S & ®P 0 g ^ po a^l^p g gj^p ».£ i? ® © ©h ©^:®-r- + O^Jj “ft-'"] ©PftP ; HajPHo2" t> oo oo o o > > 00 00 A P 1 M ns | J3 © P 2 -4-J c *2 oWs A P fc P 0 ©„ S 0 <2^ p i on s <1 ^ 0 ; c8 1 1 *G • . cn • g p ;S S : d : :5 ; 0 O B © „ 0 . CO c3 • 'S . O .2^ : O OQ Tj © 03 d 5h « w •« ©^ '43 . t>j p| © t> g ’-5 P t»» p cz -z> gW £ .2 -§« . p y n3 2d o B © >5 OkW © o©« -§! 5+3 © a s aj © © t> ar? B^ "tJD 03 , S fl C3 q M.S pH o£ J a ©rR ©O Cfi PM • r* ^ © © B r/2_rt © sCJj £ ®P=~ O-H I ° *g ,-J _o ,g 0,0 '5 "§ SSI® © ^<3 '© o.: ©B W "rt n. &§ B O . 5 § .0 fccP ^ . *B § t>/s rt u P [> a pH S -IL5 c3 i— 3.^ 2h ^ ^ © > .2 £r ^ ng 1*3*16 5 3 B: o §<§ P'S rt B © o ‘43 ’43 B3 B o 43 P.2 © a |l ■s<( © © o a. 2 ,§3 p & nm* rt S'S B ® ©C„£ ©3 £ 5.5 o © r~ ©d >>-<-> ® © fill III B'jB s’© W* P^o p * p >■0 p^ „ ©4= B 2P >» ® © a| ©4^ ! s’2 © ; © © .2 ® -2 B<2^(,o© > O © o'+h rt £ . s .p ; _ : .2.2I op'T Sg g'g |(S^a S p -B fcrt’B © ,_ P rt j 12 C^2 O^T tS.ra ® £ B’-S b2BB -4Zr0!©0+?'B©©rt oB o© a ® 0000“ , t* ©,*-mco C o.2S’P.a§ 2s w ©w 2 p o p >s‘d o s 'a PBPg|^'’fl 0 1 o S£§!§«-3 P pmj o d' J.3 3«3W' © «w 1^3 © H t © g M © fe B © ^02 * STATISTICAL TABLES. 825 + -H- O ^ T* H(N(M O O r— < O iO C'li^ ^ « O c^i in> ^ co # »o + + + : + + a a © ® t> 00 o a o a c3 t*c3 o © a a o CQiM > HHOO : a , o o d’l | J 3 ft o o a a C3 O 3 Ph O «f *2 -3 sg j bf) 9flO e3 © j h)0^ <3 ki ©ft ' sO oq a^a 023^ § WdO g§ aj? aO Sa » os'© O H o ©O g W>>3 :6Wa a *© « ® 3.1 N ml tc c D 3a* 3 Pn iM 1 o § . o 0 |M 0 u o to rlrO :« a © 3 O'tj fe © • © ^ o ^-e 3 iv* fl © ct 03 © .S& § b£ft e< fl®« W W) t§60 f ®^ 3 6*3-3 *jS®S§| ;Q*o^ © ® {« o^ *-3.3 .2 3 3 o £, > 8^ ftf^g © g i a id -5 ''3.1^ •§ 'o*C o ^ °0i 5^43-S >> >, 3 in* (& +a ^c3 P oW 0+3"? t, © ^ ® §g o®§3S g«©H rgl ©i S3 H rt la CJ © ■pS| S >>§ • ca a WHl| © .^ wrd >j o g« m grg fl o © 3^-§s a o °3 §Ph 3 c © aa 3 ©^3 — 1 O’ l«l£gi OD P*— l © . . © © c3 arBr? ^ 2 © ^333P3(>t> o Bh © £j£oJ ^ <13 ^a ^wfcr^g^a©§’3'g>^ - O °.2 «©, 5° s-^_ ^ rS ® i~i >.+? on d © oHiw 3 ® O la ©ft OL'S^^K^sS . o3tB 3 bSy ® o'C- k*q ofLik a o w1j fl ® £ il H3g!|-^®o.2g pJJ g Eszi . flW^gtr«'g^ol-2gG!25 3) ® Ojj p , ch ,rH .P faC oo ^ a ^ r°d * |co.g5-43 C.2| &g?j a ^ c: ■3 | t?, 5 m' 3 a ® a-g, ft.2^ '3 o'® £.2P^ ; .3 © o g I i!5S^ • S ®H 2 §3 .2 S §)oR B >,® - k . c 3 o 3 > o •*3 o © -rJ m bi la?."o& m SSflo- ft l°o 3 5 ft *So «■ ft >. r <1 S B oM 3^-3 ft > ° o © - osM © « >)fl <^W a ai j 'a fC L2F 3 o © .« . b Sa ^«® ffH ft 5h m •3 Qj ft ftft pq ftft H o °^r ftt^a bg a O o m ro.2^ ®W ® rd > ® .23 Ss'P © B3 ©pRte'OJy ° a ©*a 2 © ©ftranw aiftO Js O ©53^ ©ft3^ g ft .+§Sft . h Si! ^ a>-'a ^ ® ® °f^gCiaoH S fi t>). O ®rK © t>w _ _ 2^ 03 0 2 b° O gfl §2 ®0^ pJm 2 OOH SH S ^ H Table XXIV. — Publications, educational, historical, $c., for 1881, tfc. — Continued. 826 REPORT OF THE COMMISSIONER OF EDUCATION. Cyclopaedia of Biblical, Theological, and STATISTICAL TABLES. 827 o o lx~j o WO ° to O o o + »— C5 f- to > 3 3 3 3 O Ta M |'s ® q "a U © P ft ft -g oft S,J f- fe aJ © PP - 3!&§ 53®® 2m‘> 0 .3 ® cs «! . h O © x 2 Soft a § : m •8 J § § 3 H H <8 os GO 2 &, 3 3 o A ft ft H Pa o o g 2? 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CJ^r— ® c 5 . ^ -a3 ° o ag* § b2 >5 . ® ® ®PQ 2a3 rtCC na © ft' ■2 g W[3 § S O ® © W ©A^rP'P'^ftd H d ft Pm^S d H HM £EQ a OO P.Q- 3 ©35 © ® ~ ftH ^ Hc5 . § p .. ©A o ^ S« J ft R w P ggll ©J'g'p pSM © c o 2® ©+S © P^a 33 ® ,P ^ © t O PP ©ft ° rf cq ® ■ a ’3 a ,«ift © a ft £ M© © © 8«2 OH .ft . ® os O O ©O ftd © J ft 3^o ©3'3 ^ Ph p - ^ftftftgrld g A ©ft 'g oft © g^ ® © .Ceft'l 23 ftg)A Pg ^ © s p ^’o^: 2 p bi'g ^ ^ H HO Table XXIV. — Publications, educational, historical, 4~c.,for 1881, ^-c. — Continued. 828 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLE, 829 Table XXV. — Improvements in school furniture, apparatus , ventilation, 237, 139 C 244, 992 \ 246, 670 Lead and crayon holder. Portable gymnastic apparatus. Writing pen. Writing ink and fluid. Air-purifying apparatus. Cop}’ book. Pen and pencil case. Pen and pencil holder. Lead and crayon holder. Penholder. Calendar inkstand. Music leaf turner. Hinge for school furniture. Dividers. Book-cover shield. Detachably covered book. Ellipsograph. School seat and back. Wrist and hand support for key-board instruments. Pantograph engraving machine. Siphon bottle. Pencil-holding slate. Penholder. Double reversible slate. Book holder. Combined ruler and rotary blotter. Stylographic fountain pen. Stylographic pen. Stylographic pen. Pantograph engraving machine. Lead and crayon holder. Stylographic pen. Music leaf turner. Segmental map and atlas. Blotting pad. Object-teaching frame. STATISTICAL TABLES. 831 Table XXV. — Improvements in school furniture, apparatus,