NATIONAL LIBRARY OF EDUCATION US DEPARTMENT OF EDUCATION 555 NEW JERSEY AVENUE NW WASHINGTON, D.C. 20208 DATE DUE APR 2, 9 ssaK ■ m GAYLORD PRINTED IN U S. A. J- p/ tf% 3 S-'-a. REPORT 1 J - M.S, / $%// ^5 OF TUB COMMISSIONER OF EDUCATION THE YEAR 1 8 8 2 - ’ 8 3 NATIONAL LIBRARY of education ■WASHINGTON-: government printing office. 1884. norwovKtf ;0 C L 111 -A3 1882-83 United States. Bureau of Education . Report of the Commissioner of Education made to the CONTENTS Effort of the Commissioner of Education . . . . . General statement of the work of tlie Office, with a list of its publications during the year and plan of library, v-xi ; summary of institutions, instructors, and students, xii-xiv- summary of school age, population, enrolment, attendance, rovements in school furniture, ccxii, ccxiii ; education in foreign countries, cexiii- cclxvii ; technical instruction in Europe, cclxviii-cclxxxvii ; Public Industrial Art School of the City of Philadelphia, cclxxxvii, cclxxxviii ; congresses and exhibitions, cclxxxviii, cclxxxix ; forestry, eexe, eexei ; forthcoming publications of the Office, eexei, ccxcii recommendations, ccxcii, ccxciii. Page. v-ccxciii HI IV CONTENTS* Page. Abstracts . 1-314 Abstracts of the official reports of tbe school fficers of States, Territories, and cities, with other additional information . 4-307 Educational associations and conventions . 308-314 Statistics of education for the year 1882 . . . - 315-862 Table I. Statistics of the school systems of the States and Territories . 316-323 II. School statistics of cities containing 7,500 inhabitants and over . 324-379 III. Statistics of normal schools . 380-398 IV. Statistics of commercial and business colleges . 399-415 V. Statistics of Kindergarten . 416-461 VI. Statistics of institutions for secondary instruction . 462-566 VII. Statistics of preparatory schools . 567-579 VIII. Statistics of institutions for the superior instruction of women . 580-595 IX. Statistics of universities and colleges ... v . 596-631 X. Statistics of schools of science . 632-643 XI. Statistics of schools of theology . 644-654 XII. Statistics of schools of law . 655-659 XDI. Statistics of schools of medicine, dentistry, and pharmacy . 660-672 XIV. Summary of examinations for admission to the United States Military and Naval Academies . 673 XV. Degrees conferred in 1882 by universities, colleges, scientific and other professional schools, and by schools for the superior instruction of women . 674-693 XVI. Statistics of additional public libraries numbering 300 volumes or up¬ wards . 694-699 xvn. Statistics of training schools for nurses . 700-703 XVm. Statistics of institutions for the deaf and dumb . . . 704-709 XIX. Statistics of institutions for the blind . 710-713 XX. Statistics of schools and asylums for feeble-minded children . 714-715 XXI. Statistics of reform schools . 716-729 XXII. Statistics of orphan asylums, soldiers’ orphans’ homes, infant asylums, and industrial schools . 730-789 XXIII. Statistics of educational benefactions . 790-821 XXIV. Publications, educational, historical, &c . 822-860 XXV. Improvements in school furniture, apparatus, &c., patented in 1882 . 861-862 Index . 863-872 REPORT Department of the Interior, Bureau of Education, Washington, D.C., June 30, 1883. Sir : I have the honor to. submit my thirteenth annual report. So large a number of systems and institutions of education have been able to bring their reports up to the end of June, 1883, that this report is closed at that date. It will aid this Office greatly if this date should prove convenient for all those who are coworkers with it in the preparation of data included in these annual reports. Sc far little space has been given to the work of the Office itself. The reports have been devoted to the briefest summary of the vast amount of educational data in hand, but anything like a full representation of the work of the Office any year would fill a volume larger than this. It would contain the latest discussions of a variety of topics touching education the world over, based on the latest statistics, in which these would appear incidentally only. This part of the work of the Office comes and goes with the daily mail. Not infrequently single communications require months of re¬ search, and the results find their wav into educational literature and thought and action, but are not known to have had any connection with this Office. One division, having three clerks, reports fifty-six days devoted to work of this character. The communications sent out numbered 30,745 and those received 67,875. At the cost of great labor an entire rearrangement of the document division has been effected, which adds much to its efficiency. The documents distributed numbered 323,592 and were usually mailed in separate packages. Many of these were sent in response to individual requests. One document was asked for by as many as ten thousand per¬ sons, requiring the writing of as many addresses. This distribution of documents has favorably affected many educational methods and appliances. The teachers’ insti¬ tutes have been much more freely supplied than before. Circulars and bulletins were sent to 406 institutes held in twenty-three different States. Seventy-eight of these teachers’ gatherings in a single State were furnished these publications. So far there is no means of 'ascertaining the number of teachers thus supplied with valuable in¬ formation. The following circulars of information have been printed and distributed since the enumeration in the previous report : No. 1, 1882. The inception, organization, and management of training schools for nurses. 28 pp. No. 2, 1882. Proceedings of the Department of Superintendence of the National Educational Association at its meeting at Washington, March 21-23, 1882. 112 pp. No. 3, 1882. The University of Bonn. 67 pp. No. 4, 1882. Industrial art in schools, by Charles G. Leland, of Philadelphia. 37 pp. No. 5, 1882. Maternal schools in France. 14 pp. No. 6, 1882. Technical instruction in France. 63 pp. No. 1, 1883. Legal provisions respecting the examination and licensing of teach¬ ers. 46 pp. No. 2, 1883. Coeducation of the sexes in the public schools of the United States. 30 pp. No. 3, 1883. Proceedings of the Department of Superintendence of the National Educational Association at its meeting at Washington, February 20-22, 1883. 81 pp. The following bulletins have also been issued : Instruction in morals and civil government. 4 pp. National Pedagogic Congress of Spain. 4 pp. Natural science in secondary schools. 9 pp. V REPORT OF THE COMMISSIONER OF EDUCATION. High schools for girls in Sweden. 6 pp. Planting trees in school grounds. 8 pj>. Comparative statistics of elementary, secondary, and superior education in sixty principal countries. Sheet. In addition to these publications a special report of three hundred and nineteen pages on “ Industrial Education in the United States”1 was prepared and printed in compliance with a resolution of the Senate. The number of copies of each circular or bulletin issued has been increased to sup¬ ply the correspondents of the Office, and several of those most in demand have been reprinted. AMERICAN OFFICIAL CORRESPONDENTS OF THE OFFICE WHO FFRXISH STATISTICS. The following summary gives the number of correspondents of the Office at the hoad of systems and institutions of education in our country who furnish the official in¬ formation contained in these reports : Statement of educational systems and institutions in correspondence U'iih the Bureau of Edu¬ cation in the years named. 1872. 1873. 1874. 1875. 1876. 1877. 1878. 1879. 1880. 1881. . 1882. j States and Territories . 44 48 48 48 48 48 48 48 48 48 I 48 Cities . 325 533 127 241 239 241 258 333 351 351 312 Normal schools . . . 98 114 124 140 152 1 166 179 242 252 273 278 Business colleges . 53 112 126 144 150 157 163 191 197 280 305 Kindergarten . 42 55 95 149 177 217 322 385 456 535 Academies . . . 811 944 1,031 1 1, 467 1, 550 1,650 1, 665 1,848 1, 869 2,113 2, 363 Prepa ratory school s ... _ _ 86 91 105 i 114 123 125 138 146 158 178 Colleges for women ............ 175 205 209 249 252 264 277 294 297 290 290 Colleges and universities . 298 323 343 385 381 385 389 402 402 396 394 Schools of science . 70 70 72 76 76 77 80 86 * 88 91 91 Schools of theology . 104 140 113 123 125 127 129 146 156 158 166 Schools of law . 37 37 38 42 42 45 50 53 53 51 53 Schools of medicine . 87 | 94 99 104 | 102 106 112 125 126 137 143 Public libraries . 306 377 676 ' 2, 200 2, 275 2, 440 2,578 2, 678 2, 874 3, 031 4,067 Museums of natural history. . . 50 43 44 53 54 55 55 57 57 57 Museums of art _ _ _ 22 27 27 31 37 37 37 37 Art schools . . 26 29 30 37 38 38 38 Training schools for enrsps 11 15 17 28 Institutions for the deaf and ; 37 40 40 42 43 45 52 57 62 03 63 dumb. Institutions for the blind . 27 28 28 29 29 30 31 31 31 31 31 Schools for the feeble-minded . . 7 9 9 11 11 11 13 13 15 15 Orphan asylums, &c . 77 180 269 408 533 540 638 641 651 604 616 Reform schools . . 20 34 56 67 63 63 78 i 79 83 79 77 Total . 2, 619 3, 479 3, Col | 6, 085 6, 449 6, 750 7,135 1 7,869 8, 231 8, 774 ; 10, 128 It will be seen from the above table how steady has been the increase of the num¬ ber of persons voluntarily furnishing the statistics for this annual report. Very many others not at the head of any system of institution of education have furnished valu¬ able data for the use of the Office. This annual report is the result of information systematically but gratuitously supplied by more than ten thousand correspondents. In the preparation of the statistical tables in the appendix of this volume, blanks carefully prepared, generally after conference with representatives of those to whom 1 See p. clii. THE OFFICE LIBRARY. VII they are to be addressed, are sent out. These blanks are filled as far as found to be expedient by the head of each system or institution addressed. When received in the Office they are sent to the statistical division; there the data furnished are drawn off upon large sheets to correspond in headings and form with those thus filled by the respective educational officers, and this form of copy is used by the printer. It is gratifying to know that this voluntary system of statistics is constantly im¬ proving in completeness and exactness. The only return this Office is able to make for all this great labor among its friends is to supply them with its publications. It is clear that all of those who have thus contributed to the report should in equity be furnished a copy of the document. Moreover, it should be noted that an additional number is needed to supply requests from writers, teachers, professors, school officers, the press, public libraries, and other worthy sources of aid. There should be printed of the report not less than 20,000 extra copies for distribution by the Office. This system of voluntary statistical information, instituted and carried forward by these colaborers so widely scattered, is believed to be the most complete of the kind in existence, and shows that the objects and methods as well as the publications of the Office are very acceptable to the educators of the country. The usefulness of the Office is of course chiefly determined by the benefit to be derived by the people from its publications. These should, therefore, contain information not only about what¬ ever of good or ill occurs in the experience of our own people, but also about What is happening or observed abroad, and particularly as to the results of all scientific and careful investigations respecting matters concerning the nurture, education, and train¬ ing of the young for the best performance of their duties as the citizens of the future. So far as the limited funds at the disposal of the Office have allowed, I have sought to secure the results of these labors, domestic and foreign ; but those requiring the ex¬ penditure of any considerable amount of money have been practically beyond my power for lack of means. The salaried assistants in the Office are not able to do all the work required by the Office in its various relations to the public and the funds now appropriated and available for outside help amount only to $2,200. THE LIBRARY. The provisions of the statute establishing this Office and expressing its general duties have always been preseiit to my mind when considering and Choosing methods for accomplishing the results desired. The collection of “ statistics and facts showing the condition and progress of education in the several States and Territories” is one of tiie duties mentioned in this law, and the due performance of it makes the collec¬ tion and care of a library containing the educational reports, pamphlets, catalogues, school journals, and other pedagogic publications of the whole country one of the first necessities of such an office. The statute also provides that the Bureau is to diffuse “information respecting the organization and management of schools, school systems, and methods of teaching ” of such character as may promote u the establishment and maintenance of efficient school systems,” as well as “ the cause of education ” in gen¬ eral. These provisions of the law, brief and without much detail as they are, cannot be carried out without collecting printed matter, foreign and domestic, respecting the theory as well as the x>ractice and results of pedagogies. Nor, since the school in modern society has been modified or amplified in numerous ways to produce numerous results never demanded of it in earlier times, has it been possible to comprehend or to exhibit the nature, functions, and problems of modern education without some col¬ lateral knowledge and study of other social and educational forces. Thus, applying the approved and universal rules of modern scientific research to the fulfilment of this official duty, it was necessary to include enough material in the scheme of the Office library to enable those using it to study, historically and comparatively, the develop¬ ment and the environment of education as a whole. The practical beginning of the collection conformed to the necessities of the Office work; the “ statistics and facts showing the condition and progress of education in VIII REPORT OF THE COMMISSIONER OF EDUCATION. the several States and Territories,” annually collected and compiled, constitute the greater part of the yearly reports of this Office transmitted to Congress like other ex¬ ecutive documents. To prepare these reports it became necessary to establish a regu¬ lar exchange of documents with all State and local educational centres that published them. The yearly publications of this kind in the Union number several thousand, most of them published in small editions only ; if not obtained soon after publication, copies disappear into public or private libraries and the edition becomes exhausted. The library, since 1870, has gathered these documents, reports, bulletins, catalogues, circulars, announcements, programs, &c., and has preserved them carefully. Iu addi¬ tion copies of earlier editions or series have been sedulously sought and obtained, never at great expense of money, but often by much expenditure of time and manage¬ ment. In this way the collection of State reports, city reports, college catalogues and publications, academy catalogues, and programs and circulars of professional and special schools now in the possession of this library is far superior, iu quantity, quality, and interest, to any other general collection in the world, and in most cases more complete than the series belonging to the offices and institutions in correspond¬ ence with the Bureau. Unlike most libraries, this part of the library of the Bureau is arranged, shelved, and indexed geographically as well as topically, so that any docu¬ ment in its possession can always be found in the same relative place and consulted without loss of time whenever required. This system, originating like the library itself from the necessities of the work to be done, has been more than a dozen years in successful use and has proved entirely capable of successive enlargement and sub¬ division without causing loss, confusion, or delay. Indeed, since the annual reports of this Office from 1870 to the present time arrange the facts and statistics contained in them in accordance with the same geographical and topical system, these reports, iu addition to their public use, may be considered as classified subject indexes of the annual accessions to the library. Another part of the collection, which began also in necessity, has now assumed an important and valuable position, viz, the periodical literature of American education. The value of such publications, as preserving the very “ age and body of the time” in which they appear and recording countless facts, opinions, names, and dates that would otherwise be lost beyond recall, is conceded in all other branches of study and must, of necessity, be allowed in this subject also. By exchange, subscription, pur¬ chase, and gift, the library now possesses and is daily adding to a collection really unique in the world ; by no means complete, for there are important lacuna? that ma.V never be filled, but, despite these, more full, various, and valuable than that in the possession of any corporation or individual. These journals also have been indexed by author or title and subject, and this part of the index, if printed (though covering a field almost entirely distinct from that occupied by the great Index to Periodical Literature1 recently reissued by its veteran originator, Dr. William F. Poole, and his industrious younger colleague, William I. Fletcher, esq.), would fill a larger book than that magnum opus of the librarians. The periodicals received are also consulted regularly for facts, allusions, and ideas to be used in the annual reports or other publications of the Office. Nor is the daily press overlooked : such newspapers as reach the Office are carefully examined, and articles, facts, and opinions of present or possible value are preserved in scrapbooks with indexes. JAn Index to Periodical Literature, by 'William Frederick Poole, ll. d., librarian of the Chicago Pub¬ lic Library ; third edition, brought down to January, 1882, -with the assistance as associate editor of William I. Fletcher, assistant librarian of the Watkinson Library, Hartford, Conn., and the cooperation of the American Library Association and the Library Association of the United Kingdom. Boston, James It. Osgood I « © ^ r© H £ * i. o .©.© la 6-21 d5-21 /6-17 5- 21 4-21 7-18 6- 38 d4-2l 7- 21 16, 021, 171 10, 283 d38, 815 #43, 537 9, 650 10, 482 29, 255 43, 303 d23, 899 4, 112 3, 715 900 2, 600 1, 700 400 827, 883 #262, 279 383, 979 168, 534 #37, 511 222, 651 Grand total . 16, 243, 822 159, 945 330, 421 385, 504 196, 643 d237, 288 492, 749 115, 546 8, 158 64, 349 109, 526 1, 041, 068 233, 071 751, 101 37, 743 945, 345 p45, 695 145, 974 264, 356 142,960 74, 000 257, 362 155, i*44 303, 452 9, 889, 283 d3, 844 d25, 451 d27, 299 d6, 080 6, 054 4, 755 27, 216 ‘ dl4, 754 2, 907 3, 048 650 1,460 799 226 124, 543 83, 189 235, 739 #263, 775 c97, 532 136, 315 #260, 540 66, 027 5, 286 43, 996 113, 532 569, 471 132, 546 483, 232 27, 347 e611, 317 p29, 390 101, 816 dl80, 509 60, 259 47, 772 144, 904 96, 652 dl90, 878 6, 041, 833 i2, 847 #8, 530 d20, 730 d4, 127 3, 558 150 ±7, 594 #10, 546 1,920 1, 792 270 1, 260 174 76, 498 10,013,826 0,118,331 1 « & d 199 178 148 98 75.5 87 111 146 96.27 192 176 62.5 155 90.6 153. 78 184 80 73 h92 126.5 118.2 99 dl75. 6 il09 dl90 dl50 125 139 180 180 200 180 180 # United States Census of 1880. b Estimated. e For the winter term. d In 1881. e Average number of pupils. / Inclusive. g Includes evening school reports. h In the counties ; 137 days in cities. i In 1880. XVI REPORT OF THE COMMISSIONER OF EDUCATION. Legal school ages in the several States and Territories , with diagram. States and Territories. Connecticut - Oregon . . "Wisconsin . . Maine . Montana . Washington _ Massachusetts.. . New Hampshire. Rhode Island California ....... New Jersey . Maryland . . Michigan . . Vermont . Dakota . Idaho . Iowa . Kansas . Minnesota . Mississippi . N ehraska . New York . Virginia . South Carolina . . School age. States and Territories. School age. 4-16 4-20 4-30 4-21 4-21 4-21 District of Columbia. Georgia . Louisiana . Nevada . Utah . Kentucky . a 0-1 7 6-13 6-13 6-18 6-18 6-20 V.' 5-15 5-15 «5-15 5-17 5-18 5-20 5-20 5r20 5-21 5-21 5-21 5-21 5-21 5-21 5-21 5-21 5- 21 6- 16 Missouri . Arkansas . Colorado . . Delaware . Florida . Illinois . v . Indiana . North Carolina . Ohio . . Pennsylvania . Tennessee . . . . West Virginia . . Arizona . . New Mexico . a Alabama . .r . Wyoming . Texas . . . . 6-20 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 7-18 7-21 7- 2 L 8- 14 a Inclusive. The following diagram shows that there are sixteen different school ages in the States and Territories ; the longest, extending from four years of age to twenty-one, covers a period of seventeen years, and the shortest, from eight years of age to four¬ teen, a period of six years only. Diagram showing the different school ages in the States and Territories during 1882. School years. Number of years in each school age. School years. 17. 16. 16. 15. 15. 14. 14. 13. 12. 12. 12. 11. 11. 10. 10. 6. 4 . 5 . a m 1 7 . 8 . * . 8 9 . 10 . . 10 H . 12 . . 12 13 . . 13 14 . . 14 15 . . 15 . i Ifi 17 . j i 1 . 17 18 . . 18 19 . • 20 . . 20 21 . ! _ . 21 In all studies of the school statistics of the United States this diversity of ages should he kept in mind. SCHOOL STATISTICS OF STATES AND TERRITORIES. XVII Table I. — Part 1.— Summary (B) of the number of teachers employed in the public schools and the average monthly salary of teachers in the respective States and Territories. States. Alabama . Arkansas . California ... Colorado.... Connecticut Delaware . Florida . . . Georgia... Illinois ... Indiana... Iowa . Kansas . Kentucky e . . . . Louisiana e .... Maine . Maryland . Massachusetts. Michigan . Minnesota . Mississippi Missouri. Nebraska . Nevada . New Hampshire. New Jersey . New York . North Carolina . . Ohio . Oregon . Pennsylvania.... Khode Island.... South Carolina . . Tennessee . . umber of teachers. Average monthly salary. Male. Female. Male. Female. 2,938 1 1 1, 626 1 («$21 52) (8; 3) \ . 1, 977 441 1,156 2, 621 $79 67 $64 48 270 630 (b) (5) c617 d2, 503 63 44 35 94 (e56) ) e222 c305 > /31 49 /27 56 678 448 - (G, 351) <750 00 <730 CO 8,076 14, 225 46 86 37 76 7, 274 5, 985 e38 40 e33 20 6,044 16, 037 35 20 27 46 (62) ; ) 3, 342 4, 808 ! > 31 42 24 95 4, 195 2, 715 (£23 87) 773 811 (31 50) (7,' 797) 37 39 22 40 1, 220 1, 977 240 00 240 00 1, 079 7, 858 102 90 34 32 3, 887 10, 580 41 56 27 44 cl, 625 (23, 338 36 50 28 50 (5,: 253) (29 10) (22) 6, 028 5, 776 > 44 00 38 00 1, 862 3, 507 237 50 229 34 54 148 101 59 76 73 477 3,117 36 45 22 36 911 2, 594 56 96 33 41 7, 123 24, 110 (43 28) 3, 586 1,587 0-4 11) 11, 086 13, 049 39 00 29 00 662 750 43 95 31 63 9, 051 12, 778 35 12 28 89 £258 £1, 052 77 44 43 53 1, 940 1, 473 26 00 23 97 4, 083 1, 604 (24 65) a For white teachers ; for colored teachers the average salary is reported as $21.88. b The average salary of male teachers in graded schools is $100.97 ; in ungraded schools, $51.52; for female teachers the salaries are, respectively, $67.39 and $50.02. c Number employed in winter. d Number employed in summer, e In 1881. f For white schools in 1881 ; the average monthly salary of colored teachers for 1881 was $22. g In 1880. h For white schools in the counties ; the 'average for teachers in graded schools for whites in the cities is $71.25 ; in public high schools, $88.97. 2 Estimated. j For white teachers; for colored teachers the average salary is $19.93. 1c Includes evening school reports. E— II XVIII REPORT OF THE COMMISSIONER OF EDUCATION. Table I. — Part 1. — Summary (B) of the number of teachers employed , 757, 758 Missouri . . <74, 277, 876 2, 226, 610 c3, 753, 224 7, 521, 695 Nebraska . dl, 540, 952 297, 262 27, 349 702, 127 331, 608 1, 358, 346 2, 234, 464 Nevada . . . 182, 005 6*2, 581 *70, 385 #9, 356 c!54, 327 240, 137 New Hampshire . 584, 527 14, 729 417, 016 146, 957 578, 702 2, 341, 679 New Jersey . 2, 142, 385 366, 333 pi, 621, 338 1, 987, 671 6, 270, 778 New York . 11, 384, 078 1, 752, 015 114, 600 7, 986, 261 1, 569, 717 11, 422, 593 30, 332, 291 North Carolina. . . *429, 525 *74, 712 *18, 732 s374, 009 *42, 283 *509, 736 367, 671 Ohio . 8, 763, 781 1, 204, 589 152, 903 5, 376, 087 t2, 087, 335 8, 820, 914 23, 610, 858 Oregon . 338, 307 64, 728 8, 575 249, 378 24, 280 346, 961 684, 298 Pennsylvania .... 8, 637, 934 1, 229, 232 80, 000 4, 863, 718 2, 090, 295 8, 263, 245 28, 341, 560 Rhode Island .... «608, 125 76, 312 10, 292 «417, 553 u87, 679 «591, 836 2, 064, 693 South Carolina... e452, 965 10, 683 18, 507 349, 696 184, 630 879. 820 1,823, 987 Wisconsin . w2, 870, 897 332, 304 - 46, 600 1,437, 349 316, 554 w2, 132, 807 5, 569, 962 Total for States 92, 587, 205 12,172,612 1, 123, 030 57, 138, 153 15, 161, 502 89,504,852 j 213, 882, 762 a Includes $15,500 spent for normal schools. b Includes expenditure for repairs. c Items not fully reported. d Includes balance on hand from last school year. e In 1881. / In 1880. g Includes $1,690 expended for colored schools outside of Wilmington. h For white schools only. i Salaries of county superintendents only. j Exclusive of the value of normal school property. h Total amount expended from tuition revenue. I Includes salaries of secretaries and treas¬ urers, interest on bonds, &c. m Includes salaries of superintendents. n Buildings, repairs, rents, &c. o In 1878. p Includes miscellaneous expenditure. q Total of reported items. r Includes total expenditure for high and norma] schools of $58,000. s Several counties failed to report this item. t Includes interest on bonds. u Includes evening school reports. v $50,255 of this are for sheriffs’ commissions and delinquent lists. w Exclusive of cost of normal schools. XX REPORT OF THE COMMISSIONER OF EDUCATION. Table I. — Part 2. — Summary (A) of annual income and expenditure, C.O v S t: » P o ? rr liif H32 P,» o BO'"3 Us? m I 5$15 83 dl4 72 513 11 10 55 d9 56 9 53 e9 50 9 00 8 60 8 45 8 18 8 10 7 12 7 11 5/6 93 6 73 fgQ 39 55 75 55 43 5 19 5 17 55 13 5 05 55 00 4 88 d4 86 4 67 4 45 4 31 3 41 53 30 el 93 1 65 51 60 5el 58 5$15 40 dl8 92 516 88 11 17 11 50 el5 16 12 06 15 00 13 10 12 16 11 65 10 36 10 24 5/9 81 10 96 fgS 12 58 17 57 59 8 96 8 47 58 25 7 31 57 32 6 62 7 10 9 12 7 02 4 75 55 25 e3' 38 4 25 53 94 5e6 89 5$21 59 d29 20 526 46 16 35 19 18 el9 97 18 29 18 00 22 55 19 50 20 40 16 33 13 04 5/14 85 20 05 513 34 12 37 15 64 10 59 11 02 17 66 7 C6 58 12 e4 75 7 15 58 25 5t9 41 c$18 30 elO 18 10 54 13 09 9 29 4 38 e$ll 96 11 00 14 67 11 00 5 04 2 57 a In estimating these items only the interest on amount expended under the head of “ pemianent ” (i. e., for sites, buildings, furniture, libraries, and apparatus) should be added to the current ex¬ penditure for the year. 6 Estimated by the Bureau, 6 per cent, being the rate r^sed in casting interest on permanent expendi¬ ture. c Total expenditure per capita of population between 5 and 15. d An estimate including per capita of total permanent expenditure for the year. e In 1881. / In 1880. g Does not include expenditure for books. XXII REPORT OF THE COMMISSIONER OF EDUCATION. I Able I. Part 2. Summary (B) of per capita expenditure — Contiimed, States and Territories. a Florida . . South Carolina . Tennessee . . Georgia . North Carolina. Alabama . fc$l 37 cl 32 cl 17 1 15 1 10 tfl 01 New Mexico. Vermont. Texas.... H 6$ 2 56 6$5 34 c2 80 c2 25 c3 53 2 28 3 56 2 18 3 88 d2 27 d3 52 de 6 09 de 9 20 6 43 9 98 d5 48 dl3 00 oln estimating these items only the interest on amount expended under the head of “permanent” (i. e., for sites, buildings, furniture, libraries, and apparatus) should be added to the current ex¬ penditure for the year. b An estimate including per capita of total permanent expenditure for the year. c In 1881. ({Estimated by the Bureau, 6 per cent, being the rate used in casting interest on pennanent expendi¬ ture, eln 1880. GENERALIZATION BY YEARS AND BY TOPICS WITHOUT REFERENCE TO STATES. Statistical summary showing the school population , enrolment, attendance, income, expend¬ iture, ortiug. States. _ In States. In Territo¬ ries. 1877 38 10 8, 881, 848 72, 630 1S78 38 10 9, 294, 316 78, 879 1879 38 10 9, 328, 003 96, 083 Number eurolled iu public schools . •; 1880 38 10 9, 680, 403 101, 118 1881 38 10 9, 737, 176 123, 157 [ 1882 38 10 9, 889, 283 124, 543 1 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 Number in daily attendance . ^ 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 1882 38 10 6, 041, 833 76, 498 r 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 Number of pupils in private schools . < 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 - 1882 20 2 562, 731 5, 143 1873 35 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 37 9 257, 454 1,842 Total number of teachers . . . 1878 38 9 269, 162 2, 012 1879 38 9 270, 163 2, 523 1880 38 10 280, 034 2, 610 1881 38 9 285, 970 3, 189 1882 38 9 290, 028 3, 266 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 Number of male teachers . . . < 1878 34 8 100, 878 789 1879 34 8 104, 842 985 1880 35 8 115, 064 948 1881 36 7 107, 780 1, 018 i 1882 35 8 105, 590 1, 080 1 ; 1873 28 5 103, 734 786 1874 28 7 129, 049 731 Number of female teachers . < 1875 31 8 132, 185 963 1 1876 32 9 135, 644 898 JCX1V REPORT OP THE COMMISSIONER OF EDUCATION. Statistical summary of the school population, enrolment, $c.— Contined. Year. Number re¬ porting. _ In States. In Territo¬ ries. States. Terri¬ tories. r 1877 33 9 138, 228 986 1878 34 8 141,780 1, 027 | 1879 34 8 141,161 1,342 Number of female teachers . <{ 1 1880 35 8 150, 351 1, 306 1881 30 7 158, 588 1,805 1 { | 1882 35 8 164,808 1,897 1 I 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 187G 38 9 86, 632, 007 717,416 1877 37 9 85, 959, 864 906, 298 Public school income. . . . . . \ j 1878 38 10 86, 035, 264 942, 837 1879 38 10 82, 767, 815 1, 020, 259 i 1S80 38 10 82, 684, 489 1, 255, 750 1881 38 10 86, 468, 749 1, 673, 339 1882 38 10 92, 587, 205 1, 739, 983 1873 36 10 77, 780, 016 995, 422 1874 35 9 74, 169, 217 805, 121 1875 34 9 80, 950, 333 982, 621 1870 36 10 83, 078, 596 926, 737 1877 37 8 79, 251, 114 982, 344 Public school expenditure . 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, 11& 1882 38 10 89, 504, 852 1, 653, 187 | 1873 28 1 77, 870, 887 137, 507 ! 1874 28 75, 251, 008 ' 1875 28 3 81, 486, 158 323, 236 1870 30 2 97, 227, 909 1, 526, 961 1877 26 2 100, 127, 865 2, 106, 961 Amount of school funds . . . 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 1882 35 2 128, 483, 681 1, 089, 015 The reports of the Office give gratifying evidence of the progress towards complete¬ ness in the educational statistics of the country. Table I presents statistics of the five items of school population, enrolment, average daily attendance, income and expenditure of public schools from all the Sta tes and Ter¬ ritories, and a more or less accurate statement of the number of teachers, one Terri¬ tory alone failing to report. In some instances, as noted in the table, the figures have been taken from the United States Census of 1880, and are therefore two years be¬ hind the date of the report, and in a few cases estimates only were attainable. On the whole, the figures make a reliable exhibit of the condition of public schools for the year. The totals under the several headings of the table show increase over the same for SCHOOL STATISTICS OF STATES AND TERRITORIES. XXV 1881, which increase, as will he seen by a detailed comparison of the figures in this and the preceding report, 'is well distributed throughout the country. School population, enrolment, and average attendance. — The total increase in the items reported in Table I, Part 1, is as follows : School population : Statefe, 359,958; Territories, 4,358; total, 304,316. Enrolment in public schools : 1 States, 152,107; Territories, 1,386; total increase, 153,493. Average dttily attendance : 2 States, 446,504; Territories, 7,471; total increase, 453,975. If the enrolmeift in private schools, viz, 567,874, be added to that of public schools, 10,013,826, we have a total of 10,581,700 youth udder instruction in the schools, that is, 65 per cent, of the legal school population and 21 per cent, of the entire pop¬ ulation as given in the United States Census of 1880. Legal school age.-^ The legal school population, it should be observed, in most States is a larger number than would be obtained by the enumeration of the youth in the years of the usual period of school attendance. The legal school ages remain the same as in 1881, with the following exceptions: In Kentucky the legal school age for blacks, formerly 6 to 16, has been made the same as for whites, viz, 6 to 20. In Florida the Ibgal school age 6 to 21 has been given in preference to 4 to 21, as in the previ¬ ous report. In this State the interest of the school fund and the proceeds of*the 1 mill tax are distributed among the several counties upon the basis of the population 4 to 21 years of age, but the apportionment to the different schools is made upon the basis of the average attendance of pupils between 6 and 21 years of age. So long as the present diversity as to age in the enumeration prevails, it is difficult to arrive at con¬ clusions entirely satisfactory as to the relative effectiveness of the State school sys¬ tems. In the inquiries sent out by this Office it is sought to ascertain the approximate number of persons between 6 and 16 years of age included in the school censuses. Only 5 States and 1 Territory are able to respond to this inquiry, but in 4 other States the census of the school age corresponds very nearly to the enumeration desired. It is be¬ lieved that school officers throughout the country recognize the desirability of a cen¬ sus that shall be uniform with respect to the ages included, but they have not at com¬ mand the means of obtaining such a census. Duration of school term. — Two States only and 4 Territories do not report the aver¬ age duration of schools. The term shows decrease below that reported in 1881 in the following: Alabama, Connecticut, Indiana, Iowa, Kansas, Maine, Michigan, Mis¬ sissippi, Missouri, New Hampshire, New York, Rhode Island, and Utah Territory. The length of the term varies greatly, ranging from 199 days in Maryland to 62£ days in North Carolina. The differences in this respect are more clearly seen by a comparison of the different geographical sections. The term is more than 5 months in three of the six New England States, in fi ve of the six Middle Atlantic States, in three of the nine Northern Central States, in one of the two Pacific Slope States, and in the District of Columbia and Idaho Territory ; and it is above 3 months in all the States of the sections named. On the other hand, the school term is less than 3 months in all the South Atlantic States, in two of the four Gulf States, in one of the six South¬ ern Central- Staltes, and does not equal 4 months in any State of the two last named sections. These differences deserve the serious attention of those who can affect leg¬ islation in respect either to the duration of the school term or the funds necessary for the maintenance of the schools for the time allowed, since it cannot be doubted that the differences in the opportunities for early' instruction indicated in the varying 1 For all the'Statesf enrolment is reported by the local school officials. Enrolment for the Territories is obtained from the returns for 1881-82 and in two instances from the Census of 1880. 2 Delaware, Michigan, and Missouri did not report average daily attendance. For Michigan and Mis¬ souri the census figures were usfed. Average daily attendance for seven Territories Was taken from reports of territorial superintendents and for three others from the Census of 1880. XXVI REPORT OF THE COMMISSIONER OF EDUCATION. duration of the school period will ultimately be the cause of great diversity in the average intelligence, enterprise, and worthy ambition of the citizens. It is true that those who have meagre school opportunities may make greater progress than those to whom every provision is freely extended, but examples of this kiud seldom occur outside of communities so filled with intelligence and enthusiasm that the most ob¬ scure individuals cannot escape the inspiring influence. Number and salaries of teachers. — The number of teachers reported is, for the States, 290,028; for 9 Territories, 3,266; total, 293,294, being an increase of 4,135 over the number reported in 1881. The sex of teachers is not reported from Georgia, Maine, Mississippi, and Idaho Territory ; so far as the figures are given, the number of male teachers is 106,676, and of female teachers, 166,705. Both numbers show increase over the same for 1881, but the proportion of female teachers is greater than at the last report. Even in the frontier States, the proportion of women engaged in teaching is rapidly increasing. There is an upward movement in teachers’ salaries, 18 States showing increase in the average salaries for both sexes ; 4, viz, Massachusetts, Oregon, Pennsylvania, and South Carolina, increase in salaries for men, but not for women ; and West Vir¬ ginia, increase in salaries for women only. Salaries have also increased in Utah since the last report received, namely 1878. Finances. — Several of the States include balances from the last school year in the statement of annual income. Where this occurs, attention has been called to the fact in the summary, and an examination of Table I of the appendix will show in most in¬ stances the amount so included. As the figures stand, the summary for 1882 shows an income of $94,327,188 and an expenditure of $91,158,039, against $88,142,088 income for 1881 and $85,111,442 ex¬ penditure for the same year. Five States and 1 Territory for 1882, against 7 States and 2 Territories for 1881, fail in making report of the value of school property. The total for 1882 for the country is $216,562,197, against $186,143,452, the difference between the figures being $30,418,745. Maryland, Massachusetts, and Idaho, non-reporting States and Terri¬ tory for 1881, would make up for 1882 $24,993,235 of this excess. Making allowance for this sum, there is reported a net increase of $5,425,510 in the value of school property in the country. In the permanent State school funds there is also a reported increase of over $5,000,000. Many of the States show very fair increase in their permanent funds, but $3,500,000 of the amount of increase is made up in Kansas, where the State superintendent re¬ ports $13,500,000 as the estimated amount of the fund when all shall be available, against $10,000,000, his estimate for 1881. A table of the per capita expenditure for the year, based on school population, en¬ rolment, &c., has been made up, as in previous years. For 1882 as for 1881, estimates have been made in this Office, where it was practicable, for the non-reporting States. As the table stands, Massachusetts among the States heads the list and Alabama is at the foot, i. e., Massachusetts spends annually for each child of legal school age over fifteen times as much as Alabama. The sources of the public school funds can be ascertained by reference to the ab¬ stracts of the several State reports and to Table 1 of the appendix. From the latter it will be seen that local taxes are the main support of the public schools in a majority of the States, a condition that seems essential to a progressive, efficient system of free schools. The figures show increase in the amount realized from local taxes, as com¬ pared with 1881, in Connecticut, Georgia, Illinois, Iowa, Kansas, Maine, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Nebraska, Nevada, New York, Oregon, Rhode Island, Tennessee, Vermont, West Virginia, and Wisconsin. The favorable view of the public schools of our country presented in the statistics is confirmed by the verbal statements of superintendents and other officials and accords with the impression I have received from personal observation in various parts of the country. SCHOOL SUPERVISION. XXVII Progress is not limited to the increase of scholars, teachers, funds, &c. , hut appears in the organization of the school systems, in the greater efficiency of the work carried on in the schools, and, what is still more important, in a deeper and more intelligent interest on the part of the people. Everywhere there is evidence of a clearer under¬ standing of the purposes of the schools, of their relation to our civil rights and liberties, and a readier disposition to adopt measures for their support and improvement. Work of superintendents. — The superintendents are a body of earnest and determined men, having a clear understanding of the wants of the schools and of the temper of the public whose good will and cooperation they must secure. Upon superintendents devolves almost entirely the labor of stimulating, watching, and directing legislation in school matters, interpreting the school laws, and keeping teachers and parents advised as to their requirements. To these officers more than to any other agency must be attributed the two most promising general movements now going on with a view to the greater efficiency of the schools, namely, the increase of local taxation in the Southern States and the effort to abolish small, independent, irresponsible dis¬ tricts in the older Northern States. Hon. H. Clay Armstrong, State superintendent, Alabama, calls attention to the fact that in 20 counties of the State the public fund was supplemented by patrons to the amount of $66,990, and in 46 other counties by an amount equal, probably, to $175,000. He appeals to the general assembly to increase the annual appropriation to $230,000, and recommends a special school tax for the purchase of sites, building, and pay of teachers, not to exceed 4 mills on the dollar. Hon. D. H. Pope, State superintendent, Arkansas, reports the opposition to the school tax as declining in his State and that in the towns the public funds have been largely increased by volun¬ tary subscriptions. Private subscriptions to the school fund are not officially reported from other States, but they have occurred to some extent ; meanwhile the advocates of the school tax meet with more and more favor. Hon. J. W. Dickinson, secretary of the Massachusetts board of education, has had the satisfaction of seeing his efforts to overcome the district system crowned with success. The law abolishing the district system and making the township the unit for the control of educational affairs went into effect January 1, 1883. Other super¬ intendents are indefatigable in their efforts to bring about a like result. While noth¬ ing new on this point is elicited in the report of the year, there is an important accu¬ mulation of evidence. Hon. N. A. Luce, State superintendent, Maine, says that there are 36 towns in the State so cut up that they average less than 20 scholars to each district and 79 towns containing 693 districts so small that in summer terms the average attendance upon each school is less than 10 scholars. Hon. J. W. Patterson, State superintendent, New Hampshire, reports for the year ending June, 1883, 786 schools averaging 12 scholars or less and 313 schools averaging 6 scholars or less. Hon. C. D. Hine, secretary of the Connecticut board of education, reports for the year ending August 31, 1883, the number of districts in which the average attendance was between 8 and 18, 548 ; number in which it was less than 8, 165 ; number in which it was 5 or less, 94. Hon. M. A. Newell, secretary of the Maryland board of education, instances one county containing 21 schools, the average attendance for each being between 1 and 8 scholars. Hon. G. S. W. Crawford, State superintendent, Tennessee, observes, in this con¬ nection : The school fund should be distributed in such a way as to secure to every child in a given district the same number of school days as is enjoyed by the children living in the other districts of the same county. By the present system great injustice is done. Two school districts in the same county lying side by side are taxed exactly alike ; but in one district there are twice as many children as in the other, and the one with the greater number has twice as many school days as the other. County supervision. — Intimately connected with the abolition of small districts is the establishment of county supervision or supervision of groups of towns uniting vol¬ untarily in legal organizations for this purpose. In some of the States the county XXVIII REPORT OP THE COMMISSIONER OF EDUCATION. schools are Virtually without supervision, while in a number of States in which county superintendents are employed the remuneration is so small that it is impos¬ sible to secure the entire service of competent men. Efficient county superintendence or its equivalent offers the readiest solution of the most perplexing problems relating to the rural schools. The scope of its action aud the need for its service are thus summed* up by Hon. R. D. Shannon, State superin¬ tendent, Missouri, whose views are confirmed by the statements of many other super¬ intendents who have conferred with me upon the subject. Mr. Shannon says: The greatest of all needs is an efficient, responsible, paid county superintendency. Our system will never be successful without it. * * * * # * # We say that no public moneys shall be distributed to a district that has failed to maintain a public free school, and yet we have provided no means by which the fact shall be ascertained by the officer who makes the distribution. We say that the net proceeds of all fines, forfeitures, &c., shall be placed in the public school funds of the several counties, and yet the evidence is conclusive that immense sums which should be placed thus annually are not reported. In my re¬ ports I have frequently estimated the annual loss from this source as not less than $50,000. In the confirmation of the correctness of this estimate I invite attention to two facts shown in this report : First, although the year for which the report is made was not characterized by unusual disorder or criminal proceedings in courts — it was a notably quiet and peaceful year — the amount of fines realized and placed in the county funds, as heretofore stated, exceeded the annual average over $40,000. Second, the great city of St. Louis reports collections in round numbers of $2,000, while Bates County reports $6,000. No one will believe that any such disproportion existed between the fines imposed in the two localities. If I should say that we lose $100,000 a year from this source for the lack of super¬ vision, the statement would not only express a well founded belief but would accord with the settled conviction of every citizen who. is at all familiar with public affairs. How is it possible for any system to succeed without executive agency or supervi¬ sion ? We deem it necessary to have our schools in cities or towns under supervision, but the schools of our counties are left without coiltrol or superintendency. Success, under such circumstances, the prevention of loss, both in time and money, and of ex¬ travagance, is impossible. Never did such an anomalous state of facts exist in any other department of the State government. No State in the Union ever expressed more liberal and enlightened sentiments and purposes toward public education than are found in the constitution and statutes of Missouri, and no State ever so signally failed to provide effective means for execut¬ ing its will. There is only one possible solution of the problem, and that is rational, easy, and economical. A failure to solve it — a failure to apply the remedy for the many admitted and glaring evils arising from our loose methods under the law — is waste¬ ful, extravagant, and expensive. The solution is the establishment of executive agency, or direction, in each county. No business under government or in social or private life was ever successfully conducted without a manager or superintendent ; it could not possibly, in the very nature of the case, fully succeed. Yet our school system is absolutely without any superintending control or management. It rests alone with the legislature to say how long this state of affairs shall continue. Improvement of the teaching force. — The means of improving the teaching force of the rural schools engages the serious attention of all who are interested in the education of our children. Efforts are being made in a number of States to raise the standard of teachers’ examinations, and in several States it is proposed to do away with the third- grade certificate, for which the requirements are very low. Unfortunately the ex¬ amining bodies have little voice in appointing teachers, so that the qualifications of teachers are after all determined by local influences. Often every other considera¬ tion is sacrificed to the desire for cheapness ; again, kinship or political relations de¬ cide the choice of a teacher. So long as this loose system of appointment is tolerated it will be difficult to maintainjiigh standards for the service. The increase of salaries previously noted is a favorable circumstance ; not only are better teachers thereby attracted to the schools, but the interest of the districts in securing good teachers is proportionately increased. TRAINING OF TEACHERS. XXIX The effect of the revised school law of Michigan, which, as noted in my last report, became operative July 1, 1881, has been followed with much interest. The law pro¬ vides for the examination of teachers by county boards under regulations calculated to raise the standard of qualification and make it more nearly uniform throughout the State. The law has naturally had the effect of diminishing the number of ignorant, untrained applicants for positions and attracting an opposite class, with the inevitable sesult of increasing wages. The State superintendent, Hon. Varnum B. Cochran, says in this connection : 11 The wages of men have risen during the year an average of $4.61 per month and of women $4.83 per month in the rural districts, where, of course, the effects of the law are soonest and chiefly felt.” The decline of salaries in Michigan for the past few years has been the occasion of regret, as the established reputation of the school system of that State gives peculiar weight to its example. It is to be hoped that the advance here noted will be perma¬ nent. The suggestion of a minimum salary fixed by State law meets with approval in many States. Hon. C. W. von Coelln, State superintendent, Iowa, calls attention to the fact that the salaries of teachers of ungraded schools in his State do not average above $150 per annum, whereas a common laborer receives $200 with board and is not expected to dress well and has no examination or institute fees. Mr. von Coelln adds significantly, “ the salaries of teachers are the only salaries of public employes ” wholly within the control of the people. Inquiries instituted in several States during the years 1882 and 1883 have elicited important information with reference to the increasing number of trained teachers employed in the schools and their increasing tenure of office : In California 584 districts were reported as employing the same teacher more than one year and 568 teachers were graduates of normal schools. In Connecticut, of 3,120 teachers employed, 470 were beginners. In New York, of 31,233 teachers employed in 1882, there were 1,183 graduates of nor¬ mal schools. In West Virginia, out of 3,045 teachers employed, 1,115 had taught the same school two or more terms previously ; 640 reported the present year their first in the work ; 711 reported having attended one of the State normal schools. In Illinois 1,465 teachers were reported as having been trained in the normal university, of whom 151 were graduates. In Kansas, out of 8,150 teachers, 214 were normal graduates, 79 held State certifi¬ cates, and 3,953 had attended normal institutes. In Maine, out of 7, 599 teachers, 6,402 had had previous experience; 601 were grad¬ uates from normal schools. In Massachusetts 30 per cent, of the teachers have received professional training in normal schools. In New Jersey the following was reported for the year ending August 31, 1882: Number of teachers who have been in the same school 1 year or less, 1,063 ; 1-5 years, 1,302 ; 5-10 years, 635 ; 10-15 years, 253 ; 15-20 years, 96 ; 20-25 years, 35 ; over 25 years, 22. Average time for teachers throughout the State, 3 years and.9 months ; average time for teachers in cities, 6 years and 6 months. In New Hampshire for the year ending June, 1883, the number of teachers reported as having no previous experience was 569 ; number reported as teaching in the same school two successive terms, 1,421 ; number who had been trained in normal schools, 318. Courses of study for rural schools. — The excellent effects of graded courses of study in the rural schools are admitted wherever they have been introduced, but there is an unaccountable indifference to the subject in many localities. Without this important aid it seems impossible to maintain systematic progress in the schools and equally impossible to form any clear idea of the attainments made by the scholars. With such courses universally employed, it would be comparatively easy to find out the number of scholars pursuing the obligatory branches and the number in higher and optional branches. This analysis would be of material help in the endeavor to form union or graded county schools and in deciding upon the means of bringing the common free schools into line with higher institutions, especially with XXX REPORT OF THE COMMISSIONER OF EDUCATION. the public high schools, schools endowed with the land grant of 1862, and State universities. Building and apparatus. — The improvement of school-houses is noticeable through¬ out the country, provision being made in a number of States for the periodical inspec¬ tion of the buildings. The last thirty years have somewhat extended our knowledge about the require¬ ments for school buildings of deferent kinds. This knowledge is of two kinds, of which one, as to the best method of construction under prescribed conditions of site, size, and material, should be possessed by the architect employed ; the other, as to the best form and aspect of school rooms, the best modes of heating, lighting, and ventilat¬ ing, «fec., should be studied and known by the school authorities, as well as by the architect ; in this way the public may have some hope of obtaining for its money ed¬ ifices that express, by the most direct and logical style of structure known to the building art, the results of the widest knowledge attainable as to the requirements for teaching, for hygiene, for safety against accidents, &c. As science and experiment have been accumulating both kinds of knowledge, both should be used and manifested in public school architecture. It is a vain waste of money at this day to turn out merely a Gothic or a Greek building from the architect’s studio, for we are neither Goths nor Greeks ; it is equally wasteful to plan good school rooms and class rooms, easy stairways, and theoretically perfect heat flues and air ducts, if we ruin them by bad construction or the use of bad material. The literature of building abounds in many excellent books ; so many, indeed, that to merely name the best would fill pages of this report. Yet I must find space to mention two : the article published by the New Hampshire State board of health on u Suburban school -houses,” written by Mr. W. R. Briggs, of Bridgeport, Conn., republished as a separate pamphlet, and the excellent Handbuch der Schulhygiene of Dr. Adolf Baginsky, of which a second edition is just announced by a Stuttgart publisher. In order that certain questions connected with the ventilation and air supply of school buildings might be definitively settled for the whole country, I have requested R. L. Packard, esq., translator of this Office, who is an excellent practical chemist, to institute the necessary investigations and experiments, so arranging them as to se¬ cure the cooperation of school authorities and experts throughout the country. His results and conclusions will be published as soon as they can be properly completed. Among other matters, I may mention that Mr. Packard is experimenting on the best and simplest form of a durable instrument by which teachers can speedily ascertain the quantity of carbonic acid gas in the air of their school rooms, this gas serving approximately as an indication of the quantity of other dissolved impurities. Circular of Information No. 4, 1880, republished by this Office more than once to supply the great demand for it, has spread Mr. T. M. Clark’s wise suggestions respect¬ ing right methods of placing, arranging, constructing, lighting, and heating school buildings over every part of the country ; this pamphlet does not give rigid plans for buildings, from which deviation becomes difficult, but discusses the difficulties and necessities of common school-house construction in a perfectly clear, systematic way, illustrating the points to be emphasized by drawings and illustrations. It forms the first part of a plan long since matured by this Office for the information of the educa¬ tional public respecting the general subject of school architecture. The rural schools generally are not well supplied with apparatus, reference books, and illustrative material. Improvement in this respect is greatly needed. COMPULSORY SCHOOL LAWS. The following compilation shows the status of each State and Territory with ref¬ erence to compulsion : STATES. California , March 28, 1874, enacted that every parent, guardian, or other person having control or charge of any child or children 8 to 14 years of age must send such COMPULSORY SCHOOL LAWS. XXXI to a public school for at least two-thircls of the time during which a public school should be taught in the city, county, or school district of such child’s residence, unless the child or children should be shown to be physically or mentally disabled, taught otherwise the common school primary branches of study, or out of reach of school ; penalty, not to exceed $20 for a lirst proven offence, or $20 to $50 for subsequent ones, with costs of suit. Connecticut , in 1882, passed a kindred law, requiring that, except in cases where the physical or mental condition of a child made attendance at school inexpedient or im¬ practicable, parents or other persons having control of any child 8 to 14 years of age should cause such child to attend a public day school or to receive elsewhere regu¬ lar and thorough instruction in roading, writing, English grammar, geography, and arithmetic during at least 12 weeks, or 60 full school days, in any consecutive 12 months, 6 weeks at least of which attendance or instruction must be consecutive. Each week of failure to comply with this requirement is made a distinct offence, pun¬ ishable with a fine not to exceed $5. No child under 14 years of age that has resided in the United States 9 months may be employed to labor, unless such child can be shown by official evidence to have complied with the above requirements, and any person that employs a child contrary to these provisions is to be fined not more than $60. Illinois, in 1883, required that every person having the control and charge of any child or children 8 to 14 years of age should send such child or children to a public or private day school for a period of not less than 12 weeks in each school year, unless such child or children be excused by the school officers of the city, town, or school district in which the child or children reside. Such excuse may be given by said officers for any good cause shown, namely, a mental or bodily condition that would prevent attendance at school or application to study for the time required by this act, a proven acquaintance with the ordinary branches of learning usually taught in public schools, or a distance of 2 miles from the public school which the child or children would have to attend under the provisions of the act ; penalty for the vio¬ lation of this statute, $5 to $20. Kansas, since 1874, has had essentially the same provisions on this subject as Illi¬ nois enacted in 1883, except (1) that the attendance required of 12 weeks in each year must include 6 weeks of consecutive attendance and (2) that the penalty for violation of the law is made progressive, being not less than $5 nor more than $10 for a first offence and not less than $10 nor more than $20 for a second or any subse¬ quent offence. Maine, in 1875, enacted that every parent, guardian, or other person in the State, having control of a child or children 9 to 15 years of age, should be required to send such child or children to a public school at least 12 weeks in each year, unless such child or children be excused by the school officers of the town for the reasons recited in the preceding laws of California and Illinois, except in cases where a pub¬ lic school is not taught for 3 months in the year within a mile and a half, by the shortest travelled road, of the residence of a delinquent or is not taught within the school district in which the child resides ; penalty for a parent, guardian, or other person in control failing to send a child or children to school according to this law, a fine of not more than $5 and costs of prosecution ; penalty for a child neglecting or refusing to attend school as required, unless excused by the proper school officers, not to exceed $5 for each offence. Massachusetts, since 1873, has required every person having control of a child 8 to 14 years of age to cause such child to attend, at lea§t 20 weeks each year, some public day school in the city or town in which he resides, which time is to be divided, as far as the arrangements of school terms will allow, into 2 terms, each of 10 consecutive weeks, unless excused by the school committee because of poverty, bad physical or mental condition of the child, or instruction elsewhere or previously for XXXII REPORT OF THE COMMISSIONER OF EDUCATION. a like period in approved schools ; penalty for violation of the rule, a fine not to ex¬ ceed $20 in each case of neglect. To secure still further for all children in the State some fair amount of education, the laws of Massachusetts, since 1876, have forbidden the employment of children under 10 years of age in any manufacturing, mechanical, or mercantile establish¬ ment ; and also the employment, except during the vacations of the public schools, of any child under 14 years of age, unless he has, for at least 20 weeks in the year preceding such employment, attended some public or private day school under teachers approved by the school committee of the place where such school is kept, which timo may be divided, as before noted, into 2 terms of 10 consecutive weeks each. Since 1878 no chile! under 14 who cannot read or write may be employed as above during the sessions of the public schools, even if he has attended school the year before ; penalty for violation of either of these statutes, $20 to $50, to go to the use of the public schools. Michigan enacted in 1871, repealed in 1881, and reenacted in 1883 a law that every parent, guardian, or other person in the State having control and charge of any child or children between the ages of 8 and 14 should be required to send such child or children to a public school for a period of at least 4 months in each school year, at least 6 weeks of which sending must be consecutive, unless such child or children should be excused, for the reasons given in several preceding cases, by the board of the school district in which the parents or guardians reside. Still further to secure the education of all children as far as may be possible, there are appended to this reenacted law the following requirements: (1) That no child under the age of 14 years shall be employed by any person, company, or corporation to labor in any business, unless such child shall have attended some public or pri¬ vate day school, where instruction was given by a teacher qualified to instruct in such branches as are usually taught in primary schools, at least 4 months of the 12 months preceding the time in which such child shall be employed; (2) that every par¬ ent, guardian, or other person having charge or control of any child 8 to 14 years of age that has been temporarily discharged from any business or employment shall send such child to some jmblic or private day school for the period for which the child shall have been discharged, unless the child be excused from such attend¬ ance for the reasons referrod to in section first ; penalty for violation of either of these provisions, $5 to $10 fine for a first offence and not less than $10 for each subse¬ quent one. Nevada , in 1873, passed a law with essentially the same requirements as the preced¬ ing as to the age of children to be sent to school (8 to 14) and as to the reasons for excuse in special cases by the district school board; but the time for attendance at school was made “at least 16 wrneks in each school year, at least 8 weeks of which shall be consecutive.” Special provision was also made for informing the school board of each district, through the principal of each school, as to absentees from school, that they might, in cases of failure to comply with the provisions of the first section of the law, either obtain from the parents or guardians of non-attending children the fine of $50 to $100 imposed for a first offence, with $100 to $200 for each subsequent offence, or, failing to obtain it, institute proceedings to secure it. New Hampshire, July 14, 1871, enacted a compulsory statute requiring “every parent, guardian, master, or other person having the custody, control, or charge of any child between the ages of 8 and 14 years, residing in any school district in which a public school is annually taught for the period of 12 weeks or more, within 2 miles by the nearest travelled roaefr from his residence,” to “cause such child to attend such public school for 12 weeks in every year,” * * * 6 weeks at least of this attendance to be consecutive, unless such child should be excused from such attendance by the proper school authorities for such reasons as have been indicated in preceding cases. Notice of this requirement was directed to be given annually by the school officers by posting it in three of the most public places in each school district or by publish- COMPULSORY SCHOOL LAWS. XXXIII ing it for at least three weeks successively in some newspaper printed in their town in the month of August; penalty for violation of the act by parents, guardians, &c., $10 for a first offence, $20 for every subsequent offence. Under amendments of 1881, in sections 11 and 12 of chapter 01 in general laws of 1878, no child under 16 years of age may be employed in any manufacturing estab¬ lishment, unless he has attended school at least 12 weeks in the year preceding, and none under said age may be so employed (except in vacations of the school in the dis¬ trict in which he resides), unless he can write legibly and read fluently in readers of the grade usually classed as third readers. Nor may any child under 14 be so em¬ ployed unless he has attended school in the district in which he dwelt at least 6 months in the preceding school year, or during the whole time school was kept in that year ; penalty for employment except under the conditions prescribed, $20 for each offence. New Jersey passed, March 27, 1874, and amended, April 9, 1875, a law requiring parents and guardians having charge of children 8 to 14 years of age to cause them to attend some school at least 12 weeks in each year, 6 of these weeks to be consecutive, or to be instructed at home at least 12 weeks each year in the branches of education commonly taught in the public schools, unless the physical or mental condition of such children renders such attendance (or instruction) inexpedient or impracticable ; penalty for failure to comply with the provisions of this act, $2 for a first offence; afterwards, $3 a week for not more than 12 weeks in any year during which, after written notice, there has been failure to comply with the provisions of the act. Tlie district clerk of each school district and some person in each city selected by the city board of education are to report to the collector of the township or the treasurer of the city where the offence has occurred the names of all persons that fail to com¬ ply with the law, and the officer to whom such report is made is to proceed to collect the penalties in any court of competent jurisdiction, such penalties to be added to the public school money of the school district in which the offence occurred; provided that this law shall not be operative in school districts in which there are not sufficient accommodations to seat the children compelled to attend school under the provisions of the act. New YorJc passed in May, 1874, and amended in 1876 “An act to secure to children the benefits of elementary education,” which requires all parents and those that have the care of children to instruct them or cause them to be instructed in spelling, reading, writing, English grammar, geography, and arithmetic. Every parent, guar¬ dian, or other person having the control or charge of any child 8 to 14 years of age has to cause such child to attend some public or private day school at least 14 weeks each year, or to be instructed regularly at home for the same period in the above named branches, unless the physical or mental condition of the child should be such as to make this attendance or instruction inexpedient or impracticable. Amendments in chapter 372 of laws of 1876 put restrictions on the employment of children under the age of 14 not instructed as aforesaid, made it the duty of the regu¬ lar school trustees or of officers employed for the purpose to examine all manufact¬ uring establishments within their jurisdiction, to see whether these restrictions were complied with; and if they should find them violated they were to report the viola¬ tions to the chief fiscal officer of the city or supervisor of the town where the violator lived, with a view to the collection of the proper penalty, which was made $1 for a first offence and $5 for every week, not to exceed 13, in any year during which, after written notice from the proper officer, there should be a continued violation of the law. If poverty should prevent the purchase by any parent or guardian of the neces¬ sary text books for a child whom he was willing to send to school as required, the school officers were to provide the text books, to be paid for by the treasurer of their city or supervisor of the town. If a child whose parent or guardian is willing to send him to school cannot be induced to attend for the 14 weeks required, the school trustee or other officer appointed for these cases may, on the written statement of parent or E— III XXXIV REPORT OF THE COMMISSIONER OF EDUCATION. guardian to that effect, deal with such child as a habitual truant and relieve the parent of the penalty incurred. Ohio, in 1877, established a kindred compulsory requirement as to sending to school children 8 to 14 years of age, making the time for such sending 12 weeks in each school year, 6 of which should he consecutive, unless the school officers of the district or subdistrict in which the parent or guardian resides should excuse such child from attendance for the reasons indicated in the laws of several preceding States or because the time and labor of the child are essentially necessary for the support of an indigent parent, brother, or sister. Provision is also made against the employment of children under 14 years of age during the school hours of their place of residence, unless such children shall have had at least the 12 weeks’ schooling above required and have delivered to their em¬ ployers a certificate to that effect from the school officers of their place of residence or from the teacher of a school they have attended. Boards of education are required to look after this matter of employment of untaught children each February and September. Where poverty of parent or guardian prevents the purchase of neces¬ sary text books for the school study required, the proper school officers are author¬ ized to furnish these. Penalty for parent, guardian, or other person failing to com¬ ply with the provisions of this chapter, not less than $2 nor more than $5 for a first offence, nor less than $5 nor more than $10 for each subsequent offence. And if the clerk of a board of education fails to prosecute every offence required to be thus pun¬ ished he is made liable to a fine of not less than $10 nor more than $20 for each case of such neglect. Two weeks’ attendance at a half time or night school is made, by the same statute, equivalent to an attendance of one week at a full day school. Pennsylvania , to secure some instruction for its children, has since 1849 forbidden that any children from 13 to 16 years of age be employed in or about any factories, unless such children have attended school at least 3 consecutive months within the year of such employment; penalty for owners of factories and employers of chil¬ dren violating the provisions of this statute, as well as for parents consenting to or conniving at such violation, $50 for every offence. Rhode Island , in 1854, passed a law to forbid the employment in factories of any minor under 15 years of age, unless such minor shall have attended school for a term of at least 3 months in the year next preceding such employment ; nor was any such minor to be employed more than 9 months in any calendar year — evidently to afford an opportunity for 3 months’ schooling; penalty for owner, employer, or agent of such factories employing children contrary to the statute or for parents or guardians permitting or consenting to such employment, $20 for each offence. Vermont passed, November 21, 1867, and amended, November 23, 1870, a compulsory school law requiring every child of good health and sound mind to attend schdbl under the public school system at least 3 months each year, “unless such child has been otherwise furnished with the means of education for a like period or has already acquired the branches of study taught in the public schools.” A child neg¬ lecting to comply with this requirement is made liable to arrest and delivery to the school teacher of his district, notice of which is to be given in writing to the parent, guardian, or master of the child, who is to be required in said notice to send the child to school regularly. If such parent, guardian, or master does not, for 6 days after receiving such notice, cause the child to attend school regularly, having no good reason therefor, he is made liable to a fine of $10 to $20, said fine to go for the beuefit of schools in the town. It is also forbidden that a child 10 to 14 years of age who has resided in the State a year shall be employed in a mill or factory, unless such child has attended a public school 3 months during the preceding year ; penalty for employment, without evi¬ dence of such attendance, $10 to $20, to go one-half to the complainant and one-half to the town. Wisconsin ? March 19, 1873, passed an act for placing in truant schools for 2 years COMPULSORY SCHOOL LAWS. XXXV children 8 to 17 years of age that were habitually truant, and for enforcing daily at¬ tendance on such schools. In 1879 a further law was passed, to take effect September 1 of that year, “to secure to children the benefit of an elementary education.” This required parents and others having charge or control of any child or children 7 to 15 years of age to send such child or children to a public or private school for at least 12 weeks in each school year, unless excused by the school authorities of the school district, village, or city in which the parent or guardian should reside for such reasons as have been recited in the case of other States. The school district board or board of education, as the case might be, was required to look after such children 7 to 15 years of age in September and February of each year, and where any of that age were found not to be in attendance on any school a record of each case was to be filed with the clerk of the board, this record to be open for inspection to any elector or taxpayer of the district. To take away from neglectful parents all excuse for not sending children to school the school officers were authorized to furnish free text books, as in New York and Ohio, to parents not able to procure such otherwise. If, in view of these provisions, parents or guardians should still fail to comply with the provisions of the act, they were to be fined from $5 to $10 for the first offence and from $10 to $20 for each subsequent offence. TERRITORIES. Arizona, which in 1875 (February 9) passed a compulsory law requiring children 8 to 14 to be sent to school for 16 weeks of each school year, 8 of the 16 to be consecu¬ tive, and which imposed a fine of $50 to $100 for a first violation of the law, with$100 to $200 for subsequent violations, has dropped this act from its amended school laws of 1883. Dakota, in its latest school law, of March 8, 1883, requires parents, guardians, or others having charge of a child or children 10 to 14 years of age to send such to a public school at least 12 weeks in each school year, at least 6 of these weeks to be con¬ secutive, unless excused by the school board for the reasons given in preceding laws. School officers are directed to ascertain whether any children are deprived of school privileges while an accessible school is taught, and are to notify parents, guardians. &c., and direct that such children be sent to school. If, after such notice, there is failure or neglect to send, complaint is to be made before a justice and the offender to be fined $3 to $10. If school officers fail to make complaint in such cases, other persons may do so. For the District of Columbia it was ordered in 1864, June 23, that every person in the District having under control any child between the ages of 8 and 14 years should send annually, during the continuance of such control, such child to some public school in that part of the District in which he should at that time reside. Such send¬ ing to school was to continue at least 12 weeks, 6 of them consecutive. For every neglect of such duty the party offending was to forfeit, for school use in that part of the District, not to exceed $20, unless it should be made to appear to the justice that the party so offending either could not send the child to school, had been sending it to some other than a public school, or showed such physical or mental inferiority in the child as made school attendance inexpedient. Governor Sheldon, of New Mexico, in his report to the Secretary of the Interior for 1881, says: “Education is compulsory for 5 months of the year.” Washington Territory requires in its school law of 1877 that in any city, town, or village containing more than 400 inhabitants every parent, guardian, or other per¬ son residing therein, having control of any child or children between the ages of 6 and 16, shall send such child or children to public school for at least 6 months in each school year, at least 6 weeks of which shall be consecutive, unless the mental or bodily condition of the child or children prevent this, or unless they are engaged in labor necessary for their own support or that of others dependent on them, or are taught the ordinary school branches in a private school, or have already acquired these ; no penalty. XXXVI REPORT OF THE COMMISSIONER OF EDUCATION. Wyoming, in 1873,,jnade it tlie duty of parents, guardians, or other persons having control of children 6 to 21 years of age to send such children to some school at least 3 months in each year, unless excused on a physician’s certificate of sickness or by the district hoard because attendance would work great hardship ; penalty for dis¬ obedience, not to exceed $25 for each offence. . COMPULSORY INSTRUCTION ABROAD. Germany. — Compulsory elementary instruction is universal in Germany, in some parts of which laws on the subject were passed as long ago as the seventeenth century. In other European countries, the idea of obligatory instruction was not expressed in the form of laws until the present century and in some of them such laws are still wanting. Denmark passed a law making elementary instruction obligatory in 1739, which proved inadequate in certain respects, and a new law was enacted in 1814. Switzerland made primary instruction obligatory in 1832 and 1833. A law to the same effect was passed in Greece in 1834. Sweden. — The Swedish law dates from 1842, and Norway followed in 1869. Austria-Hungary. — The first obligatory law was also passed in the year 1869 in Aus¬ tria-Hungary, making instruction compulsory for children between 6 and 12 years of age. The time was extended 2 years by the law of 1882. In England, acts of Parliament in 1870, 1876, and 1880 authorized the local school boards to compel parents to send their children of school age (6 to 13 years) to school. Scotland followed with a law to the same effect in 1872. In Italy, where education has received especial attention in recent years, the com¬ pulsory law was enacted in 1877. In Japan education was made obligatory by the law of 1879 and 1880. France. — On June 16, 1881, the French Assembly passed a law making primary in¬ struction absolutely free throughout the Republic, and this was followed by the law of March 28, 1882, making it obligatory. Roumelia. — Primary instruction is also compulsory in Roumelia and in the United States of Colombia. Belgium. — A bill is to be introduced into the Belgian legislature in 1883 making ele¬ mentary instruction obligatory throughout the kingdom. BRIEF SUMMARY OF THE EDUCATIONAL CONDITION OF THE UNION. NEW ENGLAND STATES — MAINE. Although there was again a decline in the number of youth of school age and also a considerable diminution in the enrolment in public schools, there was, if the figures given are correct, an increase of 11,688 in average daily attendance, while the aggre¬ gate daily attendance advanced so much as to encourage the State superintendent to believe that on the whole there was a healthier condition of school affairs. Of the teachers employed, a much larger proportion had had some previous experience. Through shortening the sessions of teachers’ institutes a great increase of attendance on them was secured, resulting in better school work. The chief hinderance to prog¬ ress, the old district system, still held its ground however, only two towns having abandoned it in 1882 for the town system. While it continues, thoroughly good schools outside of cities seem impossible. NEW HAMPSHIRE. An improvement over the previous year is noted in 1882. There were 1,114 more pupils enrolled, 53. more in average daily attendance, and 713 more in private schools. Five more school-houses are reported and 7 more were built than in the previous yoar, while those unfit for the purpose for which they were used decreased by 32. There PRESENT EDUCATIONAL CONDITION. XXXVII were 21 more fitted out with maps and globes, and the estimated value of school prop¬ erty was $227,828 greater than in 1880-81. An increase in teachers of 9, with 33 more who were graduates from normal schools, is a favorable sign. The average monthly pay of men was higher by $3.82, that of women by 59 cents. The income and expend¬ iture also increased — the former by $7,039, the latter by $1,680. Decreases, how¬ ever, were noted in the number of public schools, in graded and high schools, in the length of school term, . in the number of men teaching, and in the persons teaching successive terms. The State superintendent says that many of the schools are ex¬ tremely good, others the reverse; some cities and towns were inclined to erect and furnish school buildings, others hesitated, but a general upward tendency is noted in school matters. VERMONT. There is less advance tp be noted here than in some of the other States, but great efforts have to be made to build up the district ungraded schools, which six-sevenths of the pupils of the State attend. Indeed, the work of the last two years has been largely in the direction of dissipating illiteracy by means of improving the common schools. The statistics so far do not show very favorable results, although the school term was lengthened about 2£ days. The teachers who had attended a Vermont nor¬ mal school numbered 17 more, although there were 43 fewer teachers, the average monthly pay of both men and women being greater and receipts and expenditures in¬ creasing. The public school enrolment, however, fell off 646 ; the number of schools, 34; average daily attendance, 1,928; and per cent, of attendance on enrolment, 1.9. The attendance in private schools was smaller. MASSACHUSETTS. In almost all important items there were decided gains. With an increase of 8,697 in children of school age, there were 5,182 more pupils enrolled in public schools, 3,411 more in average membership, and 2,631 more in average attendance ; and, as the pupils in evening schools, in State charitable and reform schools, in academies, and other private schools amounted to 4,931 more than in 1880-81, it is evident that the increase of children did not equal the increased number brought under some kind of instruction. The regularity of attendance in evening schools greatly im¬ proved. As the means for instruction in day and evening schools, in funds for pay¬ ing teachers, and in the number of teachers employed were fairly up to the addi¬ tional demand for them, and the proportion of teachers trained in normal schools was considerably higher, the record for the year is an encouraging one ; especially as the few surviving remnants of the old district school system were abolished. RHODE ISLAND. A moderate but encouraging advance nearly all along the line appears from a com¬ parison of the statistics of 1880-’81 with those of 1881-82. The fact, however, that manufactories successfully compete with the schools in securing the attendance of children largely accounts for the absence of 13,826 children of school age (1,087 more than in 1880-’81) from the public schools. With 2,755 additional children, the public school enrolment increased 668 ; there was a larger increase still in the average belong¬ ing, and 529 more pupils than in the previous year were in average daily attendance in State common schools. When we add to these 107 more in evening schools and a considerable number in private and church schools, it will be seen that the record of the State was fairly good, especially as it raised $25,160 more for its free schools, spent $41,899 more for them, increased by about $1.50 the average monthly pay of school teachers, and added 5 to the number of school buildings, 3 to the number of graded schools, and $110,249 to the valuation of school property. CONNECTICUT. Gain at most points characterizes the year : gain in enrolment out of an increased school population, gain in the average attendance on free schools and in attendance XXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. on schools of all kinds, gain in tlie annual amount received for supporting public schools, gain in the number and pay of teachers, and gain, too, on the whole, in the gradation of the public schools. A reduction of 24 in the number of school districts affords a negative indication of the same tendency, as the district system, with its small schools and ill paid teachers, is at present the chief obstacle to effective school work. The percentage of gain in enrolment and attendance, however, was a little less than in the previous year and public schools were not quite so numerous nor maintained quite so long. The State compulsory school law was considerably im¬ proved, and, as there is an excellent and experienced agent to enforce it and a grow¬ ing public sentiment behind it, it is likely to tell on the general school attendance. MIDDLE ATLANTIC STATES — NEW YORK. The statistics show an increase for the year of over 19,000 in the youth of school age and in the number enrolled in public schools, the latter more than keeping pace with the former, while the average daily attendance' was over 10,000 greater than in 1881. There were also over 7,000 more pupils attending private or church schools, over 3,000 more in academies, 208 more in normal schools, and 245 more in colleges: the whole number under instruction being 30,581 more than during the previous year. The amounts received and expended for public schools were each nearly half a mill¬ ion more, although the average school term throughout the State was 2 (lays less. Twenty more public school-houses were reported, but the estimated value of school property was less by $759,339. The number of men employed as teachers decreased by 546, while that of women increased by 953. There were 320 more teachers licensed by local officers and 88 more through normal schools; 171 more were employed con¬ secutively 28 weeks or over, and the average monthly pay throughout the State in¬ creased by $1.04. NEW JERSEY. The report from this State shows that with 343,897 youth of school age there were 209,526 enrolled in public schools, of whom 113,532 were in average attendance, besides 44,560 in private and church schools, the increase in youth of school age being over 8,000, that of enrolment in the public schools nearly 6,000, and that of average daily attendance 3,480. Fewer public school buildings were reported and the valuation of school property decreased, but a larger number of sittings for pupils was provided. Less money was expended on public schools, but the average term throughout the State was 2 days greater. An improvement in the teaching force is indicated by an increase of 42 in the number of teachers holding State certificates, of®80 in those holding from cities, and of 33 in those having first grade county cer¬ tificates. PENNSYLVANIA. As the State takes no census of the children of school age, the number of such children is not known ; but the public schools increased their enrolment by 13,596 and (outside of Philadelphia) there were 7,914 more in private and academic schools. For the whole State there was an addition of 348 to the number of free schools, of 555 to the number of graded schools, of 477 to the teachers in free schools, of $268,540 to the expenditure for them, of 6.82 days to the school term, and of $1,736,239 to the estimated value of school property. In the State, exclusive of Phila¬ delphia, there were 264 more free schools that taught their pupils drawing, 792 more that taught them vocal music, 488 more that had uniform text books, 119 more school-houses for free schools, 108 more rated as first class, and of the 21,829 teachers 595 more that had had the benefit of normal school instruction. The private schools of higher grade were 6 fewer than before, those of lower grade more numerous by 65, and the teachers in them all 109 more numerous. The distinction between schools for white and colored jiupils 'was abolished by law, and Philadelphia took a great step forward in securing a city superintendent. PRESENT EDUCATIONAL CONDITION. XXXIX DELAWARE. In tlie absence of a full report for 1882, no comparisons can be made between the school statistics of that and of the previous year. The schools for colored pupils under the care of the Delaware Association for the Education of the Colored People, with the aid of a State appropriation, did better than ever before, nearly every locality that could support a school having had one. MARYLAND. Maryland reports a year of successful work, with advance in every important par¬ ticular. With 330,500 youth of school age, according to the United States Census of 1880, there was, in 1882, an increase of 1,03G children enrolled in public schools and of 3,450 in average daily attendance. There were 19 more public schools taught and $47,327 more were expended on them. The report calls attention to the inadequacy of teachers’ pay in some of the schools and to the very small enrolment in some of the others. VIRGINIA. With over half a million youth of school age (according to the census of 1880), Virginia, in 1882, reported an enrolment in public schools of 257,362, with 144,904 in average daily attendance, an increase for the year of 18,316 in the number enrolled and of 10,417 in average daily attendance. The enrolment included over 172,000 white youth and over 85,000 colored, the total school population comprising nearly 74,000 more white than colored. Of the whole increased enrolment, 9,947 were white children and 8,369 colored, the increase in average attendance being nearly equally divided between the two races. There were 205 more public schools taught (123 more for white pupils and 82 more for colored), the average term throughout the State being nearly a day longer. Almost $57,000 more were expended for public schools. The average monthly pay of teachers increased slightly and 205 more were employed. Although a large proportion of this increase was among colored teachers, there were still 438 colored schools taught by white teachers. The superintendent calls atten¬ tion to this fact, and says that these schools should be taught by competent colored teachers and that many more schools for colored children should be opened. SOUTH ATLANTIC STATES — NORTH CAROLINA. Education in 1881-’82 was in a transitional state, an improved school law having provided county superintendency. There is promise of a much better state of school affairs, but the new machinery is not yet working freely. Partly from this cause, the figures as to school attendance are largely on the losing side: with nearly 5,0f)O fewer children of school age, the number in public schools was 7,645 less and the average attendance reported 10,274 less. School-houses were said to be more numer¬ ous by 146, but free schools fewer by 354. The number of teachers trained in nor¬ mal institutes and teachers’ pay increased ; the decrease reported in receipts for schools was apparently due to incomplete reports and school property was repre¬ sented as much more valuable. Tbe average time of schools was 15.9 days longer. Great progress was made during the year among the graded schools. SOUTH CAROLINA. No census of school children has been taken since 1880. The records show that during the year 1882 12,516 more children were enrolled in the State schools; that average attendance, now first reported as the basis for distribution of school funds, was fairly proportionate to the enrolment ; that schools were more numerous by 126; that the duration of them averaged 6.66 days more ; that teachers increased in num¬ ber apparently enough to meet the increase of pupils, and that average pay, on the whole, was about the same as in 1880-’81. School expenditures, as incompletely re¬ ported, hardly reached a fair ratio of increase with the enrolment, and school-houses were 158 fewer, although 105 new ones were built within the year. XL REPORT OF THE COMMISSIONER OF EDUCATION. GEORGIA. Georgia reports an increase of 35,757 in youth of school age, of 12.235 enrolled in public schools, and of 14,272 in average daily attendance, a decrease of 1,647 in the number of elementary and academic private schools taught and an increase of 2,242 in collegiate institutions, 296 more public schools, taught by 223 more teachers, and $85,642 more expended for public schools. The large additions to the average attend¬ ance and to the funds for the support of public schools were especially encouraging, and the decrease in elementary private schools, together with the other facts men¬ tioned, indicates that the public schools were taking their place. FLORIDA. The biennial report from this State shows a rapid advance in public school interests during the years 1881 and 1882. The statistics for 1882 also show advancement in most particulars, although the reports are not sufficiently complete to warrant comparisons. More money was spent for teachers’ pay in 1832 in almost every county, and this fact, the superintendent says, is worthy of note as indicating an increasing demand for the public school and an encouraging growth in educational work. GULF STATES — ALABAMA. With about 401,000 youth of school age, Alabama reports 177,428 enrolled in public schools and 114,527 in average attendance, an increase for the year of about 13,000 in school population and of 1,139 in public school enrolment, the average attendance being 789 less. There were 52 more public schools taught, but the average term of schools throughout the State was shorter by more than 2 days ; fewer teachers were employed, at less pay ; $7,000 less were expended for public schools ; and public school property was valued at $21,519 less. The State superintendent appeals to the legis¬ lature for assistance, showing that with present means only a little over 44 per cent, of the children were enrolled in school arid only about 28 per cent, were in average daily attendance. MISSISSIPPI. There is little information from this State for the year 1882, the last biennial State report having covered the years 1880 and 1881. From a written return for 1882, it appears that with an increase of 24, 168 in school population there was a loss of 17,671 in average monthly enrolment, of 23,749 in average daily attendence, and of 805 in the number of teachers employed, receipts for schools also falling off nearly a quarter a million dollats. LOUISIANA. Although there is no official report from the State superintendent for 1882, it abund¬ antly appears from other sources that public school interests were far from satisfactory in this State. The poor pay of teachers, the insufficient provision for comfort in rural school-houses, the virtual abolition of taxation for schools and the utter inadequacy of school funds resulting therefrom, together with the want of a definite school law corresponding with the new constitution, combined to make efficient educational work almost impossible. TEXAS. ft was stated in the report for 1881 that in a fire at the State capitol the school re¬ turns of that year had been consumed and that efforts made to duplicate them had proved only partially successful. Hence, comparison of the statistics of 1880-81 and 1881-’82 cannot be made, but the absolute record for the latter year appears en¬ couraging : 295,344 school youth, 142,960 brought under instruction in 5,236 schools, with an average term of about 100 days, under at least 5,037 teachers ; and, as efforts were being made to improve the State school system and to give it both a body of professionally trained teachers and county supervision, it may be hoped that the rec¬ ord will be better in the future. PKESENT EDUCATIONAL CONDITION- XLI SOUTHERN' CENTRAL STATES— ARKANSAS. In Arkansas an encouraging condition of public school affairs is reported. Preju¬ dice against the system is disappearing and the people are coming to look on the pub¬ lic schools as the only means through which the great part of the school population can obtain an education. The statistics, though imperfect, afford abundant proofs of progress. With but 16,776 more youth of school age than the previous year, there was an increase of 18,952 in public school enrolment, although only about half the school districts reported on this point. The superintendent thinks the real increase in attendance was about 40,000, or more than twice as great as the increase of youth to be educated. Over $115,000 more were expended for public schools. Fewer school-houses were built, but these were better adapted to their purpose and supplied with improved furniture and apparatus. Under the head of General Condition in the abstract, mention was inadvertently omitted of the fact that Arkansas received from the Peabody fund, in 1882, $5,075, $1,700 being divided among the schools of Pine Bluff, Bussell ville, and Lonoke ; $1,700 given for teachers’ institutes, $1,475 for Nashville scholarships, and $200 to an educa¬ tional journal. KANSAS. Very gratifying progress in school work is apparent in this State in 1881-82. Increases are noted in children of school age, in enrolment, in average daily attend¬ ance, in school districts organized and reporting, in districts with three months’ school or more, in the average length of school term, and in the number of school rooms, al¬ though there were 116 fewer school-houses reported. The women teaching received $1.46 more monthly pay on an average and 33 more teachers in private and church schools were reported. The receipts and expenditures for public schools increased, the former by $228,458 and the latter by $197,839. An increase of $32,109 in the amount of available school fund was also reported. Although the value of school property fell oft' $88,018 and fewer men taught (at an average of $7.46 less a month), the record as a whole speaks well for the State. MISSOURI. The schools of Missouri seem to be in a very prosperous condition, although the sta¬ tistics are far from complete, as many counties failed to report fully. There were 18,239 more pupils in attendance at the public schools, which were more numerous by 137, the buildings used for school purposes by 328, and additional sittings by 11,573. Teachers numbered 1,306 more ; receipts increased $257,016 and expenditures $601,046. An apparent decrease in attendance of colored youth at school is explained by the fact that 32 counties do not report. Eighteen fewer schools for colored youth are mentioned. School property diminished in value $1,089,319. KENTUCKY. In Kentucky, where the years 1879-’80 and 1880-81 afford the most recent basis of comparison available, there was a decrease of 6,918 white youth in free schools and of 8,992 in the daily average attendance of whites. The statistics for colored youth are not given, so that no comparison can be made of the two years under considera¬ tion. An advance is noted in every other direction, except in the decrease of men teaching. There were 98 more school districts (67 of them for whites), 53 more districts having schools for whites and 21 more for colored; 29 more school-houses for white youth, valued with their sites at $166,697 ; and an increase of 104 pri vate schools of all grades. The female teachers numbered 369 more than in the previous year. The receipts for school purposes are not given for 1880-’81, but the expenditures increased $381,124. TENNESSEE. From 1875 to 1880 this State, under excellent leadership, showed steady progress in XLII REPORT OF THE COMMISSIONER OF EDUCATION. school work; but since that time, judged from its own roperts, there has been a considerable decline. With a growing number to be taught, there have been fewer brought into the State schools ; the average attendance, when last shown, in 1881, had greatly diminished, as well as schools and school-houses. In funds for the State schools there was a decline, but these have increased again. WEST VIRGINIA. This State reports 216,598 youth of school age (over 208,000 of them being white children) ; 155,544 enrolled in public schools, of whom 151,098 were white and 4,446 colored children ; and 96,652 in average daily attendance. The percentage of enrolment and of average attendance based on the whole number of school age in¬ creased. The figures also show an increase in the number of schools taught, in the amount of money expended for them, in the value of public school property, and in the amount of the public school fund, which materially increased during 1881 and 1882, the apportionment among the counties being the largest ever made in the State. The average school term throughout the State was one day longer than the previous year. Superintendent Butcher says the general approval and generous aid given educational work by members of all professions and callings has been very gratifying. Newspapers and physicians are especially mentioned, the latter for instruction given to teachers in school hygiene and other subjects. NORTHERN CENTRAL STATES — OHIO. Although Ohio has not an ideal school system, the good work of many excellent school officers tells well in its results. For 1881-,82 the figures of the State report show gains with few exceptions in all the items : $634,455 larger receipts for public schools, an increase of 17,984 school children, 6,343 more enrolled in the State schools and 15,091 more in average daily attendance; while, to accommodate these growing numbers there were 27 more school-houses (including 96 built during the year), 453 more school rooms, and 165 more teachers, at an average pay of $2 a month more for men and $1 more for women. The cost of additional school-houses ($1,123,688) shows that they must have been generally good, while all the State school grounds and buildings were rated $1,506,876 higher than the year before. The only offset to all this advance is a doubtful decrease of 595 in colored pupils and of 20 in their teachers. INDIANA. The statistics of 1882 show a falling off of more than 5,000 in ihe number of youth of school age and in the number enrolled in public schools, with a comparatively small decrease of 788 in average daily attendance, fewer districts in which public schools were taught, and a smaller enrolment in private schools. There was, however, on the other hand, an increase of $13,261 in the income and of $254,039 in the expen¬ diture for public schools, of $73,806 in the amount of the common school fund, of 60 in the number of public school-houses, and of $286,725 in the value of public school prop¬ erty. The superintendent reports, as good evidence of progress, more attention given to the mental, moral, and physical education of the children, as well as to methods of instruction, greater efforts made to train pupils to think for themselves, and more attention given to the formation of character and the inculcation of good habits. ILLINOIS. This State reported an increase of 35,345 in youth of school age, of 18,034 in enrol¬ ment in public graded schools, of 15,936 in all public schools, and of 26,627 in average daily attendance. There was also an increase of 29 in high schools, and of 38 in the number of school buildings erected during the year. There was a decrease of 2,098 in attendance on ungraded schools, of 22 in public school-houses, and of 270 in PRESENT EDUCATIONAL CONDITION. XLIII teachers employed. The valuation of all public school property increased by $1,220,660, receipts by $358,281, and expenditures by $709,261 ; the last increase named was partly due to an increase in the pay of teachers, which averaged $2.69 a month for men and $2.27 for women. MICHIGAN. Michigan reports an increase of more than 20,000 in youth of school age and of 13,761 in the number enrolled in public schools, the per cent, of school age enrolled being about the same as during the previous year ; 789 more pupils attended private or church schools. There were 153 more public scliool-bouses and 27,331 more sittings, the value of school property being $463,792 greater; $371,693 more were expended for public schools, which were taught in 242 more districts. Fewer men and more women were employed as teachers, the average monthly pay of men being increased $4.58; that of women, $1.66. WISCONSIN. With 495,233 youth of school age, Wisconsin reports 303,452 enrolled in public schools, besides 20,967 in private or church schools, an increase for the year of 3,875 in school population and of 3,330 in public school enrolment, with a decrease of over 5,000 attending private or church schools. There were also over 4,000 in nor¬ mal, collegiate, and theological schools. Exclusive of these, counting public and private school pupils, a little over 65 per cent, of the school population were under instruction during some part of the year. There was an increase in the number of high and graded schools, as well as in the whole number of schools taught and of teachers employed, the latter including fewer men and more women. A larger num¬ ber of public school-houses were reported, the value of public school property in¬ creasing by $47,305 ; the average pay of teachers also increased somewhat, although the whole expenditure for public schools was less than the amount reported for 1881. MINNESOTA. With 289,028 youth of school age, this State enrolled 196,643 in public schools, an increase for the year of over 13,000 ; the average daily attendance in winter was over 12,000 more and in summer it was 2,577 more. There were $435,070 more expended on public schools, the available school fund increasing by $464,238 ; 159 more school- houses were reported in use and the value of school property was $244,808 higher. IOWA. The progress made in this State cannot be accurately stated, as the biennial report covering the years 1882 and 1883 has not yet appeared. From other official sources, how¬ ever, a few facts are learned. More money was received and expended for school pur¬ poses ; the permanent fund was increased by over $185,000 and the estimated value of school property by $443,649. The ratio of attendance to enrolment was better, but the enrolment itself fell off 24,566 and the percentage of enrolment on school popula¬ tion was 5.3 less ; average attendance was 400 less and the average school term was 6 days shorter. There were more teachers in the public schools, 502 fewer men and 807 more women, the average monthly pay of men being $2.70 more and that of women 21 cents more. NEBRASKA. The progress in educational affairs is quite marked in this State: the enrolment was greater by 14,770 pupils, the average attendance by 523 ; 130 more public school districts are reported, 221 more with 6 months’ school and 17 more having graded schools ; and 108 more public school-houses, increasing the valuation of school property $180,415. There were 4 fewer men employed as instructors, but 543 more women, who, however, received $3.16 less per month on an average than in the year XLIV REPORT OF THE COMMISSIONER OF EDUCATION. 1880-’81. Institutes were attended by 395 more teachers, while 9 more counties held such institutes. The compensation of county superintendents was slowly increasing, yet much was left to be desired, as the poor pay secured only an inferior class of work. Income for public schools increased $211,430 and expenditures $201,234. The length of term in which schools are held is said to have increased 2 days since 1879-80. The question of school furniture receives more attention than formerly. ' COLORADO. This State shows ah increase of 8,403 in the school population, of 4,731 in public school enrolment, and of 3,839 in average daily attendance. The proportion of en¬ rolment to school population increased nearly 1 per cent., while that of average at¬ tendance to enrolment increased 2 per cent. An increase also appears in other par¬ ticulars. Fifty-six more school-houses were reported, affording 6,984 more sittings; school property was valued at $258,278 more ; 99 more teachers were employed ; and $69,814 more were expended for the public schools, which were taught an average of 100 days. The State superintendent reports a steady improvement in the quality of the schools as -well as an increase in their number. STATES ON THE PACIFIC SLOPE— NEVADA. A comparison with the previous year shows that, while the enrolment and daily at¬ tendance of pupils decreased both in public and private schools, while there were 6 fewer districts voting a district tax, and while the school property diminished $21,260, yet in every other way there was a decided advance over 1880-?81. There were more districts, more public schools, graded and ungraded, and more without rate bills, an increased school term, more teachers, both sexes receiving better pay, higher re¬ ceipts and expenditures, and a larger State school fund. CALIFORNIA.1 Although an advance is noted in nearly every direction in the educational affairs of this State, yet Superintendent Campbell says that the progress made is not entirely satisfactory to those who furnish the means for carrying on the work of education. An increase in the number of primary and grammar schools was noticeable. The well ventilated and the well furnished school buildings outnumbered by 114 and 126 those of the previous year. There were 103 more buildings supplied with apparatus. Nearly 5,000 additional pupils were enrolled in the public schools, while the average daily attendance increased 1,636 during the year under consideration. The school property reached a valuation of $240,844 more than in 1880-’81. Among teachers a marked difference was noted; 116 more held life diplomas, 145 more educational diplomas, and 299 more first grade county certificates. There were also 10 more graduates from normal schools employed as instructors. The income for public schools advanced $110,568 during the year. The items of decrease were of minor importance. OREGON.2 Oregon makes a very good showing. With 3,600 more school children, 3,245 more were gathered into the State free schools and 2,151 more held in average attendance, while in other than State schools there were 2,571 more enrolled than the preceding year. The number reported as not in any school was thus 327 less than in 1880-’81. School districts organized were 56 additional : the number reporting their statistics, 38 more ; school terms were lengthened from an average of 86 days to an average of 90 days; school property increased in value $26,829. Receipts for schools increased $15,000 and expenditure for them $28,630; the permanent school fund, $222,522. In addition to a normal department at the university two already well established insti¬ tutions were adopted as normal schools. 'The Office is specially indebted to Mrs. Sarah 13. Cooper for aid in obtainingtfull information of the various phases of educational progress in the State. 2For the full information obtained of the educational progress of Oregon, the Office is specially in debted to Itev. Geo. H. Atkinson, D. D., of Portland. PRESENT EDUCATIONAL CONDITION. XLV THE TERRITORIES — ALASKA. Educational work in this vast Territory is still entirely dependent on private be¬ nevolence. Letters from Rev. Sheldon Jackson, D. d., and Mr. Ivan Petroff show the following facts : In the southeastern section of the Territory, known as as the Alexander Archipel¬ ago, there were 7 good English schools, 3 of which had boarding and industrial departments. Six of the 7 were maintained at the expense of the. board of home missions of the Presbyterian Church. Six of them were among the Thlinkets and one among the Hydah speaking people. Over 500 pupils were reported in these schools, 200 of them beloDging to the school at Sitka. In the southwestern section the only schools were one sustained by the Russo- Greek Church, at Belkovsky, and 3 by commercial companies, one of the latter at St. Paul, with 69 in average attendance, and the other at St. George, with 22. No other educational facilities are afforded the people of Southwestern Alaska, although among them in the principal trading centres are several thousand people of mixed blood, who, under Russian rule, had made considerable advance in civilization. About 500 of this class out of 8,000 or 9,000, it is estimated, are able to read and write their own language, and perhaps a fourth of this number the Russian lan¬ guage also. There is perhaps no portion of United States territory that stands in greater need of national aid for school work than this. Certainly the efforts already made by churches and by private benevolence have been and are being amply rewarded.1 ARIZONA. The statistics from this Territory are too meagre to afford a basis for satisfactory com¬ parison of the school work of 1882 and previous years. A territorial school census 1 As this report is going through the press, the House of [Representatives, on the 14th of May, 1884, passed the Senate bill providing a civil government for Alaska, which was signed by the President on the 17th. This act creates a governor at a salary of $3,000, a judge at $3,0(f0, a district attorney at $2,500, a marshal at $2,500, a clerk at $2,500, four commissioners at $1,000 each and fees, and four deputy mar¬ shals at $750 each and fees. These officers are appointed by the President, with the exception of the deputy marshals, who are appointed by the marshal. The seat of government is established at Sitka. The four commissioners and four deputy marshals are to reside respectively at Sitka, 'Wrangell, Juneau, and TJnalashka. The laws of Oregon, so far as. applicable, are extended over the district. A term of the district court is to be held each year at Sitka, commencing on the first Monday of May, and one at Wrangell, beginning on the first Monday in November. No provision is made for a territorial legislature or a delegate in Congress. The general land laws of the United States are not extended over the country. The squatter rights of Indians and others are recognized. Mission stations are continued in the occu¬ pancy of the 640 acres now claimed by them. The owners of mining claims can perfect their titles in the usual way. The governor is required to inquire into the operations of the Alaska Commercial Company and annually report to Congress the result of such inquiries and any and all violations by said company of the agreement existing between the United States and said company. The Secretary of the Interior is directed to select two of the officers, who, together with the gover¬ nor, shall constitute a commission to examine into and report upon the condition of the Indians residing in said Territory ; what lands, if any, should be reserved for their use ; what provision shall be made for their education ; what rights by occupation of settlers should be recognized, and all other facts that may be necessary to enable Congress to determine wliac limitations or conditions should be im¬ posed when the land laws of the United States shall be extended to said district. The importation, manufacture, and sale of intoxicating liquors in said district, except for medicinal, mechanical, and scientific purposes, are prohibited. The Secretary of the Interior is directed to make needful and proper provision for the education of the children of school age in the Territory of Alaska, without reference to race, until such time as permanent provision shall be made for the same, and the sum of $25,000 is appropriated for this purpose. Thus, after seventeen years of delay, a government has been secured for Alaska. In respect to this successful result this Bureau has endeavored to do its whole duty by obtaining trustworthy information in regard to the condition of the inhabitants and their educational needs, and by furnishing it to the XL VI REPORT OF THE COMMISSIONER OF EDUCATION. shows 10,283 youth of school age; hut the number attending schools, either public or private, is not given. More public school teachers were employed than during lBSO-’Sl and $53,640 more were expended on the schools. A uniform series of textbooks was adopted, which had facilitated the work of teachers and the progress of their pupils. The superintendent says the schools are in need of that general supervision which the insufficiency of legislative appropriation prevents him from giving, although required by law, and that they also need more local supervision than the probate j udge, who acts as county superintendent, can find time to give. DAKOTA. Dakota reports a school population of 38,815, with 25,451, or about 65 per cent., en¬ rolled in 41 graded and 981 ungraded public schools, 16 counties having failed to re¬ port in respect to all these items. No comparison can be madebetween 1881 and 1382, in respect to these points, in the absence of any report for the former year. The insufficiency of reports from this Territory is ascribed partly to the neglect of local supervisors and partly to a municipal system quite independent of territorial au¬ thority, which is rapidly removing the more populous places from the superintendent’s control. DISTRICT OF COLUMBIA. As the statistics of District schools have not been furnished for 1882, no comparison of the educational condition of the District between this year and 1881, can be made, except in regard to the funds received and expended for public schools. Each of these figures in 1882 amounted to $579,312, against $555,644 received and $527,312 expended in 1881, an increase for the year of $52,000 applied to public school pur¬ poses. The city of Washington, with a white school population of 27,142, enrolled 17,306 in public schools, of whom 13,168 were in average daily attendance, besides 5,000 in private schools. The public schools were taught 186 days, in 54 buildings, containing Government officers and to the people. In this effort Prof. W. H. Dali, of the United States Coast Sur¬ vey, and Rev. G. H. Atkinson, D. d., of Oregon, were especially helpful. The report of this Office for 1870 had a notice of education in Alaska, and year after year these no¬ tices were continued as data warranted. In 1876 the Commissioner of Education, as representative of the Department of the Interior, ex¬ pended a portion of the funds at his control to secure a representation of native life in Alaska for the Centennial Exposition at Philadelphia. In February, 1882, a special report from this Office on education in Alaska, recommending an appro¬ priation of $50,000 for schools, was made to the Secretary of the Interior, and by him for warded to Congress through the President. In 1877 Rev. Sheldon Jackson, D. d., superintendent of Presbyterian missions for the Rocky Mount¬ ain Territories, having had his attention called to Alaska, visited the southeastern portion, and established the first American school in that section on the 10th of August, 1877, with Mrs. A. R. Mc¬ Farland, as teacher. Later, he established schools at Sitka, Haines (Ckilkats), Boyd (Hoonyahs), and Jackson (Hydahs). Returning to th6 States, Dr. Jackson commenced an agitation to arouse the dormant public sentiment of the country in behalf of a government and schools for Alaska. He held public meetings in many of the leading cities and many of the prominent towns from the Pacific to the Atlantic, delivering from 1878 to 1884 about nine hundred addresses on Alaska. He went before committees of the Forty-Sixth, Forty-Seventh, and Forty-Eighth Congresses, and with unflagging zeal sought to enlist the interest of congressmen. He secured the hearty cooperation of the missionary societies of the Baptist, Methodist, Congregational, Episcopal, Moravian, and Presbyterian churches. In 1880 he published a book on Alaska, and on March 23, 1882, delivered an address before the Department of Superintendence of the National Educational Association, which was printed by this Bureau in Circular of Information No. 2, 1882. Of this circular three editions have been called for, making an aggregate of 60,000 copies. During the summer of 1883, he visited the twenty-second an¬ nualmeeting of the National Educational Association of the United States, the second National Edu¬ cational Assembly, and the State teachers’ associations of Vermont, New Hamj)shire, Massachusetts, and Connecticut, each of which passed strong resolutions asking Congress to provide a school system for Alaska. Through these meetings the teachers became interested, and thousands of petitions from teachers, scattered from Maine to Texas and from Florida to Oregon, were sent to congressmen, asking for schools for Alaska. So persistent and continuous was the pressure invoked by Dr. Jackson from so many, varied, and widely separated forces, that when the bill was reached Congress passed it with, great unanimity. PRESENT EDUCATIONAL CONDITION. XL VII 244 rooms and 14,552 sittings for study, an increase of 115 in the number of seats pro¬ vided, of 899 in pupils enrolled, and of 530 in average attendance. IDAHO. There were 9,650 youth of school age reported in 1882, hut the number under in¬ struction was not given. Two hundred teachers were employed in public schools, 25 more than in 1881; men received $60 a month and women $50; $46,855 were expended for public schools, about $2,000 more than the year before. The superintendent complains of embarrassments resulting from defects in the school system and lack of funds. Being an ex officio superintendent, with only a part of his time for school work and no salary as superintendent, his supervision of school interests is necessarily imperfect, and the same is true of county superintendents. Attention is also called to the absence of any provision for teachers’ institutes, to the small pay of teachers and lack of care in selecting them, and to the short school terms, covering but 3 months in many districts. ENDIAN TERRITORY. Among the 262,366 Indians reported in the United States, exclusive of Alaska, there are, it is believed, over 44,000 within the school age, of whom upwards of 35,000 be¬ long to tribal Indians and over 9,000 to the Five Nations in the Indian Territory. There were enrolled in schools of all kinds 14,394 Indian youth, or less than 33 per cent, of the whole number, a loss for the year of 544 in the Five Nations and a gain of 646 among the tribal Indians. With this slightly increased attendance among the tribal Indians there was considerable advance in the number of teachers and mis¬ sionaries employed and in the whole expenditure for Indian schools. All the statis¬ tics received, as also the concurrent reports, indicate a steady advance in Indian education. MONTANA. With 10,484 youth of school age, Montana reported 6,054 enrolled in public schools in 1882 and 3,558 in average attendance, an increase for the year of over 1,000 in school population, of nearly that number enrolled in public schools, and of 758 in average attendance. There were 25 more schools taught; the average term increased by 15 days ; more teachers were employed at an increased salary, and $9,577 more were raised for school purposes, the last being due to the increased value of property, as the rate of taxation was one- tenth of a mill less than during the previous year. NEW MEXICO. Education in New Mexico is far from flourishing. As there is no territorial super¬ intendent and, in fact, no system of public free schools, no statistics are reported. UTAH. There were here over 43,000 youth of school age and over 27,000, or nearly 63 per cent,, enrolled in public schools, with 17,594 in average attendance, the latter being over 1,000 less than in 1881. Public schools were taught an average of 139 days, one less than the previous year, and $13,726 less were expended on them, although 14 more teachers were employed. Non-Mormon private schools reported decided gains. WASHINGTON TERRITORY.1 The superintendent of instruction reports a prosperous condition of the schools. School districts and school-houses increased in proportion to the increase in popula¬ tion, school buildings were better than they had ever before been, and there was an increasing demand for better teachers. . WYOMING. This Territory sends no report for 1882. Except as to the city of Cheyenne, the latest inffi'imation respecting the schools is from the report for 1881 of the governor, Dr. J. W. Hoyt. Cheyenne had 500 pupils enrolled during 1882 in a graded course of study, comprising 8 years up to the high school, which offered 4 years more. ^he Office is specially indebted to Rev. George H. Atkinson, D. D., for the full information obtained of the progress of education in Washington Territory. XLVIII REPORT OF THE COMMISSIONER OF EDUCATION, COMPARATIVE STATISTICS OF EDUCATION IN THE SOUTH. Table showing comparative school population and enrolment of the white and colored races in the public schools of the recent slave Stales, with total expenditure for the same in 1882. States. White. Colored. Total expenditure for both races, a School population. Enrolment. Percentage of the school population enrolled. School population. Enrolment. Percentage of the school population enrolled. Alabama . 224, 464 107, 949 48 176, 538 69, 479 39 $403, 602 Arkansas . . 6212, 940 676, 598 36 669,113 623, 139 33 503, 857 Delaware . c33, 133 c26, 578 c80 c4, 152 c2 , 544 c61 <2207, 281 Florida . e49, 641 /24, 933 50 ° P3 Instructors. Students. | Prairie View, Tex ...... Non-sect.. Hamnton, Va _ _ ... _ _ Cotio- &52 6501 Petersburg, Va. ........ P. E ..... . 8 270 Petersburg, Va.. ....... Non -sect. . ...... Richmond, Va. ......... Non-scct. . 2 49 Harper’B Ferry, W. Va . g 230 Washington, D. C ...... Non-sect.. 3 15 Washington, D. C ....... Non-sect.. 5 139 Washington, D. G . . Bapt . 6 130 807 8, 509 Athens, Ala ...... ...... N on-sect . . c2 6216 Dadeville, Ala . Huntsville, Ala. . Christian . ' 4 105 Talladega, Ala .......... P/Onor 14 290 Little Rock, Ark. ....... M E Little Rock, Ark _ _ _ _ _ M E AT E g 196 Live Oak, Fla ...... _ _ _ Bnpt 4 117 Atlanta, Ga. ...... ...... Bapt. .... Atlanta, Ga. ...... ...... Bapt . 4 113 Atlanta, Ga .. ........ f!mi or 7 325 Cuthbert, Ga . . Non -sect.. 2 132 La Grange, Ga . M. E . 2 116 Macon, Ga. . Cong 4 199 Savannah, Ga ........... Concr 6 296 Dunlap, Kans ........... Louisville, Ky,,.... _ Bapt . 9 192 La Teche, La. . . Non-sect.. 6 255 Opelousas, La ........... Baltimore, Md .......... R. f! c60 Meridian, Miss. ......... At E c2 clOO Concord, N. C .......... . Presb . 10 224 Greensboro’, N. C. ...... M. E ; . . . . . 5 151 Raleigh, N. C ........... Albany, Ohio _ ........ Non*sect.. 3 60 Bluffton, S.C . Non-sect.. 10 357 Charleston, S. C..--..-.. Presb. .... 7 612 Chester S. C _ _ "Presb 8 300 Columbia, S. C . . Bapt . G 239 Frogmore, S. C . . . Non-sect.. 9 214 Greenwood, S. C . . Mason, Tenrt _ .. M. E . c2 c75 Alto, Tex . M. E . 1 101 Normal schools — Continued. State Normal School of Texas for Colored Students Hampton Normal and Agricultural Institute a .. St. Stephen’s Normal and Theological School ..... Virginia Normal and Collegiate Institute. ........ Richmond N ornial School . . . Storer College .... .... ............. ............... Miner Normal School . . . . -r . Normal department of Howard University....... Normal department of Wayland Seminary. _ _ _ Total . INSTITUTIONS FOR SECONDARY INSTRUCTION. Trinity Normal School. ..... ................. Dadeville Sern inary . . . Lowery’s Industrial A cadem y ................ , Talladega College . . .......... , Philander Smith College. ..................... W alden Seminary ................................. Cookman Institute . . . Florida Institute..*.. ...... Atlanta Baptist Female Seminary ........ .... ...... Atlanta Baptist Seminary . . . Storrs School ...... ............. _ Howard N orrnal In stifcn te . . . La Grange Seminary . . Lewis High School . . . . . . . . . Beach. Institute . . . . . Freedmen’s A cadem y of Kansas . . . Normal and Theological Institute . . La Teche Seminary . . St. Joseph’s Day and Boarding Academy for Young- Ladies of Color. St. Francis’ Academy . ....... .................. Meridian Academy .................. ........ .. .... Scotia Seminary . . Bennett Seminary.....*..... ..... _ .............. W ashin gt on School . . . . Albany Enterprise Academy . . . . . . Polytechnic and Industrial Institute . . W allingford Academy . . . . . . Brainerd Institute . . . Benedict Institut e . . . . Penn School . . . . . . Brewer Normal School . . . West Tennessee Seminary . . . New Hope Academy . . . . . . a In addition to the aid given by the American Missionary Association, this institute is aided from the income of Virginia's agricultural college land fundi b For all departments. C In 1881. EDUCATION OF THE COLORED RACE. LI Statistics Of institutions for the instruction of the colored race Jor 1882 — Continued. Namo. Institutions fob secondaey instruction— Cont’d. West Texas Conference Seminary . . Jones Male and Female Institute . . . Houston Seminary — . . . Bishop Baptist College.. * . Wiley University. . . Paris School . . . . . School of the Bluestone Mission . . . . Thyne Institute . . . . . r Bichmond Institute . . . Indian University . . . . Total . . UNIVERSITIES and colleges. Atlanta University . Clark University . . . . . . Berea College b . . . Leland University . . . . . . Hew Orleans University . . . Straight University . . . Bust U Diversity . . . . . . Alcorn Agricultural and Mechanical College. . _ Biddle University . . . Shaw University . . . Wilber force University . . . Lincoln University . . . . . Allen University . Claflin University and College of Agriculture..... Central Tennessee College . Fisk University . Hampton Hormal and Agricultural Institute . Howard University b . . . . . Total . SCHOOLS OF THEOLOGY. Alabama Baptist Hormal and Theological School. . Theological department of Talladega College . Institute for the Education of Colored Ministers.. Gammon Theological Seminary (Clark University) . Hormal and Theological Institute...... . . Theological department of Leland University . Theological department of Hew Orleans University . Theological department of Straight University.... Centenary Biblical Institute . Natchez Seminary . . . Theological department of Biddle University . Location. 6 q ^ .2 5 ^ C P •A © o fl Instructors. | Students. Austin, Tex . . . 1 Goliad, Tex. . Non-sect.. 4 130 Houston TpY M. E . 2 151 Marshall, Tex _ _ Bapt . 8 298 M. E . 4 282 Paris, Tex . M.E . . Abbyville, Va . U. Pfesb . . 4 316 Chase City, Va . . U. PreSb . . 4 218 Bichmond, Va, . Bapt . 5 124 Tahlequah, Ind. Ter _ Bapt . 3 68 167 6, 632 Atlanta, Ga . Non-sect.. ftl6 36 Atlanta, Ga . . . . _ _ M.E . 8 14 Berea, Ky . . Non-sect.. 9 104 Hew Orleans, T,a, _ Bapt . . ftc5 flcl48 New Orleans, La, _ M.E . c5 .6161 New Orleans, La..., _ Cong . 4 36 Holly Springs, Miss .... M.E . 5 278 Bodney, Miss . . . Non-sect.. 7 1 248 Charlotte, N. 0 . _ _ _ Presb _ 13 232-; Baleigh, H. C. .......... Bapt _ _ . 8 74 Wilberforce, Ohio . Af. M.E.. 7 171 Lincoln University, Pa. . Non-sect. . 182 Columbia, S. C . Af. M.E.. 12 52 Orangeburg, S. C . M. E . 11 242 Nashville, Term... . M.E . 7 199 N ashville, Tenn. ....... Cong . y _ _ _ _ .... _ 24 Schools of law . . . . . . . . . . 4 53 Schools of medicine . . . . . 3 125 Schools for the deaf and dumb and the blind . ... _ ....................... 6 116 Total . 16, 086 821, 380 a There should he added 391 schools, having an enrolment of 31,125, in reporting free States, mak¬ ing total number of colored public schools 16,323 and total enrolment in them 834,107. This makes the total number of schools, as far as reported, 16,477, and total number of the colored race under instruc¬ tion in them 853.505 The colored public schools in those States in which no separate reports.are made, however, :ue pot included. Condition of education in the south. LV Frofli the table of comparative statistics of education in the South it appears that the white school population of 16 States and the District of Columbia is 4,046,956 and enrolment in public schools 2,249,263, the increase over the same as reported in 1881 being, respectively, 92,356 and 14,386. The colored school population is 1,944,572; enrolment, 802,982 ; the increase, respectively, 15,385 hnd 610. For Delaware, Kentucky, Louisiana, Mississippi, and the District of Columbia the figures for enrolment are the same as in 1881 ; Alabama, Florida, Georgia, Missouri, South Carolina, Virginia, and West Virginia report increased enrolment for both races; Arkansas and North Carolina, increase for the whites only ; Maryland, for the colored only ; while in Texas and Tennessee the enrolment for both races is less than that reported in 1881. In the latter State marked progress appears again in 1883. If we turn to the report for 1876-'"77, the first year in which the table under consideration was attempted, we shall see clearer evidence of the remarkable work that has been ac¬ complished in the Southern States : as compared with the numbers reported in 1876-77, white school population shows increase of 13 per cent. ; enrolment, of 23 per cent, Col¬ ored school population shows increase of 28 per cent. ; enrolment, increase of 40 per cent. During the same time the expenditure for public schools in these States and the District of Columbia has been steadily increasing. For the successive years since^ 1878, the first year for which a separate statement of the 'amount was given, the expenditure has been as follows : 1878, $11,760,251 ; 1879, $12,181,602 ; 1880, $12,475,044 ; 1881, $13,359,784 ; 1882, $14,820,972. The increase in enrolment and funds corresponds to a radical change in the sen¬ timent of the people. A free impartial system of education is recognized as indispen¬ sable to the future prosperity of the States, and there is a very general disposition to establish schools and to make like provision for both races. Louisiana appears now to be the only one of the States under consideration In which the prospect is in the main discouraging. By reference to the table it will he seen that both races now share alike in the school fund, excepting in Delaware, Maryland, and the District of Columbia, in which special provision is made for the colored race, and in South Carolina, where the basis of apportionment is the same for each race hut the amounts realized depend upon the extent to which the people avail themselves of the provision by absolute attendance upon the schools. Since the date of my last report, Kentucky has abolished all dis¬ crimination between the races in respect to the distribution of the school funds, the act to that effect hearing date April, 1882. In view of this action in Kentucky, it is to he hoped that the disposition manifested in some other States to adopt similar invidious distinctions will yield to better counsels. While the disposition to deal impartially with both races in respect to school pro¬ vision is so general in the Southern States, it will ho noticed that the proportion of the colored school population eurolled in the schools is very much less than that of the white school population. The reasons are apparent to every one personally famil¬ iar with the situation of affairs in this section. There are few school buildings for the use of the colored people, the supply of teachers is extremely limited, while the poverty of the people, their irregular habits, and capricious mood3 interfere with their school attendance, especially in the country districts. These are, however, all minor difficulties, the most serious obstacle to the practical fulfilment of the school laws in the Southern States being the want of funds. It is unnecessary to repeat here the proofs of the statement that the Southern States cannot of themselves hear the whole burden of the instruction and develop¬ ment of the freedmen : the fact is admitted ; the responsibility of the nation in the matter is admitted ; there appears to he an overwhelming sentiment in the country in favor of appropriations from the National Treasury to meet the emergency, and a determined effort will he made to secure from Congress at its next session the measure of relief desired. The preparation of teachers for the colored schools is at present the most important end to be accomplished. The special provision for this LYI REPORT OP THE COMMISSIONER OF EDUCATION. training is set fortli in tlie table of normal schools, which gives a total of 56 schools, having 8,509 students and 307 instructors, as against 47 schools, with 7,621 students and 258 instructors, in 1881. The schools for secondary instruction, colleges, univer¬ sities, and schools of theology also contribute to this work of preparing teachers. It will be seen that all classes of schools for the colored people above the elementary grade depend largely for their support upon the various religious denominations, whose zeal and liberality in the cause of the elevation of the freedmen coJatinue with, out abatement. Schools of law number 4, with 16 instructors and 53 students, as against 3 schools, with 12 instructors and 45 students, in 1881. One additional school of medicine is re¬ ported, with a total for the 3 schools of 23 instructors and 125 students, as against 18 and 116, respectively, in 1881. The total number of schools of all classes reported is 16,086, against 17,375 in 1881. The enrolment is greater than that reported in 1881, viz, 821,380, as against 818,365. Since my last report two notable benefactions have been made to promote educa¬ tion in the Southern States : In March, 1882, John F. Slater, of Norwich, Conn., gave $1,000,000 to several gentle¬ men in trust for the education of the freedmen of the South. Dr. A. G. Haygood was appointed general agent for the distribution of the fund, and entered at once upon a careful investigation of the field. Although his first report has not yet been published, he has already given some indication of the action he will recommend. The need of provision for the industrial training of the freedmen is especially empha¬ sized by Dr. Haygood. In June, 1882, Mr. Paul Tulane, of Princeton, N. J., executed a trust deed convey¬ ing to certain persons incorporated under the name of “ The Administrators of the Tulane Education Fund” certain real estate in the city of New Orleans, La., for the promotion and encouragement of intellectual, moral, and industrial education among the white persons in the city of New Orleans, and for the advancement of letters, the arts, and sciences therein. In 1883 this gift was increased by a further donation in cash, stocks, and bonds. The total value of the benefaction is placed at $701,926. PEABODY FUND. Table showing the amount and disposition of the sums disbursed from the Peabody fund from 1868 to 1882, inclusive. 18C8. 1869. 1870. 1871. 1872. 1873. 1874. 1875. Virginia . $4, 750 $12, 700 $10, 300 $15,950 $29, 700 $36, 700 $31,750 $23, 350 North. Carolina .... 2, 700 6,350 7, 650 8, 750 8, 250 9, 750 14, 300 16, 900 South Carolina .... 3, 550 7, 800 3, 050. 2, 500 500 1, 500 200 100 Georgia . 8, 562 9, 000 6, 000 3, 800 6, 000 33, 750 6, 500 9, 750 Florida ....... 1, 850 6, 950 6, 550 6, 200 7, 700 9, 900 1,800 Alabama . 1, 000 5, 700 5, 950 5, 800 9, 900 6, 000 9, 700 2, 200 Mississippi . 1, 338 9, 000 5,600 3,250 4, 550 6, 800 6, 700 5, 400 Louisiana 8, 700 10, 500 5, 000 12, 400 11, 500 •• 2, 750 1,000 TpTflu _ _ 1, 000 1,000 1, 350 Arkansas . . 4, 300 11, 050 9, 200 12, 250 11, 400 3, 600 1, 500 Tennessee . 4, 800 11, 900 15, 050 22,650 23, 250 27, 800 33, 100 27, 150 West Virginia . 10, 900 13, 000 9, 150 17, 900 15, 750 15, 100 10. 500 Total . 35, 400 90, 000 90, 600 100, 000 130, 000 137, 150 134, 600 101, 000 PEABODY FUND. LVII Table showing Hie amount and disposition of the sums disbursed from the Peabody fund — Continued. 1876. 1877. 1878. 1879. 1880. 1881. 1882. Total. Virginia . $17, 800 $18, 250 $15, 350 $9, 850 $6, 800 $5, 150 $3, 234 $241, 634 North Carolina .... 8, 050 4, 900 4, 500 6, 700 3, 050 4, 125 6, 485 112, 46C South Carolina .... 4,150 4, 300 3, 600 4,250 2, 700 4,050 5, 375 47, 625 Georgia . 3.700 4. 000 6, 000 6, 500 5, 800 5, 300 8, 590 103, 252 Florida . 1,000 6, 500 3, 900 3, 000 2, 600 2, 000 3, 725 63, 675 Alabama . 5, 500 3, 700 1, 100 3, 600 1, 200 1, 800 5, 075 68, 225 Mississippi . 9, 950 5, 990 600 4, 000 4, 200 3, 950 4, 275 75, 603 Louisiana . 2, 000 2, 000 8, 000 7, 650 4, 200 1, 700 5, 900 83, 300 Texas . 4, 450 10, 800 8, 550 7, 700 27, 500 1.0, 800 17, 500 90, 650 Arkansas . 1, 000 6, 300 6, 000 5, 600 7, 200 4, 000 5,075 88, 475 Tennessee . 10, 100 15,850 14, 600 12, 000 10, 900 5, 500 12, 800 247, 450 "West Virginia . 8, 600 6,810 5, 050 4, 000 2, 000 2, 000 2, 300 123, 060 Total . 76, 300 89, 400 77, 250 74, 850 78, 150 50, 375 80, 334 1, 345, 409 The disbursements from tbe Peabody fund amount for 1882 to $80,334, a larger sum than has been reported in any single year since 1877. In addition to the substantial aid afforded by the money an immense impetus has been given to the cause of educa¬ tion by the efforts of the general agent, Hon. J. L. M. Curry, ll. d. Legislation has been: stimulated by his eloquent appeals, while his counsel has determined many prac¬ tical details of school organization and his vigilant supervision has been felt through¬ out the States participating in the benefit of the fund. A striking evidence of the estimation in which the service of the board of trustees and the personal influence of the general agent are held is furnished by a memorial of May 3, 1883, addressed to the trustees of the Peabody fund by certain citizens of Louisville, Ky. The memo¬ rialists pray that Kentucky may henceforth be included in the operations of the board and that the general agent shall be authorized to address the Kentucky legislature on the subject of education, “ laying before them the results of his reflection and ex¬ perience on this great subject.” The prosperity of the Normal College, Nashville, Tenn., seems to be permanently assured. Dr. Curry reports that — The Normal College seems to be acquiring, by its excellence of instruction and man¬ agement, a stronger hold upon the people of Tennessee. * * * The State board of education, at their meeting in June, assured the Peabody trustees of their hearty cooperation in efforts to promote the success of the college and to elevate the standard of education, and they memorialized the legislature to appropriate $10,000 to the Normal College and $2,500 to the Colored Normal Institute. The State board petitions the trustees of the Peabody fund to grant scholarships to Tennessee on the same footing as they are granted to other States, which request Dr. Curry advises the board to grant whenever and so long as Tennessee shall give an¬ nually to the college $10,000 free from all incumbrances. The amount of the Peabody fund devoted to Nashville scholarships for the year ending October 1, 1882, was $18,525, in addition to which sum $9,000 were appropriated to the college. The course pursued by the trustees and the agent of the Peabody fund in concen¬ trating the money upon the traini ng of teaehers has accomplished more than any other single agent in creating throughout the South a just appreciation of the paramount importance of this part of public school work. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 REPORT OF THE COMMISSIONER OE EDUCATION. Table II. — Summary of school statistics of Cities. 1 Total population (census of 1880). • I Legal school age. School population. O O tfl <+H o u V £ Humber of sittings for study. 'o £ -r3 -d S3 Average daily at¬ tendance. 1 2 3 4 5 « 7 S 9 10 7, 800 6-21 2, 016 1, 208 23 175 1, 505 971 Ottawa, Ill . 7, 834 6-21 3, 254 8 1,850 37 196 1, 597 al, 239 Peoria. Ill* . c30, 251 6-21 9,516 15 4, 306 84 196 4, 915 3, 674 Quincy, Ill . 27, 268 6-21 9,993 9 3, 221 60 196 3, 801 2, 363 Rockford, 111 . 13, 129 6-21 4, 658 *10 2, 500 55 195 2, 289 2, 166 Rock Island, Ill . 11, 659 6-21 3, 590 11 1. 986 39 176 2, 233 1,575 19, 743 6-21 6 2, 300 47 198 2, 792 2, 078 29 280 6-21 13 5, 000 127 198 4, 968 4 476 Fort "Wayne, Ind . 26, 880 6-21 14, 128 9 3, 972 96 192 3, 616 2, 751 Indianapolis, Ind . 75, 056 6-21 30, 888 29 10, 755 220 188 13, 322 9, 510 La Fayette, Ind* . .* 14, 860 6-21 6, 474 6 1, 000 49 190 2, 986 1, 610 Logansport, Ind . 11, 198 6-21 3, 922 6 1, 660 34 194 1, 962 1, 363 Madison, Ind . 8, 945 6-21 3,858 7 *1, 800 34 196 1, 503 1, 065 Richmond, Ind . 12, 742 6-21 4, 975 9 2, 045 50 180 2,298 1, 624 South Bend, Ind . 13, 280 6-21 5,247 7 2, 000 41 178 2, 064 1,434 Terre Haute, Ind . 26, 042 6-21 9, 695 11 3,900 85 197$ 4, 516 3, 278 Vincennes, Ind . 7, 680 6-21 3, 842 4 854 20 198 1,204 Cedar Rapids, Iowa . . . 10, 104 5-21 3, 848 9 2, 024 40 178 2,536 1, 544 Clinton, Iowa . 9, 052 5-21 3, 329 6 1,645 36 184 2,203 1, 436 Council Blntfs, Iowa .. 18, 063 5-21 6, 896 12 1,680 42 194 2, 419 1, 378 Davenport, Iowa . 21,831 1 5-21 *9, 309 13 4, 264 82 193 5, 459 3, 501 Des Moines (west side), #22, 408 5-21 4,412 6 2, 414 51 187 2, 875 1, 796 Iowa. Dubuque, Iowa . 22 254 5-21 10, 531 9 3, 550 72 198 3, 884 2, 545 Keokuk, Iowa . 12, 117 5-21 4, 897 8 2, 245 50 186 2, 484 1, 819 Muscatine, Iowa* . 8, 295 5-21 2, 800 7 1, 550 34 210 1, 500 1,400 Ottumwa, Iowa . 9, 004 5-21 3, 042 3 1, 500 26 187 2, 000 1, 440 Atchison, Kans . 15, 105 5-21 4, 652 5 1, 650 29 176 2, 516 2. 258 Lawrence, Kans . 8, 510 5-21 2, 868 10 1,439 24 159 1, 935 1,437 Leavenworth, Kans . . . 16, 546 5-21 6, 641 7 2, 800 40 198 3, 317 2, 365 Topeka, Kans . 15, 452 5-21 5, 561 13 2, 877 46 3, 915 2, 323 Covington, Ky . 29, 720 6-20 10, 519 6 4, 000 67 190 3,442 2,475 Lexington, Ky*... _ _ 16, 656 6-20 4, 961 238 2, 182 Louisville, Ky . . . 123, 758 6-20 52, 892 30 359 204 20, 186 13, 760 Newport, Ky . 20, 433 6-20 6, 715 5 2, 510 45 202 2, 825 2,231 Paducah, Kv . 8, 036 6-21 2, 096 5 985 15 205 979 759 New Orleans, La 216, 090 6-18 61, 456 52 402 181 24, 976 15, 224 Auburn, Me . 9, 555 4-21 3, 055 30 2, 200 51 175 *1, 550 'rom Report of the Commissioner of Education c Population of the township ; township and city for 1881. are united in one school district, average enrolment. d Includes cost of supervision, ased on average enrolment. CITY SCHOOLS. LXI statistics of cities, &c. — Continued. Pupils. Estimated cash value of taxable property in the city. Estimated real value of property used for school purposes. Tax for school purposes on assessed i valuation— mills per dollar. Total receipts. • Expenditures. Average expen¬ ses per capita of daily aver¬ age at te n d- ance in pub¬ lic schools. Estimated eni ohm nt in private schools. Permanent improve¬ ments. 1 I Teachers’ salaries. | Total expenditure. Instruction and su¬ pervision. Incidental expenses. 11 13 13 14 15 i o 17 IS 19 30 260 $49, 200 $36, 665 $190 $8, 827 $19, 909 $10 53 40 273 ' $6,975,588 60, 140 11.8 22, 618 71 14, 700 22, 877 612 83 6$5 57 41 1, 580 18, 915,333 201, 200 7 53, 837 962 d38, 169 54, 683 10 39 3 66 42 1, 750 18, 000, 000 210, 900 6.4 59, 925 13, 407 28, 814 55, 636 12 86 3 44 43 780 el, 004, 418 131, 159 . 39, 675 4, 920 24, 276 39, 675 11 20 2 06 44 650 7, 674, 006 99, 900 10 35, 387 18, 683 32, 082 12 18 4 02 45 20, 000, 000 197, 500 10 37, 242 880 25, 714 36, 181 11 43 46 95, 587 16, 500 59, 660 97, 705 47 3, 200 11, 547, 805 227, 500 2.6 151, 593' 6,672 40, 610 65, 373 17 46 3 S8 48 1, 053 c51, 455, 965 920, 138 2 276, 500 64, 805 140, 048 258, 975 15 63 4 78 49 1, 200 ' 20,000,000 168, 000 90, 905 9, 000 26, 958 46, 818 18 60 4 88 50 900 e3, 800, 000 145, 900 2 *41, 463 *2, 502 *13, 800 *29, 058 *12 58 *4 01 51 750 *e4, 000, 000 81, 000 33, 196 16, 155 25, 358 16 29 5 78 52 700 /10, 600, 000 103, 350 47, 273 2, 300 25, 680 37, 600 16 90 4 82 53 *570 15, 500, 000 134, 000 2.5 47, 132 1, 798 15, 100 28, 864 11 01 4 36 54 1,000 «15, 000, 000 229, 930 3.4 83, 796 2, 909 43, 357 60, 543 13 98 3 59 55 700 5, 500, 000 44, 500 2. 5 *23, 000 *<79, 850 *11, 185 56 300 5, 500, 000 115, 500 14 46, 552 1, 592 16, 272 33, 542 11 51 4 35 57 300 6, 000, 000 75, 150 14 25, 901 15, 100 16, 000 36, 150 12 50 2 25 58 200 12, 000, 000 136, 300 15.5 71, 393 14, 719 22, 585 52,950 17 99 6 96 59 1, 200 18, 000, 000 291, 200 13 89, 005 1,748 c£53, 418 68, 000 15 26 3 66 60 1,000 13, 000, 000 247, 500 14 61, 349 10, 359 30, 223 59, 217 17 76 7 32 61 2, 620 M2, 885, 310 168,000 11 59, 670 7, 200 35, 770 60, 243 14 06 6 78 62 300 $3, 234, 935 100, 000 9 34 596 24, 206 34, 111 63 400 3, 302, 496 80, 800 j_I_ 23 916 1 050 14, 885 21, 197 64 200 6, 788, 823 65, 150 11 54, 470 19, 654 11, 890 54, 470 9 30 3 95 65 1,022 6, 500, 000 87, 000 10 34, 803 61 16, 750 24, 712 8 08 66 100 e2, 000, 000 104, 200 8 23, 756 157 10, 380 20, 686 7 92 2 52 67 1, 405 10, 000, 000 178, 000 5 29, 895 175 16, 655 £25, 396 8 76 2 70 68 250 8, 000, 000 179, 800 9.5 j33, 907 3, 497 20, 055 £33, 834 9 32 3 73 69 2, 560 14, .500, 000 204, 500 2.5 64, 158 35, 949 48, 939 (615 42) 70 640 > 1 . a ;| 05 O u ffi a . £ i rO I o © g 43 rP u p OS © % *o © ■3 G 0 tSD i © © rP g 3 £ Pupils. Whole number en¬ rolled. Average daily at¬ tendance. 1 a 3 4 5 6 7 s 9 10 Pittsfield, Mass* . 13, 364 5-15 2, 611 27 2, 313 64 200 2, 783 1,774 10, 570 5-15 al, 948 66 2, 097 1,562 27 563 5-15 eZ4, 900 94 3,464 2, 884 Somerville, Mass . 24, 933 5-15 5, 102 19 5, 203 101 191 5, 576 4, 005 Springfield, Mass . 33, 340 5-15 6, 452 26 5, 781 124 200 6,626 4, 664 Taunton, Mass . 21, 213 5-15 3, 867 31 3, 801 84 195 4, 331 2, 973 Waltham, Mass . 11, 712 5-15 d2, 283 al2 a2, 238 54 .... 2, 392 1, 707 Westfield, Mass . 7, 587 5-15 dl, 389 54 1, 591 1, 123 Weymouth, Mass . 10, 570 5-15 d2, 040 61 2, 175 1, 650 Woburn, Mass . 10, 93 L 5-15 2, 300 20 2, 750 53 200 2, 428 1,940 Worcester, Mass . 58, 291 5-15 12, 286 40 10, 328 ooO 195 11, 837 8, 235 Adrian, Mich . 7, 849 5-20 2, 605 5 al, 613 29 190J 1, 446 974 Ann Arbor, Mich . 8, 061 5-20 2, 721 6 1, 630 37 198 1, 992 1, 422 Bay City, Mich* . 20, 693 5-20 5, 953 7 2,600 48 194 2, 991 1, 803 Detroit, Mich . 116, 340 5-20 40, 210 28 *13, 110 h27l 196 17, 994 12, 182 East Saginaw, Mich... 19, 016 5-20 7, 040 11 3, 011 64 189 3, 476 2, 650 Elint, Mich . 8, 409 5-20 2, 443 7 *1, 770 38 195i 1,897 1, 285 Grand Rapids, Mich. . . 32, 016 5-20 11,. 298 17 5, 512 97 193 6, 576 4,210 Muskegon, Mich . 11, 262 5-20 4, 007 9 2, 500 47 196 2, 360 1,489 Port Huron, ^*ick . 8, 883 5-20 3, 300 5 1, 500 27 196 1, 875 Saginaw, Mich . 10, 525 5-20 3, 577 6 1, 665 31 192 2, 072 1,459 Minneapolis, Minn . 46, 887 6-21 17, 700 15 6,100 142 185 7, 750 4, 958 St. Paul, Minn . 41, 473 1 6-21 17 6, 060 1 129 198 6, 725 3, 849 Winona, Minn . 10, 208 | 5-21 *2, 360 3 1,826 38 196 1, 805 1, 353 Vicksburg, Miss . 11, 814 5-21 3, 671 2 1,100 21 177 1, 220 900 Hannibal, Mo* . 11, 074 6-20 3, 796 8 1, 590 29 190 2, 095 1, 337 Kansas City, Mo . 55, 785 6-20 20, 018 13 6,400 103 176j 8, 442 5, 055 St. Joseph, Mo . 32, 431 6-20 10, 837 17 3, 610 67 197 4,332 2, 947 St. Louis, Mo . 350, 518 6-20 106, 372 95 46, 030 1, 047 192 56, 350 37, 600 Sedalia, Mo . 9,561 6-20 3, 664 5 1, 790 26 179 2,492 1,549 T,it>p, flirt Nebr* _ 13 003 5-21 2, 965 12 1, 750 30 176 1, 772 Omaha, Nebr . 30, 518 5-21 8, 110 10 4,278 83 201 4, 118 2,906 Virginia City, Nev.... 10, 917 6-21 2, 207 4 27 204 1, 854 1,201 Dover, N. H* . 11, 687 5-15 2, 329 18 2, 042 45 167 2, 029 1, 437 Manchester, N. H _ 32, 630 5-15 a5, 460 24 3, 645 92 182 4, 539 2, 876 Nashua, N. H*... . 13, 397 d—3 5 17 a2, 140 52 .... 2, 606 hi, 951 ’rom Report of tlie Commissioner of Educa¬ tion for 1881. ji 1880. Assessed valuation, n 1819. Census of 1881. e In 1881. f Total of reported items only. g Amount raised by taxes for wages of teachers, board, fuel, and care of fires and school rooms. CITY SCHOOLS, LXV statistics of cities, tfc. — Continued. Pupils. Estimated cash value of taxable property in the city. 1 >» E m ^ -n -a © -7 ( 0 P4 -E © © i 21 5 3 1c H Tax for school purposes on assessed valuation — mills per dollar. Total receipts. Expenditure s. Average expen¬ ses per capita of daily aver¬ age attend¬ ance in public schools. Estimated enrolment in private schools. Permanent improve¬ ments. Teachers’ salaries. Total expenditure. | Instruction and su¬ pervision. Incidental expenses. 11 13 13 14 15 1« 17 IS 19 20 150 $7, 414, 405 $78, 300 $35, 154 $375 $23, 165 $32, 265 114 65 57, 560, 381 cll9, 000 33, 241 23, 119 33, 401 115 1, 220 5e23, 767, 679 /83, 500 1, 953 ffGG, 288 /SI, 784 116 500 523, 162, 200 344, 432 3. 25 103, 539 17, 800 65, 037 103, 539 $16 70 $5 17 117 475 534, 282, 786 552, 500 2.9 101,169 150 73, 791 101,169 16 46 5 22 118 126 20, 291, 797 220, 000 3. 25 *45, 683 500 38, 387 52, 941 13 50 3 50 139 12 bed, 280, 264 al9G, 800 /34, 839 150 ff29, 569 /34, 631 120 65 5e5, 936, 098 f'2G, 535 259 <718, 522 /20, 982 121 20 5e5, 591, 542 /42, 400 10, 332 <726, 000 /40, 908 122 50 8, 073, 271 182, 500 38, 636 25, 053 38, 292 13 84 5 88 123 1, 500 45, 959, 558 907, 872 3. 81 173, 729 11, 254 137, 983 183, 652 17 15 3 78 124 575 53, 899, 818 104, 000 31, 860 704 12, 347 30, 099 14 10 5 21 125 200 4, 768, 850 141, 500 4.3 34, 059 3, 490 18, 766 32, 899 14 11 4 52 126 500 57, 773, 310 146, 000 4.7 42, 072 832 16, 205 35, 079 9 58 3 05 127 7, 219 87, 629, 695 811, 742 2. 87 289, 349 50, 364 161, 447 267, 259 13 48 4 94 128 475 *7, 699, 655 207, 000 61, 551 10, 756 27, 129 58, 175 11 67 4 33 129 127 4, 299, 550 123, 000 6.3 39, 060 1,026 13, 574 30, 207 11 49 3 78 130 1, 000 518,181,779 425, 000 7 130, 116 36, 604 55, 873 127, 210 13 45 5 02 131 500 54, 543, 989 100, 539 43, 528 2, 226 18, 062 34, 508 13 14 3 87 132 300 3, 715, 975 90, 000 20, 098 1, 450 9, 960 16, 135 133 500 4, 404, 630 103, 000 5.58 35, 911 215 13, 289 26, 210 10 27 3 61 134 800 *46, 782, 000 440, 378 4 176, 091 14, 845 i81, 532 143, 596 135 3, 610 90, 000, 000 379, 100 5 250, 712 56, 899 74, 494 216, 003 19 90 4 71 1; 0 220 8, 000, 000 147, 500 4.5 40, 032 16, 913 J35, 491 13 69 3 68 137 500 5, 000, 000 14, 400 4 12, 000 /l, 880 138 300 52, 780, 000 38, 700 5 21, 253 96 13, 919 17, 323 10 22 2 60 139 5c8, 100, 000 356, 055 4 237, 616 47, 177 54, 779 184, 911 140 635 16, 000, 000 174, 225 6 70, 0G8 8, 371 37, 290 61, 426 13 32 3 69 141 21, 000 255, 930, 733 3, 079, 699 5 935,289 20, 887 595,111 806, 155 16 32 5 06 142 300 62, 371, 649 84, 000 7 31, 905 10, 493 17, 148 7 63 1 65 143 100 6, 000, 000 69, 000 40, 438 11, 210 13, 124 36, 919 13 09 144 1,234 21, 577, 740 441, 833 165, 741 23, 458 46, 823 131, 178 145 342 35, 575 5 45, 350 1, 240 22, 750 34, 203 20 73 6 71 146 90 11, 363, 070 149, 300 3 24, 648 418 17, 178 24, 616 13 16 3 84 147 3, 200 619, 175, 408 310,075 2.7 60, 413 4, 188 *41, 171 55, 782 Z13 44 13 53 148 20 69, 169, 414 236, 891 34,066 33, 992 149 h Exclusive of evening^sckool reports. i Includes cost of supervision. ; Includes $10,000 loaned to city council. E— V & Includes total cost of evening schools, amount¬ ing to $1,415. ZPer capita in day schools, based on average number belonging. 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 * Fj ali &t: C I E 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. pi au , <8 05 fee .3 0-1 O © r=> a pi 6 W O 6 o rO a yA | Number of days schools were taught. Pupils. "Whole number en¬ rolled. Average daily at¬ tendance. 1 2 3 4 5 6 7 8 9 10 9 690 5- 2 260 13 34 1, 910 *1,771 Bridgeton, N. J b . 8, 722 5-18 2, 292 6 1, 500 28 192 1, 542 963 Camden, 1ST. J . 41, 659 5-18 12, 558 13 6, 505 125 8, 466 4, 512 Elizabeth, N. J . 28, 229 5-18 7, 858 5 2, 569 57 198 4, 018 2, 284 30 999 5-18 10, 398 200 5, 504 Jersey City, 1ST. J . 120, 722 5-18 47, 552 22 14, 443 331 200 /15, 010 13, 685 Millville, N. J . 7, 660 5-18 2, 494 12 35 1205 1, 600 1, 280 Newark, N. J* . 136, 508 5-18 41, 861 32 15, 600 281 205 18, 626 12, 145 New Brunswick, N. J. 17, 166 5-18 6, 305 6 2, 175 45 201 2, 531 1, 743 Orange, N. J . 13, 207 5-18 3, 890 4 1,373 32 200 1, 659 935 Paterson, N. J . 51, 031 5-18 16, 022 30 8, 710 187 196 11, 180 5,742 Plainfield, N. J . 8, 125 5-18 2, 248 4 *1,000 24 200 1,278 845 Trenton, N. J . 29, 910 5-18 7, 776 11 2,632 69 3, 838 2, 263 Albany, N. Y . 90, 758 5-21 35, 411 26 12, 145 233 199 13. 984 9, 350 Auburn, N. Y . 21, 924 5-21 7, 389 11 3, 375 66 193 3, 233 2, 284 Binghamton, N. Y - 17, 317 5-21 4, 778 9 • 3,011 75 195 3, 000 2, 382 Brooklyn, N. Y . 566, 663 5-21 cil81, 083 *57 62, 742 1,498 202 97, 603 58, 156 Buffalo, N. Y . 155, 134 5-21 ci56, 000 43 /453 j20, 687 jl5, 689 Cohoes, N. Y . 19, 416 5-21 8, 624 8 1,983 55 203 3,671 li 604 Elmira, N. Y . 20, 541 5-21 6, 233 8 3, 825 80 193 3, 959 2, 374 Hudson, N. Y . 8, 670 5-20 3, 260 8 1, 416 23 203 1,620 795 Ithaca, N. Y . 9, 105 5-21 2, 780 6 1, 724 33 194 1, 946 1, 377 Kingston, N. Yl . ml8, 344 5-21 2, 779 7 1, 663 32 1, 687 1, 106 Lockport, N. Y . 13, 522 5-21 c4, 185 7 2, 667 44 194 2, 610 1, 448 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 c5, 897 6 2, 500 64 200 3, 325 2, 129 New York, N. Y . 1, 206, 299 5-21 397, 000 130 150, 484 3,514 '202 292, 766 136, 982 Oswego, N. Y . 21, 116 5-21 7, 996 14 3, 610 66 194 3, 800 2, 577 Plattsburgh, N. Y* _ 8,283 5-21- 2, 160 1, 371 Poughkeepsie, N. Y. . . 20, 207 5-21 n6, 002 10 2, 770 62 O 00 3, 096 2, 046 Rochester, N. Y . 89, 366 5-21 37, 000 ' 27 13, 030 270 196 13, 731 8, 788 Borne, N. Y . 12, 194 5-21 3, 129 8 2, 000 31 197 1, 836 1,206 Saratoga Springs, N.Y* 8, 421 5-21 2, 639 12 1, 726 32 200 1,668 1, 097 Syracuse, N. Y . 51, 792 5-21 19, 710 23 8, 653 187 197 9, 447 7, 224 IJtica, N.Y . 33, 914 5-21 12, 521 18 4,690 117 196 5, 578 3, 542 Raleigh N C* 9, 265 6-21 0 4, 388 o 5 o23 0196 [ ol, 778 ol, 000 Akron, Ohio* . 16, 512 6-21 4, 719 8 2, 987 56 194 3, 195 2, 485 om Report of the Commissioner of Education for 1881. eludes cost of supervision. Lese statistics are from % Return for 1881. d Includes State tax. e Assessed valuation. / Average whole number. g Includes cost of supervision and salaries of secretaries and other officers. * CTTY SCHOOLS. LXVII statistics of cities, 6 % "S a 11 13 13 14 15 i a 17 IS 19 20 600 o$5, 185, 426 $112, 250 5 $71,488 $25, 900 $55, 567 $13 13 300 15, 000, 000 142, 500 5 44, 049 $1, 827 22, 200 30, 626 14 39 $2 74 16, 395 «161, 500, 000 2, 040, 000 3. 75 856, 374 '41,847 461, 809 672, 878 20 35 3 14 9, 865 6220, 941, 582 cl, 663, 035 4.5 399, 030 76, 126 276, 316 420, 219 16 83 3 38 1,800 50, 000, 000 781, 784 5. 5 245, 103 83, 082 110, 759 266, 538 17 72 6 25 2, 027 40, 000, 000 366, O00 6 • 185, 512 14, 490 95, 665 160, 198 20 08 5 96 450 3, 000, 000 54, 000 7 17, 610 50 9, 334 14, 950 15 09 4 82 1, 000 9, 000, 000 226, 000 5.5 51, 302 0 20, 200 36, 218 14 39 7 14 300 95, 350 4.5 45, 656 16, 881 22, 865 5200 . . 65,000,000 6180, 000 649, 108 618, 590 631, 397 612 40 62 60 900 i 12, 000, 000 180, 000 7 64, 010 4,140 22,172 48, 132 11 93 2 75 d800 dl5, 000, 0C0 119, 819 5. 5 84, 648 19, 862 35, 022 68, 739 15 68 4 10 632 a4, 729, 460 129, 800 3.5 44, 612 997 20, 098 28, 236 12 27 3 13 700 4, 500, 000 75, 000 5 29, 227 ? 13, 541 18, 554 15 31 4 06 3,000 100, 000, 000 580, 000 4.5 268, 831 17, 701 58, 574 179, 479 10 80 4 90 500 al, 418, 810 200, 000 5 57, 409 7, 226 33, 878 52, 840 15 92 3 31 395 16, 000, 000 266, 000 5 180, 307 84, 780 51, 676 194,966 21 32 8 74 2, 000 abiG, 000, 000 820, 000 4.7. 131, 489 1, 685 elll, 285 /126, 978 13 31 1 68 6500 al, 574, 990 450, 000 6.5 63, 132 5, 399 20, 196 56, 544 9 15 2 11 900 6, 000, 000 101, 620 20 45, 803 2, 872 18,911 36, 813 7 45 2 44 400 «2, 272, 911 35, 366 17 50, 285 9, 992 14, 703 38, 602 14 18 5 43 150 2, 220, 000 25, 200 15 11, 803 8, 362 12, 879 300 aG, 436, 133 111, 000 4.5 34, 189 19, 489 28, 907 a2, 717, 050 28, 100 3.5 12, 687 429 8, 607 13, 273 675 62, 090, 883 60, 000 10 11, 792 11, 692 add, 201, 624 219, 200 57, 509 40, 443 2, 000 25, 000, 000 320, 700 8 71, 811 11, 171 40, 517 66, 514 13 61 3 88 450 17, 385, 906 330, 973 13 96, 878 5, 875 52, 557 95, 987 14 38 2 43 820 100, 000 35, 139 29, 603 1, 000 al2, 000, 000 204, 000 3. 5 49, 630 43, 534 350 4, 500, 000 75, 200 10 17, 630 9, 396 17, 863 8 42 1 44 250 a3, 782, 030 53, 000 4 29, 301 8, 601 8, 343 28, 679 10 72 5 30 195 7, 500, 000 95, 000 14. 5 30, 656 2, 427 15, 253 27, 735 40 a3, 000, 000 45, 000 4. 5 30, 085 11, 746 9, 044 26, 446 300 a6, 533, 880 159, 200 5 35, 336 256 20, 495 34, 070 13 60 6 12 a543, 669, 129 6, 003, 084 1, 438, 849 71, 818 1, 033, 638 1, 503, 052 11 24 4 32 Cfyl2,000 a96, 721, 883 1, 900, 000 590, 754 8, 976 272, 170 468, 524 ($20 . 1 86) 200 10, 000, 000 200, 000 8 36, 267 261 19, 667 34, 296 e Includes cost of supervision. • g Estimated. /Exclusive of amount paid for indebtedness. h In primary and grammar schools only. 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 210 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 * Ei aEs 6 Be REPORT OF THE COMMISSIONER OF EDUCATION. Table II. — Summary of school Cities. 1 Total population (census of 1880). Legal school age. School population. Number of school buildings. Number of sittings for study. Number of teachers. 2 £ *© o r— 3 00 4-3 k-.Sf o © r=2 g A Pupils. Whole number en¬ rolled. 1 Average daily at¬ tendance. 1 3 3 4 5 6 7 8 9 10 Reading, Pa* . 43, 278 6-21 13, 697 26 7, 551 153 189 6, 911 5,609 Scranton, Pa . 45, 850 6-21 al5, 000 30 7, 823 227 220 10, 696 7,062 Shamokin, Pa . 8, 184 6-21 2, 917 6 1, 860 28 181 1, 817 1, 058 Shenandoah, Pa . 10, 147 6-21 a3, 400 4 2, 010 28 184 2, 182 1, 306 9, 046 6-21 4 1, 632 34 200 1, 479 1, 142 23, 339 6 21 16 77 190 5, 001 ■Williamsport, Pa . 18, 934 6-21 4, 985 • 25 3, 485 66 186 3, 489 2,217 York, Pa . 13, 940 6-21 2, 650 10 2, 600 52 176 2,559 1, 762 Newport, R. I . 15, 693 5-16 3, 473 11 2, 241 57 194 2, 471 1, 369 Pawtucket, R. I . 19, 030 5- e3, 292 18 2,760 48 196 3, 116 2, 087 Providence R. I 104, 857 5-16 22, 062 *49 295 181 14, 542 10, 248 Warwick, R. I . 12, 164 5-16 2, 537 18 • 1,608 36 2, 050 1,160 Woonsocket, R. I . 16, 050 5-16 2, 173 14 2, 185 37 192 2, 824 1, 236 Charleston, S. C . 49, 984 6-16 <12, 727 6 94 200 5, 904 3, 789 Chattanooga, Term.... 12, 892 6-21 3, 408 7 38 164* 2, 580 1, 548 Knoxville, Tenn . 9, 693 6-21 3, 044 5 1, 360 30 189£ 2, 137 1, 533 Memphis, Tenn . 33, 592 6-21 11, 200 11 3, 200 67 165 3, 948 2, 671 Nashville, Tenn . 43, 350 6-21 13, 160 13 6, 000 99 185 6,045 4, 568 Galveston, Tex . 22, 248 6-18 5, 108 9 2, 000 41 184 2, 150 1, 447 Houston, Tex . 16,513 8-18 2, 861 10 1, 445 29 172 1, 796 1, 221 "Pn rliT1 y 11,365 5-20 33 1,425 Alexandria, Ya . 13, 659 6-21 4, 582 8 1, 350 25 193 1, 570 1, 063 Lynchburg, Va . 15, 959 5-21 4, 907 6 1, 600 34 196 2, 182 1, 369 Norfolk, Ya . 21, 966 5-21 6, 917 7 1, 600 28 180 1, 524 1, 181 Petersburg, Ya* . 21, 656 5-21 7, 203 6 hi, 808 28 185 2, 083 1, 518 Ports in m th Va _ _ 11, 390 5-21 3, 210 3 14 198 1, 040 575 Richmond, Ya . 63, 600 5-21 21, 536 15 6, 809 148 173 6, 950 5,620 Wheeling, W. Ya . 30, 737 6-21 9, 986 8 5, 550 9S 196 4, 881 4,330 A ppl Af.nji W j ^ 8, 005 4-20 3, 168 7 2, COO 32 1,815 Fond du Lac, Wis .... 13, 094 4-20 5, 076 17 2, 800 40 200 2, 039 1, 329 Janesville, Wis . 9, 018 4-20 3, 632 6 1, 815 35 180 1,638 1, M4 La Crosse, Wis . 14, 505 4-20 4, 627 11 1, 950 46 196 2, 666 *1, 703 Madison, Wis* . 10, 324 4-20 3, 517 9 3, 480 36 180 1, 925 1, 732 Milwaukee, Wis . 115, 587 4-20 42, 094 26 15, 224 j321 198 20, 222 13, 022 Oshkosh, Wis . 15, 748 4-20 6, 375 9 3, 000 54 195 2, 392 2, 215 Racine, Wis . 16, 031 4-20 6, 867 9 *3, 000 53 200 2, 562 *1, 555 Watertown, Wis* . 7, 883 4-20 3, 462 5 1, 100 22 196 1, 084 873 Georgetown, D. C k. . } 108, 688 16- 17 27, 142 54 14, 552 293 186 17, 306 13, 168 Washington, D. C k. . ) 1 Total . 10,918,638 I .12,859,287 3, 958 11,266,676 31, G90. . .. .1,821,773 |], 204, i ’ . I I I i >m Report of the Commis- c Assessed valuation. ioner of Education for 1881. d Exclusive of evening schools. jimated. e In 1880. jed on enrolment. / Includes cost of supervision. g Exclusive of expenditure permanent objects. h In 1879. i Census of 1877. 763 for CITY SCHOOLS. LXXI statistics of cities, $c. — Continued. Pupils. Estimated cash value of tax¬ able property in the city. Estimated real value of proper¬ ty used for school purposes. Tax for school purposes on assessed valuation — mills per dollar. V o <£> u rc3 o H Expenditures. Estimated enrolment in private schools. Permanent improve¬ ments. Teachers' salaries. Total expenditure. 11 12 13 14 15 16 17 IS 960 $25, 000, 000 $281, 600 3 $77, 287 $9, 454 $50, 768 $100, 453 2, 000 50, 000, 000 325, 000 9. 33 125, 737 12, 560 70, 088 135 377 420 1, 673, 475 50, 000 25 21, 717 4, 816 12, 176 21, 710 3, 000, 000 61, 000 13 22, 111 1,639 8, 925 21, 607 64 275 15 55, 935 2, 155 14, 666 54, 926 1, 400 20, 000, 000 181, 872 60, 763 978 39, 140 55, 872 1, 250 12, 500, 000 140, 000 5 37, 910 1, 251 23, 778 38, 310 300 *8, 000, 000 144, 325 3.5 28, 962 11, 948 18,312 39, 320 825 cl6, 291, 300 128, 139 1.3 45, 941 2, 514 32, 634 45, 786 300 cl6, 000, 000 174, 000 40, 500 35, 200 /25, 331 038, 468 4, 147 cll9, 196, 200 7il,450, 000 228, 839 13, 885 176, 641 248, 624 73 clO, 000, 000 36,913 10, 500 ol, 500 10, 549 13, 329 650 11,497, 562 150, 000 38, 892 16, 613 18, 740 42, 863 23, 245, 947 136, 000 61, 894 51, 189 62, 144 350 c5, 180,144 39, 750 5.5 27, 021 5 16, 131 24, 722 100 5, 200, 000 49, 200 2. 25 16, 134 195 12,498 16, 086 cl2, 672, 193 139, 050 2 56, 460 32, 007 44, 265 500 25, 000, 000 195, 000 4.5 89, 264 560 56, 585 89, 264 cl7, 000, 000 21, 000 *2 30, 512 3, 029 16, 813 26,174 350 *6, 000, 000 42, 250 18, 249 903 12, 624 18, 239 1, 000 18, 827 886 14, 590 19, 628 1, 100 4, 000, 000 26, 500 16, 894 1, 266 9, 335 13, 412 300 c8, 000, 000 60, 000 2.6 21, 218 152 16, 490 21, 096 4, 000 15, 000, 000 60, 000 1 23, 158 15, 195 19, 728 1, 200 c8, 576, 967 57, 000 1.9 17, 500 12, 943 17, 232 *819 c3, 286, 036 15, 500 9,747 72 7, 425 8, 999 e3, 500 45, 000, 000 280, 000 1.4 95, 451 640 50, 299 76, 169 1, 000 25, 000, 000 240, 680 7 89, 776 35, 541 42, 510 90, 025 360 52, 200 56, 054 23, 458 12, 783 37, 612 500 c3, 412, 120 125, 310 6. 09 32, 124 440 13, 200 22, 000 265 *5, 247, 847 67, 150 18, 846 1, 995 10, 386 15, 817 600 10, 000, 000 104, 330 8.5 38, 549 1, 518 24, 554 33, 225 600 6, 000, 000 111, 000 4 29, 008 2, 043 16; 138 22, 129 10, 470 c62, 271, 935 705, 033 2. 33 321, 672 33, 937 174, 722 0221, 529 1, 011 12, 205, 258 146, 500 5. 4 49, 764 28, 255 1,061 8, 333, 120 107, 000 3. 24 35, 832' 2, 126 24, 778 34, 365 800 3, 000, 000 36, 000 6.5 16, 311 1, 657 8, 018 11, 757 5, 000 83, 782, 736 943, 085 579, 312 176, 079 317, 229 579, 312 436, 432 8,450,372,200 94,294,153 . j; 30,181,675 2, 889, 156 | 17,784,687 j 27,894,427 Averag ses pe of dai age a je expen - ir capita Lly aver- ttend- n public Is. school Instruction and supervision. Incidental ex¬ penses. 19 20 $9 59 225 10 86 $2 51 226 12 36 3 18 227 7 98 3 19 228 229 67 83 63 35 230 11 27 5 44 231 232 (£25 44 6 35 233 12 14 6 33 234 235 9 27 78 236 15 16 6 08 237 238 11 38 1 90 239 8 93 1 43 240 12 08 4 03 241 13 35 2 62 242 12 71 3 28 243 11 98 1 35 244 245 246 247 12 87 3 84 248 8 58 2 76 249 250 11 27 2 17 251 10 07 2 53 252 253 10 30 254 10 38 255 13 58 4 79 256 257 (£15 09 (£3 01 258 259 12 72 4 39 260 8 40 1 60 261 15 12 3 66 < 262 263 ,7 Some duplicates here included, many of the teachers in evening schools being also employed in day schools. A: The receipts and expenditures here given are for all the schools, white and colored, in the District of Columbia ; all other statistics are for the white schools of Georgetown and Washington only. I Inclusive. LXXII REPORT OF THE COMMISSIONER OF EDUCATION. Table II. — Average expenses pet' capita of daily average attendance in city public schools. Cities. For instruction and supervision. For incidental ex¬ penses. Oakland, Cal . $26 02 $4 83 Newport, R. I . a 25 44 6 35 San Francisco, Cal . 22 35 2 83 Portland, Oreg . 21 32 8 74 Virginia City, Nev . 20 73 6 71 Orange, N. J . 20 57 7 31 Cincinnati, Ohio . 20 35 3 14 Chicopee, Mass . 20 16 7 82 Dayton, Ohio . 20 08 5 96 New York, N. Y . 19 97 4 23 St. Paul, Minn . 19 90 4 71 Los Angeles, Cal . 19 87 7 19 Malden, Mass . 19 68 4 20 Medford, Mass . 19 60 5 64 Cambridge, Mass . 18 99 New Haven, Conn . 18 79 4 74 La Fayette, Ind . 18 60 4 88 Council Bluffs, Iowa . 17 99 6 96 Des Moines (west side), Iowa.... 17 76 7 32 Columbus, Ohio . 17 72 6 25 Fort "Wayne, Ind . 17 46 3 88 Macon, Ga . 17 43 1 08 Baltimore, Md . 17 22 3 82 Worcester, Mass . 17 15 3 78 Plainfield, N. J . 16 92 4 02 Richmond, Ind . 16 90 4 82 Cleveland, Ohio . 16 83 3 38 Denver (five-sixths of city), Colo. 16 82 4 81 Lowell, Mass . 16 80 7 84 Somerville, Mass . 16 70 5 17 Holyoke, Mass . 16 G6 3 96 Kingston, N. Y . 16 60 3 08 Springfield, Mass . 16 46 5 22 St. Louis, Mo . | 16 32 5 06 i Madison, Ind . 16 29 5 78 Tockport, N. Y . 16 28 3 48 TJtica, N. Y . 15 93 4 49 Zanesville, Ohio . 15 92 3 31 Albany, N. Y . 15 72 4 21 Springfield, Ohio . 15 68 4 10 Indianapolis, Ind . 15 63 4 78 Bangor, Me . . . 15 34 New Orleans, La . 15 32 2 77 Tiffin, Ohio . 15 31 4 06 Davenport, Iowa . 15 26 3 66 Woonsocket, ft. I . 15 16 6 08 Fitchburg, Mass . 15 13 4 46 a Exclusive of evening schools, b Per capita in Cities. For instruction and supervision. For incidental ex¬ penses. Georgetown, D. C. i Washington, D. C. > $15 12 $3 66 Chelsea, Mass . 15 11 4 07 Fremont, Ohio . 15 09 4 82 Milwaukee, Wis . al5 09 «3 01 Saratoga Springs, N. Y . 14 99 4 37 Trenton, N. J . 14 81 3 10 Brooklyn, N. Y . 14 81 Rochester, N. Y . 14 76 7 65 Biddeford, Me . 14 56 3 31 Chicago, HI . 14 52 3 81 Cohoes, N. Y . 14 49 4 50 Lynn, Mass . 14 48 5 37 Newburgh, N. Y . 14 42 3 69 Hamilton, Ohio . 14 39 7 14 Chillicothe, Ohio . 14 39 2 74 Harrisburg, Pa . 14 38 2 43 | Lewiston, Mo . 14 32 4 83 Elmira, N. Y . 14 28 4 72 Bradford, Pa . 14 18 5 43 Ann Arbor, Mich . 14 11 4 52 Adrian, Mich . 14 10 5 21 Dubuque, Iowa . 14 06 6 78 j Terre Haute, Ind . 13 98 3 59 Woburn, Mass . 13 84 5 88 Winona, Minn . 13 69 3 68 Erie, Pa . 13 61 3 88 Norristown, Pa . 13 60 6 12 Portland, Me . 13 60 3 63 La Crosse, Wis . 13 58 4 79 Taunton, Mass . 13 50 3 50 Greenwich, Conn . 13 49 3 85 Detroit, Mich . . 13 48 4 94 i Grand Rapids, Mich . 13 45 5 02 Manchester, N. H . 513 44 53 53 New Britain, Conn . 13 38 4 95 Nashville, Tenn . 13 35 2 62 St. Joseph, Mo . 13 32 3 69 Auburn, N. Y . . . 13 31 3 62 Allegheny, Pa . 13 31 1 68 Dover, N. H . 13 16 3 84 Louisville, Ky . 13 15 4 07 Muskegon, Mich . 13 14 3 87 Canton, Ohio _ _ _ 13 13 Poughkeepsie, N. Y . 13 10 3 10 Lincoln, Nehr . 13 09 Lawrence, Mass . 13 08 3 61 day schools based on average number belonging. CITY SCHOOLS. LXXIII Table II. — Average expenses per capita of daily average attendance, cfc. — Continued. Cities. For instruction .and supervision. For incidental ex¬ penses. Cities. For instruction and supervision. For incidental ex¬ penses. $13 06 $4 06 Marlborough, Mass . . $10 81 $3 34 12 98 2 76 Toledp, Ohio . 10 80 4 90 Elizabeth, N. J . 12 97 4 40 Millville, N. J . 10 77 2 96 12 88 3 64 Rome, N. Y . 10 73 2 78 Norfolk, Ya.. . 12* 87 3 84 McKeesport, Pa . . . 10 72 5 30 12 86 3 44 Columbus, Ga . . . 10 66 1 40 al2 83 I Bridgeton, N. J 10 63 2 88 12 78 4 91 Moline, Til __ _ . 10 53 12 72 4 39 Peoria, Ill . 10 39 3 66 12 71 6 40 tTanesville, Wis . . . 10 38 Galveston, Tex . 12 71 3 28 Paterson, N. J . 10 31 3 50 12 58 4 01 Fond du Lac Wis . . 10 30 12 50 2 25 Saginaw, Mich . . 10 27 3 61 12 45 4 14 Hannibal, Mo _ _ _ 10 22 2 60 12 40 2 60 Wheeling, W. Ya . 10 07 2 53 12 36 3 18 Joliet, Ill . 10 04 2 57 Steubenville, Ohio . . 12 27 3 13 Atlanta, Ga . . 10 04 Ithaca, N. Y . . 12 22 2 92 Newport, Ky _ _ 9 86 1 99 Rock Island, Ill . 12 18 4 02 North Adams, Mass . 9 59 3 54 Pawtucket, R. I . . . 12 14 6 33 Reading, Pa . . . 9 59 Freeport, Ill _ _ 12 11 4 75 Bay City, Mich _ _ 9 58 3 05 Memphis, Tenn . . 12 08 4 03 Topeka, Kans . . . 9 32 3 73 Akron, Ohio . . . . 12 00 6 80 Ottumwa, Iowa . 9 30 3 95 Houston, Tex . . 11 98 1 35 1 W arwiclc, R. I . . . . 9 27 78 Sandusky, Ohio _ _ _ 11 93 2 75 i Allentown, Pa _ _ _ 9 15 2 11 Galesburg, HI . 11 75 2 63 Knoxville, Tenn . . 8 93 1 43 East Saginaw, M ich .............. 11 67 4 33 Leavenworth, Kans _ _ 8 76 2 70 Wilmington Del 11 66 5 09 Key W^est Fla 8 61 Gloti oester, Mass . . . . 11 64 3 77 Petersburg, Ya _ _ _ _ 8 58 2 76 Hudson, N. Y . 11 54 2 33 Paducah, Ky _ . 8 45 Cedar Rapids, Iowa . . . . 11 51 4 35 Lebanon, Pa . . . 8 42 1 44 Flint, Mich . . . 11 49 3 78 Watertown, Wis . 8 40 1 60 Springfield, Til . __ . 11 43 Atchison, Kans . . _ . 8 08 Chattanooga, Tenn . 11 38 1 90 Rockland, Me . . . . 8 06 1 55 Williamsport, Pa . . . 11 27 5 44 Shenandoah, Pa . 7 98 3 19 Richmond, Ya . 11 27 2 17 ! Lawrence, Kans . . . . 7 92 2 52 Oswego, N. Y _ _ 11 24 6 25 Wilkes-Barre, Pa _ _ 67 83 63 35 Philadelphia, Pa, . . 11 24 4 32 Sedalia, Mo _ _ _ 7 63 | 1 65 Rockford, Ill . 11 20 2 06 Altoona, Pa . . . 7 45 2 44 Elgin, Ill . 11 10 3 58 Brookline, Mass . ($29 52) Clinton Mass 11 02 4 01 Pittslmroh Pa, _ __ (20 86) South Bend, Tnd _ 11 01 4 36 Meriden, Conn . . . . (16 42) Decatur, Ill . 10 87 3 81 Bridgeport, Conn . (15 55) Scranton Pa . . _ _ _ _ 10 86 2 51 | Covington, Ky . . .... fal5 42) Little Rock, Ark . 10 82 3 77 a Based on average enrolment. 6 Based on enrolment. LXXIV REPORT OF THE COMMISSIONER OF EDUCATION. School population and accommodation. — Table II presents tlie school statistics of 263 cities having a population, according to the Census of 1880, of 10,918,638. Diminishing this population by that of the 24 cities in the table for which school population is not reported, we have for 239 cities a total population of 9,474,730, the corresponding school population being 2,859,287, or 31 per cent, of the total. A glance at the column of school ages will show that the reported school popula¬ tion must be larger than the number of youth of the ages included in the usual period of school attendance. This latter number, which for convenience we may des¬ ignate as actual school population, would bear a ratio to total population varying in different sections ; for instance, in Massachusetts, where the legal school age cor¬ responds with the ordinary period o£ attendance, and consequently legal and actual school population differ but slightly, if at all, the school population of the cities tabu¬ lated ranges from 16 to 20 per cent, of the total population. In some of the frontier States the proportion of school population would be even smaller, but on the whole the ratio that obtains in Massachusetts would be too low for the country at large. The ratio which the children between 3 and 13 years of age in England are found to bear to the whole population (viz, 23 per cent.) may be employed as affording an ample estimate of the actual school population in our country. Using 23 per cent, as a basis of reckoning we may arrive at a more correct idea of the school provision in our cities than can otherwise be formed. The school population and school accommodation of 196 cities that report both items are, respectively, 2,473,317 and 1,114,560, or an accommodation for 45 per cent, of the legal school population and for 13 per cent, of the entire population of these cities. The deficiency of accommodation when represented as equal to 55 per cent, of the legal school population seems enormous, but if actual school population be reckoned at 23 per cent, of the entire population the deficiency of accommodation is then seen to be equal to 10 per cent, of the entire population, that is, 811,940 places. This num¬ ber is still, however, larger than the true deficiency, as will be seen when provision in private schools is taken into account. For 187 cities reporting the items previously considered, together with estimated enrolment in private schools, we have a population of 7,928,869; school population, 2,411,414; sittings in public schools, 1,087,210; estimated enrolment in private schools, 371,922, or a total school accommodation of 1,459,132. Reckoning the actual school population at 23 per cent, of the total population, as heretofore explained, 364,507 places would be required to meet the deficiency. For the supply of this deficiency there still remains the provision in institutions for special classes, viz, orphans, deaf-mutes, &e., besides which, allowance must be made for children permanently incapacitated by reason of mental or physical infirmity. Upon the most favorable interpretation of the figures, the deficiency of accommoda¬ tion in a number of cities occasions, and properly, great solicitude. The table indicates very plainly where the .deficiency is excessive. In the southern cities the evil is attribuiable to the recent date of free schools ; in northern cities, to the rapid increase of population. It is evident that in the great commercial and industrial centres ap¬ propriations must be allowed and provision made for anticipating this increase in the school accommodation. School enrolment. — As pointed out in former reports, the statistics of enrolment in the schools will lead to false conclusions unless the difference in the legal school age in the cities be kept in mind. The following computations show for a certain number of cities the percentage enrolment is, first, of school population; second, of total popu¬ lation ; also, the difference expressed in percentage between the percentage of enrol¬ ment on total population and 23 per cent, of the total population. It will be evi¬ dent from an examination of these figures that enrolment bears a much larger ratio to 23 per cent, of the population than it does to the legal school population, or, in other words, the record of enrolment appears much more satisfactory when compared with CITY SCHOOLS. LXXV the estimated number of youth in the ages of actual school attendance than when compared with all those enumerated in the legal school population. Location. Little Rock, Ark. . . . San Francisco, Cal . New Haven, Conn . Key West, Fla . Atlanta, Ga... . Chicago, Ill . Indianapolis, Ind . Des Moines, Iowa . Leavenworth, Kans . Louisville, Ky . Hew Orleans, La . Portland, Me . Baltimore, Md. . Boston, Mass . . Springfield, Mass . . . Worcester, Mass . Detroit, Mich . Minneapolis, Minn . . . Vicksburg, Miss . . . St. Louis, Mo . Omaha, Nebr . . Virginia City, Nev . . Manchester, N. H . Newark, N. J . Brooklyn, N. Y . Hew York, H. Y . . Raleigh, H. C... . Cincinnati, Ohio . . Portland, Oreg . Providence, R. I . Charleston, S. C . Memphis, Tenn . Nashville, Tenn . Galveston, Tex . . Richmond, Va . . Milwaukee, Wis . . Washington and Georgetown, D. C Percentage of enrolment in public schools on le¬ gal school population. Percentage of enrolment in public schools on to¬ tal population. Difference between ratio of enrolment to total population and 23 per cent, of population. 44 17 6 73 17 6 86 21 2 31 9+ 14 45 12 11 47 14 9 43 18 5 65 12 11 50 20 3 38 16 7 40 11 12 61 20 3 41 17 6 85 15 8 100 16 7 96 20 3 44 15 8 43 16 7 33 10 13 52 16 7 50 13 10 84 17 6 83 14 9 44 13 10 53 17 6 73 24 0 45 19 4 45 14 9 54 20 3 66 13 10 47 11 12 35 11 12 46 14 9 42 9 14 32 10 13 48 17 6 63 15 8 The following table will serve to indicate the importance that attaches in England to exact statements of the condition of school accommodation and enrolment. The school hoards of the larger cities of England go further than our own city boards in anticipating the growth of population ; at the same time the enrolment is kept well up to accommodation and in many cities exceeds it. It is assumed by the educational department of England that six-sevenths of the population are of the class whose children ought to be found in the public elementary schools. Making allowance for LX XVI REPORT OF THE COMMISSIONER OF EDUCATION. unavoidable causes of irregular attendance, it is calculated that school places should be provided for one-sixth of the population. The table here given is based on that estimate. City or town. One-sixtli of population. Efficient schools, 1883. Percentage of accommo¬ dation on one- sixth of pop¬ ulation. Percentage of roll on one- sixth of pop¬ ulation. Accommoda¬ tion. Roll. i Bolton . 17, 569 27, 411 — — - 22, 306 15G.0 126.9 Blackburn . 17, 336 24, 400 21,500 140.7 124.0 Bradford . 30, 505 40, 889 38,289 134.0 125. 5 Salford . 29, 372 34, 722 20, 978 118.2 105.4 Leeds . 51, 520 60, 733 58, 151 117.8 112.8 Manchester . . . 50, 902 66, 466 62, 664 116.8 110.1 Leicester . 20, 396 23, 040 23, 785 112. 9 116.6 Oldham . 18, 557 19, 453 18, 950 104.8 102.1 Sheffield . 47, 418 48, 499 52, 587 102.2 110.9 Newcastle . 24, 226 23, 878 22, 355 98.5 92.2 Nottingham . 31, 096 30, 073 35, 485 96.7 114.1 Hull . 27, 542 25, 228 27, 422 91.5 99.5 Birmingham . 66, 796 60, 866 71, 332 91.1 106.7 Bristol . 34, 432 31,362 31, 180 91.0 90.5 Liverpool . 92, 071 80, 666 80, 851 87.6 87.8 Brighton and Preston . 17, 939 15, 317 15, 237 85.3 84.9 Sunderland . 19, 424 15, 906 18, 412 81.8 94.7 Portsmouth . 21, 331 17,412 17, 447 81.6 81.7 School attendance. — School attendance is a matter demanding even more serious con¬ sideration than accommodation and enrolment. There are certain uncontrollable causes of irregular attendance, as epidemics and extremely bad weather ; but in gen¬ eral it may be said that if the provision made for the instruction of youth is not made use of it argues culpable indifference on the part of parents or poor schools and defective administration, all of which conditions are opposed to the public welfare. The following shows for a certain number of cities selected from the table the enrol¬ ment, average attendance, and percentage of average attendance on enrolment : City. ! Enrolment. Average attendance. Percent¬ age. San Francisco, Cal . 40, 752 30, 827 73 ■Washington and Georgetown, D. C . 17, 306 13, 168 76 Atlanta, Ga . 4,752 4, 465 93 Chicago, 111 . 73,015 48, 615 66 New Orleans, La . 24, 976 15, 224 60 Baltimore, Md . 35, 649 29, 178 81 Boston, Mass . 55, 196 48, 298 87 Detroit. Mich . 17, 994 12, 182 67 St. Louis, Mo . . . 56, 350 37, 600 66 New York, N. Y . 292, 766 136, 982 46 Cincinnati, Ohio . 37, 969 28, 657 75 Philadelphia, Pa . 102, 185 91, 894 S9 Charleston, S. C . 5,904 3, 789 64 Memphis, Tenn . . . . 3, 948 2,671 67 Galveston, Tex . 2, 150 1, 447 67 CITY SCHOOLS. LXXYII The foregoing figures would seem to indicate very unequal results in the several cities from the endeavor to maintain regularity of school attendance. In a measure this difference may be attributable to the different social classes represented in the schools. Wherever the lawless classes or those who are driven by necessity or av¬ arice to profit by the labor of children are in great numbers it becomes difficult to secure a high average of attendance. The remedies for this evil are obligatory laws, attractive schools, instruction adapted to the practical demands of the community, and perpetual vigilance in the use of these corrective agencies. The following state¬ ments are from the reports of cities in which unusual attention has been given to the subject of attendance. In Boston the schools are taught forty weeks in the year and the law compels attendance twenty weeks. Any child who has complied with the law in this particu¬ lar may obtain a certificate,, which protects the child and his employer during the period of allowed absence from school. With reference to the operation of this sys¬ tem the superintendent, Hon. E. P. Seaver, says: In some of the schools the work is much broken in upon by the constant departure and return of this class of pupils. * * * I would therefore recommend that the committee on truant officers consider the propriety of making it the duty of the prin¬ cipal of each grammar school to keep a record of the names, ages, and residences of all holders of the certificates of twenty weeks’ attendance, together with the dates of issue and expiration. It would be well, also, to record the names of their employers, so far as these could be ascertained. * * * When such records have been kept a year or two information may be gathered from them, in the light of which another important question may be considered, and that is whether the needs of children who must work a part of the time while getting an education would not be better served by a system of so-called half time schools, or half time classes, than by the present system. Would it not be better if these children could go to school half the time throughout the year instead of going all the time through only half the year ? The j>racticai aspects of this question I am not now prepared to consider ; but I am con¬ vinced of its importance, and suggest it now, trusting that I may receive the benefit of all the practical wisdom which can be brought to bear upon it. From the prin¬ cipals of the grammar schools especially this aid is expected. In view of the showing of the census with reference to the number of children in Baltimore who do not attend school and are in danger of growing up in ignorance and vice, the superintendent, Hon. H. A. Wise, says: I think it is advisable to try the experiment of establishing a number of half day schools in the city for the benefit of this class of children. Some discussion having arisen with reference to school attendance in Cincinnati, the superintendent of schools, Hon. J. B. Peaslee, made a careful analysis of the sta¬ tistics bearing upon the subject with the following results, as given in his own lan¬ guage : By careful estimates, based upon the school statistics for the past year, there were in Cincinnati 8,809 children between the ages of six and fourteen years who were not enrolled in school. (Fourteen years is the average age at which pupils complete our course of study below the high schools, and is practically the limit of school age in most of our cities.) Of these children under fourteen years not enrolled, many are from well-to-do families, where the parents do not believe in sending their little ones to school before they are seven or eight, and, in some cases, even nine or ten years of age, preferring to give them instruction at home. Again, a large part of this number left the intermediate schools (6th, 7th, and 8th years), some of them after having completed the entire grammar school course ; another large part left the district schools (first five years) at the completion of the course, or after an attendance of from three to nearly five years ; and some, of course, after an attend¬ ance for a less time. Again a large percentage left church and private schools after a corresponding attendance. It is evident, therefore, that there are comparatively few children (the first class referred to above excepted) between the ages of six and fourteen years who never attended school, and many of these belong to the physi¬ cally or mentally unfortunate. In my opinion the actual number of children over ten years of age, born and brought up in our northern cities, who never attended school at all and who are physically and mentally able to do so, is but a small per¬ centage of the youth of school age ; certainly not many of this class can be found in Cincinnati. The number who cannot read and write is still less. LXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. Upon the question of truancy, Hon. Joseph O’Connor, deputy superintendent of public schools, San Francisco, gives the following opinion, quoting the section of the rules of the board respecting truancy : “ Habitual truancy shall constitute good cause for suspension or expulsion of the pupil from school.” For many years I believed this a most inadequate punishment, for the reason that it sentenced the pupil to undergo the idleness he enjoyed. I con¬ sidered that the unreasonableness of the act and the want of governing power in the parent made it incumbent upon the teacher to work upon the pupil’s fears, and hence that corporal punishment was the proper corrective. I am slowly changing my mind on this subject. My experience tells me that the free enjoyment of a bath in the surf, a stroll among the hills, or a ramble along the sea wall is often sufficient to overcome the fear of a whipping ; that the tendency to truancy is often inherited; that the parents frequently detain their children at home for the most frivolous rea¬ sons, thus disposing them to consider truancy a trivial offence; and that parents often not only give expression to this sentiment in the presence of their children, but, also in their presence, misinform the teacher as to the cause of the absence. I be¬ lieve the parents are to blame for at least 80 per cent, of the truancy. Why, then, should boys who are allowed by their parents to persist in the vice be permitted to continue in schools where they are likely to exert a bad influence upon their weak classmates I Upon the same subject, Hon. J. M. B. Sill, superintendent of schools, Detroit, Mich., says : We have at last, through the efforts of many friends of good order, and especially through the judicious persistence of the Hon. John Devlin, of this city, a law which puts it into the power of this board to place some restraint upon the juvenile disord¬ erly persons who infest certain localities of Detroit, and to do something towards correcting the evil of truancy and youthful incorrigibility. * * * This law em¬ powers boards of education in cities like Detroit to establish ungraded schools for the instruction and, if possible, the reformation of the class of children under considera¬ tion. It also empowers the board to compel the attendance of such children upon instruction, under penalty of confinement in one of the State reform schools. As soon as the finances of the board will justify moderate expenditures for this purpose there should be no further delay in the establishment of a central ungraded school, such as this law contemplates and authorizes. For the present, a single room, * * * equipped with suitable school furniture and apparatus, made as comfortable and attractive as possible, and presided over by a firm, but humane and intelligent teacher, will meet wants and conditions. I hope the board will see its way clear to the establishment of such a school and to the opening of the same early in the next school year. The board of education of New York City has made the enforcement of the compul¬ sory law one of the duties of the city superintendent, who has at his disposal in car¬ rying it out the service of twelve assistants, known as agents of truancy. With ref¬ erence to the operation of this department, Hon. John Jasper, the superintendent, says, in his report for 1882 : That the efficiency of the department grows with time and experience is shown in the great success attending the work done in this direction during the year. Tbe whole number of non-attendants placed in school was 882, an increase of 480 over the year 1881 and an increase of 558 oyer 1880. It seems proper to state that 356 of the 882 were children of Italian birth or parent¬ age, and that the attendance in five primary departments and schools and six cor¬ porate schools increased 1,156 during the year, this increase consisting of the 356 above mentioned and of nearly 800 other Italian children, whose parents, aroused by the action of the department, voluntarily complied with the law. * * * * * * * Truancy is another evil which the efforts of the agents abate. During the year 2,495 cases of truancy called for and received attention at the hands of the officers of this department. In the cases of 1,617 a reformation may be said to have been ef¬ fected, as action by the agents was found necessary only once. In the remaining 878, the truant disposition was too strong to be thus easily overcome, for 229 were reported twice, 77 three times, 22 four times, 13 five times, 1 six times, and 3 ten times during the year. The numbe r 345 that might be called more or less incorrigible is thus seen to be about 18 per cent, of the total number, a large decrease when compared with the returns of the previous year. The facts and opinions here presented are sufficient to show that the school officers of our cities are fully alive to the importance of maintaining a high average of school CITY SCHOOLS. LXXIX attendance, and that they will accomplish everything possible in this direction with the means at their disposal. Location of cities. — Table II indicates very plainly a difference in the distribution of the population of the various sections of the country that should be kept in mind in discussing the conditions affecting education. Of the 263 cities enumerated, 222 are in the New England, Middle, and Northern Central States. The ratio of the popula¬ tion of these 222 cities to the entire population of their respective sections is as follows : For the New England States, 44 per cent. ; for the Middle States, 37 per cent. ; and for the Northern Central States, 17 per cent. In other words, a large proportion of the youth of the New England and Middle States come within the operation of the city school systems, which is the case only with a small proportion in the remaining sec¬ tions. Not only is it true that a very large proportion of the youth of the New England and Middle States is found in the city schools, but, on account of the compactness of the population and the facility of communication in those sections, the influence of the city schools is readily extended to the rural districts. Tendencies. — As centres'of wealth and population, cities, it must be allowed, possess great advantages for the work of public education. At the same time the magnitude of the undertaking, whether considered in reference to the number of youth collected together or the money and material employed, calls for the most thorough organi¬ zation, and organization implies what is often termed machinery. Machinery — schemes, regulations, tests, tabulated representations, &c. — has, it is well known, an undue influence over minds of a certain order. To them routine is progress, and they believe in nothing that cannot be formally reported. Education becomes mechanical and fruitless when such men have authority to order its conduct or to pass final judg¬ ment upon its results. It is important to know as exactly as possible the conditions of attendance, punct¬ uality, and classification in our schools ; it is important to have periodical investiga¬ tions and reports upon the condition of school buildings, the use of funds, the progress of classes, the results of particular methods, &c. ; but a large part, and that the best part, of the teacher’s work must be taken on trust. The great end of a year’s school effort is accomplished when the average intelligence, aspiration, and moral character of the scholars have been advanced, results that cannot be exactly measured and tab¬ ulated. * “The work of a teacher,” says Professor Laurie, “ is intellectual and moral, or it is a fraud on society. You cannot measure moral forces by a foot rule.” The ten¬ dency to apply the foot-rule measure, once so strong among us, is giving way to the exercise of a higher and nobler judgment. Methods of instruction, the spirit that pervades the work, the means of adjusting the schools to the ends and uses of com¬ mon life, and of drawing to them the interest of the best minds of the community, engage more and more the attention of school officers. In a work so vast and so complicated as a system of city schools, progress involves constant change. Methods of organization, instruction, and discipline will be adopted at one time that from their very success assume exaggerated importance and come eventually to be more regarded than the ends to which they were originally subsidiary ; a reaction takes place and the method is discarded ; subsequent experience discloses the fact that the evil was wrought through the abuse of that which was inherently good, and there is a counter-reaction. Measures are approved in one city and condemned at the same time in another, be¬ cause in the one place judgment is determined by their moderate and in the other by the effects of their excessive application. The interchange of information between the school authorities of the different cities is desirable, as thereby the experience ac¬ quired in one city may be utilized in another. For this reason I endeavor to embody in my annual reports the statements of superintendents and other school officers with reference to what may chance to be prominent subjects of interest. Some difficulty arises in the comparison of such statements from the different terms employed in dif- LXXX REPORT OF THE COMMISSIONER OF EDUCATION. ferenfc cities for the same grade of schools. It would he an advantage, in many ways, if the grading were expressed uniformly by numbers or letters and each grade corre¬ sponded to one school year. The following extracts are from reports for the current year : From the report of the school committee of Boston for 1882 it appears that the aver¬ age number of pupils belonging to the primary schools was 24,428 ; to grammar schools, 26,695. Out of a total of 51,331 children in the schools June, 1882, there were in the primary grades 24,239; of this number 23,453 were between the ages of 5 and 10, in¬ clusive. Three years are included in the prinjary schools and 6 years in the grammar schools of this city. The number of primary scholars in the schools of Baltimore, 1882, was 15,521 out of a total of 35,649. In this city also primary schools cover 3 years. The total enrolment in the public schools of Chicago, June, 1882, was 68,614, of which number 55,488 were in the primary departments, the course in which occu¬ pies 4 years. In Cincinnati the schools are classified into district, 5 years ; interme¬ diate, 3 years; and high, 4 years. Out of an average enrolment in all the schools of 27,809, the district schools numbered 22,201. Allowing for differences in classification the figures show plainly enough that, so far as the number of children affected is con¬ cerned, the primary and lower grammar grades represent the most important part of the school work. The efforts made within a few years to change the methods of instruction and discipline in the primary schools have been closely followed in my annual reports. The present aspect of this department in the cities generally may be well summed up in the statement of Hon. Samuel T. Dutton, superintendent of schools, New Haven, Conn., in his report for 1833: The reformation begun some years since in methods of primary teaching has taken strong hold during the past year, and the prospects were never better for the whole¬ some, healthful treatment of little children during their first year in school. The school sessions have been materially shortened during the summer months, and by the introduction of physical drill and other forms of activity life in the school room is made less fatiguing and more attractive. Number tables are being supplied as fast as teachers are prepared to make a good use of them. A considerable sum has also been expended for supplementary reading matter. The benefits of this provision are too obvious to need explanation. The following new departure is noted in the report of the Boston school committee for 1882 : For the first time within the knowledge of this committee, a uniform and systematic examination of the first classes of the primary schools was successfully carried out last June. The method adopted was in the main the same as that under which the graduating classes of the grammar schools are examined. The papers were prepared by the board of supervisors and approved by the committee on examinations. The examinations were conducted at the same time in each study and with the same ques¬ tions. The results of these examinations were recorded in blanks furnished for the purpose, inspected by the supervisors, who added their ow u recommendations, and submitted to the committee on examinations ; and the promotions to the grammar schools were made in accordance with the decision of that committee. It should be observed that this experiment occurs at a time when there is in many quarters a decided protest against the prevailing system of annual examinations, as will be seen by the following statements, the first of which is from the report of Hon. Joseph O’Connor, deputy superintendent of common schools, San Francisco, Cal. : In a large school department attempting to give a practical elementary education to more than 40,000 children, the system of written examinations in vogue is, in many respects, positively injurious and is totally inadequate as a test of the labors of the teachers and of the progress and standing of the pupils. The course of study provides that certain books must be studied to certain pages and paragraphs, mention¬ ing lessons, articles, and, in many instances, the very words to be omitted. It is un¬ derstood that the deputy superintendent shall prepare questions for the examinations, taking care not to go outside of the “course” in a single word. The children are promoted upon percentages obtained in their written answers to these questions, and the average director rates the degree of success or failure of the teacher by the pro¬ portion of her pupils so promoted. The natural result is that the great majority of CITY SCHOOLS. LXXXI the teachers (and I do not consider them to blame) spend nearly all their time in drilling and preparing the pupils for the annual examinations. Under this plan the crammed pupils will appear to best advantage and the cram¬ ming teachers are likely to have the highest reputation. The entire department will follow the idiocrasy of the question maker. There will bo no correct measure of in¬ tellectual advancement in the student or of pedagogic skill in the teacher. When I add that from the time the pupils enter the sixth grade (often sooner) until they leave the senior class of the high school — a period of at least nine years — they are subjected not only annually and semiannually, but monthly and often weekly, to' the temptation of copying, and otherwise improperly obtaining credit to which they are not honestly entitled, I think there cannot be much argument in favor of the moral aspect of the written examinations plan. * * * Any person possessing even a slight appreciation of the wear and tear of mental strain must see that the labor of conducting the usual annual written examinations is something fearful. The teachers must not have charge of their own classes. The pupils sit scarcely a foot apart ; each one eagerly hoping to obtain the required percentage. The teacher, by a cat-like vigilance, is required to enforce honesty upon fifty or sixty persons whose undeveloped judgment often recognizes the advantage in the opposite course. Then commences the work of poring over quire upon quire of nervously, hurriedly written answers which, when deciphered, reflect lines of thought just as different from those of the examiner as the reasoning and motives of the child are from those of the adult. If there be a doubt as to the intended meaning, the child is not present, as in oral ex¬ aminations, to explain. When the papers are marked and returned to the class ex¬ amined the objections of pupils, parents, and teachers to the crediting come thick and fast. These troubles settled, the credits must be entered upon the proper records, the percentages calculated, and certificates made out and issued. When one considers what it must be to hold fourteen examinations, with attendant difficulties as described, between the 9th and 25th of the month — a period embracing thirteen school days — he must certainly be amazed at the power of endurance possessed by the average San Francisco teacher. I am happy to state that with the assistance of the inspector and of the late deputy, Mr. D. C. Stone, who was engaged with us during sixteen days of our busiest time, we were enabled at the close of our last school year to reduce the number of written examinations to seven (including French and German, which were given in the cosmopolitan schools only), and these were scattered over a period extend¬ ing from April 11 to May 31. The rules also allowed the promotion by the principals, upon evident fitness, of not “ more than 50 per cent, of the pupils of any class.” I have made the foregoing digression to show : (1) The necessity for a better system of examination ; (2) some of what has already been accomplished by the appointment of one inspector. On the basis of Mr. Leggett’s oral examinations in 1873, one inspector working steadily can examine 107 grammar classes in half the school year. Primary classes can be examined more quickly. Mr. Leggett was a rapid aud able examiner. He was and is an indefatigable worker. Hence I think from 120 to 125 classes, one-third of the number grammar and two-thirds primary, would be as many as any person could thoroughly examine twice a year. * * * Some of the advantages, then, of a proper system of inspection and oral examina¬ tion would be : (1) A large direct money saving. (2) A very much larger indirect saving by preventing loss of valuable time. (3) An improvement of the moral tone of our children by doing away with their greatest stimulus to falsehood and cheating. (4) The improvement of the methods and teaching power of the instructors, under the suggestion ^nd advice of the inspectors. (5) The deliverance of both teachers and pupils from the periodical overexcite¬ ment consequent upon written examinations. From report of Hon. Sylvester Brown, superintendent of public schools, Quincy, Mass. : It was formerly the custom to promote pupils from grade to grade, provided they attained an average of a stated percentage of correct answers on an examination or a series, of examinations. More recently those pupils have been promoted whom their teachers named as being qualified for advancement. Experience has shown that there will be a percentage of good and studious pupils whose names the honest teacher will be forced to omit from the list of those qualified to go on to the next higher grade with their classmates. The aim of the common school should be to do the greatest good to the greatest number, and teachers should never overlook the fact that the schools are exclusively for the children. The question to be answered in making promotions is not ‘’Has this child as good and clear a mind as his class¬ mates?” but “Will this child be less fitted for the duties of life if he goes on with the pupils of his class aud works, ’vyith them the succeeding year?” E — VI LXXXII REPOET OF THE COMMISSIONER OF EDUCATION. After giving a good deal of thought to this subject, I have come to the conclusion that promotions should include the whole class, with very rare exceptions, after tho first two years of the child’s school life, until he reaches the first class in the gram¬ mar school. If children are left in the same grade for two or more years they be¬ come discouraged, and the benefit derived from this repetition of studies is not at all commensurate with the time that is lost. It must be understood, however, by par¬ ents and children that no one is entitled to promotion unless his teacher can con¬ scientiously recommend him as a pupil who has worked according to the best of his ability. From report of Hon. Samuel T. Dutton, superintendent of public schools, New Haven, Conn. : In order to relieve the pressure upon both teachers and pupils, a simpler marking system has been devised which, if used intelligently, takes only one-fourth the time of the old method and does uot demand that the teacher shall sit while teaching with pencil in hand to record the percentage value of recitations. The annual examination as a basis of promotion in primary and grammar schools has been dispensed with, and, while occasional tests, both written and oral, are applied, principals and teachers are urged to use them as a means rather than an end of teaching. Grammar grades. — The examinations here referred to affect the grammar schools chiefly, the department of the public schools which just now stands most in need of attention. The age of pupils is a matter to be carefully considered in the arrangement and con¬ duct of studies for this grade. The consideration is forcibly presented in the follow¬ ing observation by Hon. J. L. Brewster, superintendent of schools, Lawrence, Mass. : I cannot contemplate without deep solicitude the operation of the factory law in diminishing the numbers in our grammar schools, because many of the common branches of study, which all agree are necessary to intelligent citizenship in all the walks of life, cannot be taught in schools of lower grades, where, of necessity, the time is spent upon work of a much more fundamental character — largely abstract — training the perceptive faculties and the like, without which no common school edu¬ cation can be of much value. The criticism is often made that pupils do not make the progress in the city schools that they do (or rather did forty years ago) in the country schools, where the terms of school are much shorter. The fact is that the pupils in those schools were much older, possessed of more mature minds, inhabiting the bodies of young men and young women, not those of small boys and girls. One of the hindrances of the city schools is that, influenced as we are by the shortness of the school life of a majority of the pupils, we have drifted and are still drifting too far in the direction of crowding in quantity, forgetting quality, in attempting to do for children between nine and twelve years of age what ought not to be attempted for the average child until three years later, between twelve and fifteen. It is true that some few can do the work as now attempted, with profit, but not so the average ; and it is the average child who must be the standard in any scheme of public education. Physical and mental maturity — the product of time — is necessary to the successful prosecution of most of the work in the grammar school course. An additional com¬ pulsory year, extending the limit to fifteen years, would do much to aid our grammar schools, or rather to aid the children to prepare for usefulness in life. Memoriter and cramming processes are sure to be resorted to whenever the chief aim in a course of instruction is to carry the pupils through a given quantity of work, irrespective of their ability to comprehend it. Temporary results "may thus be ob¬ tained, which are the more hurtful the more they ave showy and imposing. A case in point is furnished in the report of the superintendent of Quincy schools, Sylvester Brown : In the study of arithmetic we rarely see result's attained at all commensurate with the time and energy expended. This is because teachers, committeemen, and superintendents, who were educated at a time when arithmetic was the almost uni¬ versal hobby, cannot rid themselves of the idea that pupils must get as much knowl¬ edge of the subject now as pupils formerly did who were several years older. So it is not often that a lesson is given or an examination made that does not contain some features in advance of the immature minds of the pupils. Perhaps I cannot make plain to you my meaning better than by the following illustration : While inspecting a B grammar room I saw this problem placed upon the board, which the pupils were ex¬ pected to perform: “A grocer’s quart measure was too small by half a gill. How much did he thus dishonestly make in selling four barrels of cider, averaging 34 galls., CITY SCHOOLS. LXXXIII 2 qts., 1 pt., each, if the cider was worth 24 cents a gallon?” This is not an isolated case; it is only one of the many problems which teachers continually give and exam¬ iners require that are wholly above the heads of children and can only be solved by an adult with a pretty clear head for reasoning. Such problems are not only useless, but are positively pernicious, by putting obstacles in their way that it is impossible for them to overcome, thus causing them to become discouraged. I confess to having seriously misjudged children as to their powers of logical reasoning, and shall here¬ after in my examinations confine myself to those topics in arithmetic in their simple form which children should know and are able to comprehend. Another cause of partial failure in the teaching of this subject is the tendency of teachers to crowd too many problems, embracing a large number of principles, into one lesson. An examination should include problems containing all principles the pupils have been taught ; but one principle is usually sufficient for the daily lesson. Teachers should bear in mind that it is a good quality rather than a large amount of work that is to be desired, and that it is better to have one principle thoroughly understood by all members of the class than many principles imperfectly comprehended. Our successful teachers of arithmetic insist that a diagram shall be drawn by every pupil to illustrate each problem before a solution of it is attempted. When all teachers insist upon this in each case, according to the instructions they have received, they will find it a great help to their classes in gaining arithmetical knowledge. Much has been said in a general way against the forcing process here illustrated, but it is not likely to be prevented until the observation and statements of particular instances have brought about a clear understanding of the nature of the evil. Grading. — Grading is a feature of our city schools that excites more or less criti¬ cism, yet it is by no means peculiar to public elementary schools. On the contrary, the absence of grading (i. e., distinct classification based upon standards of scholarships) is noticeable where funds are meagre and there is a general want of the requisites for an efficient educational work. Grading is an evil only when it is treated as an end in itself, a tendency which has not been sufficiently controlled in the past. The subject has been very thoroughly discussed in recent conferences of teachers and supervising officers, with results that promise a better regulation of grading in the future. The plan of dividing each grade into two classes pursuing the same studies but reciting alternately has been tried with good results. This arrangement gives every child a chance to work by himself and in school, insures greater diligence on the part of the child in school hours; and decreases the hours of mental effort by requir¬ ing less time to be spent in protracted recitations, whereby the number of hours of hom5 study is virtually diminished. With reference to the principle of classification to be observed in this arrangement, Hon. A. P. Marble, superintendent of public schools, Worcester, Mass., makes the fol¬ lowing recommendations : (1) In the first place do not put the boys in one class and the girls in another. (2) It will be harmful to sort out the nervous, brilliant reciters of lessons for one class and the slow and dull for the other. The nervous, high strung, ambitious boys and girls are not the ones to be pushed forward in advance. It is better in many cases for them to go along moderately, and to fill up the spare time by broadening the range of what they learn, than to push them forward or allow them to rush for¬ ward too rapidly in the school curriculum. This broadening may be done by directing their reading and turning their attention to what goes on around them, in the shops, on the street, and in the business which they may happen to know about. Instead of adding to the set and formal lessons of this class of pupils, they may be allowed to set down in writing what they know of any subject or any process of manufact¬ ure. They thus get ease of expression and a definiteness of thought which less practice does not give the other pupils. The interest of this class of pupils in the lessons which it takes only a small part of their time to master may be kept up by incidental attention to correlative subjects. It is not always best to hurry a bright and active pupil into the next grade. So much by way of suggestion as to these smart pupils. (3) Again, in each of the rooms, there is a class tolerably well graded; they are never exactly graded ; if they are subdivided, the classes wili not long remain exactly graded. It is not necessary and not desirable that they should be kept exactly graded. Now, by dividing the room into two classes, the matter stands about where it did be¬ fore — no more difficulty, no less. If it happens that the two classes keep on, neck LXXXIV REPORT OF TIIE COMMISSIONER OF EDUCATION. and neck, no matter. If it turns out that one class gets along faster than the other, no harm in that. But the bright division, if there he one, should not absorb the teach¬ er’s time ; and pupils are not to be put from one to the other as a reward of merit or a punishment. In either case, the two divisions will go on together to the next room just the same as if there were but one class. The experiment has been found to work well. It should be observed that this practice of double divisions in the same grade has always been maintained in certain cities. From the usual organization of the systems of city schools the duty of instruct¬ ing and disciplining the scholars of the grammar grade falls largely upon women. There are serious objections to the exclusion of men from a due share of this work, much of which seems to require the strength, force, and endurance characteristic of the sterner sex. In a number of cities measures are proposed for bringing the gram¬ mar schools more directly or more largely under the influence of male teachers. With examinations subordinated to instruction, grading made properly flexible, and the teaching force judiciously constituted, the grammar schools will he in con¬ dition to realize the hopes of those who have labored so earnestly for their improve¬ ment in recent years. Already the good results of changes that have been introduced within a few years are apparent. The quantity of arithmetic and technical grammar required has been considerably diminished, while better methods of teaching com¬ putation and language have effected a freer exercise of ihe reasoning powers and a more correct use of language on the part of pupils. Drawing has been very generally introduced in the grammar grades, and much attention has been given to the develop¬ ment of taste and sensibility. Among the exercises that particularly conduce to this end must be mentioned those of authors’ day aud arbor day. Although these exercises are not confined to the grammar schools it is here that their influence is most positive and beneficial. The feature of the work in our city schools just referred to is noticed particularly by the foreigners who from time to time visit this country to study our institutions. The following statement is from a report submitted to the minister of public instruc¬ tion, France, by Mademoiselle Marie Loizillon.1 Referring particularly to impressions derived from her inspection of the schools of Cincinnati, she says: It appears that instruction is considered almost everywhere as a means towards an end ; that is, education pure and simple is the goal to be attained. On all side^ the aim of teaching is to elevate the mind and to improve the moral tone. Therefore reading and literature enter largely into the course of study. Pupils of all grades participate in such work according to their ability ; in the higher classes they famil¬ iarize themselves with the most celebrated authors, quoting readily from their best known works and often reciting the master pieces of English and American poets. Many times the pupils write whole poems or essays on the blackboard. They are never at a loss. Should poetry from Longfellow, Bryant, or Shakespeare be called lor at anytime it would be given, so great and so highly cultivated is the taste of the- American child for literature. Superintendent Peaslee lately inaugurated in the schools so-called anniversary days of great men, such as prominent citizens, statesmen, poets, artists, &e. These “days” take place quite often and are veritable tournaments. The pupils prepare themselves carefully beforehand, and, in their readings or recitations on the subject taken from the life of the celebrity selected, without making any pretensions, they ofttimes show considerable talent. These f&te days are almost like family festivals, and the authori¬ ties present add much to the success of the day by their well timed marks of appro¬ bation aud encouragement. 1 In the fall of 1882 Mile. M. Loizillon, inspectrice general e des Acoles matemelles, and Mile. M. Coutu¬ rier, Paris, dir6ctrice de l’Eeole professionnelle du Havre, visited this country to study education. The fact that the two ladies, commissioned by the French minister of public instruction, came by themselves was interesting to American educators in itself. The eminent ability and character of the ladies and the great work they had already accomplished in education gave a special value to any opinions they might form. They expressed themselves in many ways appreciative and grateful for the courtesies extended them by our teachers and school officers. After their return a very cordial note of thanks was communicated to this Office by a representative of the French ministry, express¬ ing in earnest terms appreciation of the courtesies and opportunities extended to these ladies in their visits among our schools. CITY SCHOOLS. LXXXV Evening schools. — The extent of tlie provision made in evening schools for scholars who have not the chance to profit by the day schools will he seen by reference to Table II, appendix. It is with great satisfaction that I am enabled to record the final triumph of the Evening High School, Boston. After uncertainty and protracted dis¬ cussion, *the school was reopened January 3, 1882, under satisfactory conditions. Finances. — From the financial summary, Table II, it appears that the total receipts for education in 1882 were $30,181,675, four cities not reporting; total expenditure, four cities not reporting, $27,894,427. The receipts do not represent the whole amount raised in the cities for the support of public education, as many cities contribute much more to the State school tax of their respective States than they receive from that source. School system of Washington , D. C. — I am indebted to Hon. J. O. Wilson, super¬ intendent of schools, Washington, D. C., for the following outline of the organization and conduct of the schools under his supervision. It is a brief but precise exposi¬ tion of one of the most carefully planned and efficient systems maintained in our country : The public school system includes the elementary schools, the high school, and the normal school. The courses of study are arranged as follows : The course for the ele¬ mentary schools is divided into eight grades, and, beginning with the lowest and proceeding to the highest, they are designated by the terms first grade, second grade, and so on to the eighth grade. A year is required for doing the work of each grade, from the first to the seventh inclusive, and two years are allowed for the work of the eighth grade. Some of the stronger and more capable pupils do the work of the eighth grade in one year. As one-half or more of the pupils who enter the eighth grade leave the schools on completing its course, it is thought best to make the treatment of the studies as thorough and broad as possible, and two years are allowed for this purpose. Arithmetic is thoroughly completed, so that it need not be reviewed by those who pass on to the high school ; the elements of algebra are studied ; geography and the history and Constitution of the United States are reviewed and studied with a higher and more scientific treatment ; English grammar, including abundant practice in writing, business and social forms, reproductions, transpositions, compositions, and essays, receives much attention. A few of the standard works of the best English authors are critically read and studied. Promotions from grade to grade are ordinarily made only at the beginning of the school year. They are made at other times whenever the best interests of a pupil justify or require it. The exceptions to the rule have not been numerous or trouble¬ some. Under a system of yearly promotions, while the course of study for each pupil is the same in length it need not be so in breadth, and there are very obvious and weighty reasons for not making the several periods of tuition in a graded course of study (each requiring a change of teacher) so short that the teacher has time to learn but iittle about the pupils individually. Written examinations are held in the fifth, sixth, seventh, and eighth grades, usu¬ ally designated grammar schools, as follows : In the fifth and sixth grades monthly and in the seventh and eighth grades bimonthly, commencing with October and ending with May. In most schools the examinations are divided and distributed over the period of study included, so that only one study is taken up at each examination. This part of the school work, unattractive alike to teachers and pupils, is thus distributed through the year as equably as possible. Each teacher prepares his or her own questions, su¬ pervises the work, examines the papers, and marks and records the results. There is no attempt to make these examinations uniform in all the schools. By means of a reci¬ tation card, devised for the purpose, a note is made of the daily recitations. From these two sources combined a yearly record of the scholarship of each pupil is made. An annual written examination covering all the work of the year is held just before the close of the schools in June. In this examination the questions are prepared by the school officers, and no teacher has charge of the work in his or her own school. Promotion from grade to grade below the high school is not based upon any speci¬ fied percentage attained by the pupils. It is left to the best judgment of the teacher who has instructed them in the grade from which they are to be promoted, and who has, as aids to a correct decision, the record made through the year, the record of the annual examination, and a personal knowledge of the pupils. At the close of the year each teacher makes out, on a prescribed form, a list of the pupils who have satisfactorily completed the work of the grade, certifies the same over his or her signature, and the promotions are made accordingly. This plan of making promotions gives general satisfaction. Mistakes are made but seldom, and then are easily corrected. LXXXVI REPORT OF THE COMMISSIONER OF EDUCATION. During the past few years there has been no change in the list of studies pursued iu the elementary grades, but the methods of teaching these studies have been con¬ stantly changing for the better. They are much more objective now than formerly. Moulding, map drawing, pictures, and specimens of productions and manufactures are all brought into use in teaching geography, and in fact they are considered indispen¬ sable to effective teaching. The simple elementary facts of natural science arfc taught with the aid of visible illustration : botany is taught from plants, zoology from ani¬ mals, mineralogy from minerals. Physiology and hygiene cannot be illustrated so readily, but a fair degree of success has attended the efforts in this direction. More than one hundred pieces of apparatus, simple and inexpensive, have been devised and made by teachers and pupils for experiments in physics. Drawing is a regular study in all the grades, and no study is more popular with teachers and pupils. It gives a training of hand and eye that is of great general value to all and of special practical value to many who engage in occupations requiring knowledge and skill in this subject. TABLE III. — NORMAL SCHOOLS. The following is a comparative summary of normal schools, instructors, and pupils reported to the Bureau for the years 1873 to 1882, inclusive : 1873. 1874. 1875. 1876. 1877. 1878. 1879. 1880. 1881. 1882. Number of institutions . 113 124 137 151 152 156 207 220 225 233 Number of instructors . 887 966 1, 031 1, 0G5 1,189 1,227 1,422 1, 466 1, 573 1, 700 Number of students . 16, 620 24, 405 29, 105 33, 921 37,082 39, 6C9 40, 029 43, 077 48, 705 51, 132 NORMAL SCHOOLS, LXXXYII Table III. — General summary of statistics of public and private normal schools . States and Territories. Number of normal schools supported by — State. County. City. All other agencies. o m 5*1 rS O a -3 £ OQ ft Number of instructors. SH © 8 &J2 CP? p £ to m Number of schools. Number of instructors. O e uS 0 a %% is to * O I! P OQ 0 m uS © 0 & P P 2 to 3 O e H® |l to « Number of schools. N umber of instructors. Number of students, a 4 19 384 4 20 172 2 7 96 1 5 36 2 17 548 1 3 140 2 5 30 1 17 1 1 9 123 1 5 40 2 7 201 2 26 660 1 9 223 9 52 824 1 12 529 2 4 48 10 92 5, 112 2 8 374 1 1 18 9 40 833 2 11 253 3 18 318 51 2 4 37 513 3 9 143 Maine . . 4 21 498 1 3 9 c2 9 102 Maryland _ _ _ 2 20 278 1 4 45 Massachusetts .......... 6 57 904 3 16 117 3 17 56 Michigan . . . 2 13 401 4 19 321 Minnesota .............. 3 34 776 Mississippi _ 2 15 192 3 17 194 Missouri _ 5 50 1, 231 1 4 68 1 7 54 Nebraska . . 2 10 339 1 16 New Hampshire . 1 4 51 1 1 New Jersey . . 1 20 233 1 10 28 New York . . 7 107 2, 620 2 48 1, 477 3 19 North Carolina . 10 87 1, 211 5 16 166 Ohio . . . . 4 29 161 8 96 3, 562 Oregon . 2 11 61 Pennsylvania . 10 140 3, 154 1 28 965 7 32 442 Rhode Island . 1 8 159 1 South Carolina ......... . 5 28 365 Tennessee . . 1 9 175 11 53 965 Texas — . . . . 1 7 165 2 7 50 Vermont _ _ 3 16 474 Virginia . . . d‘2 52 442 1 2 49 2 12 73 "West Virginia _ 6 19 423 1 8 230 Wisconsin...... ........ 4 59 1, 088 1 2 14 2 14 79 Dakota ................. el 3 17 District of Columbia. . . . 1 3 15 4 15 138 Utah _ _ el 4 41 Washington _ _ el 7 Total . . . . 97 882 17, 964 1 9 223 21 154 3, 109 114 655 15, 043 This summary contains the strictly normal students only, as far as reported ; for total number of students, see the preceding summaries. 6 A*department of an institution endowed by the national grant of land to agricultural colleges, c Receive an allowance from the State. d One of these institutions is partially supported from the proceeds of the national grant of land to agricultural colleges, the normal school being part of an institution so endowed. e Territorial appropriation. LXXXV1II REPORT OF THE COMMISSIONER OF EDUCATION. Table III. — Part 1. — Summary of States and Territories. Alabama . Arkansas . . California . Colorado . Connecticut . Florida . Illinois . Indiana . Iowa . Kansas . Kentucky . Maine . Maryland . Massachusetts . Michigan . Minnesota . Mississippi . Missouri . Nebraska . New Hampshire .... New Jersey . New York . North Carolina . Ohio . . Oregon . . Pennsylvania . Rhode Island . Tennessee . Texas . Vermont . Virginia . "West Virginia . Wisconsin . Dakota . District of Columbia Utah . Washington . v Total . A I .5 A U “I 119 9 5 35 16 9 11 2 24 20 73 13 34 15 54 10 5 30 155 87 29 11 168 8 9 7 16 54 19 61 3 3 4 I Number of students. 677 201 740 17 123 155 1, 885 577 739 406 1,035 582 1, 102 383 1,468 339 51 261 5, 832 1,388 282 61 5, 258 159 175 225 517 550 515 2, 056 35 15 41 7 Number of nor¬ mal students. 1, 045 28, 711 216 79 96 3 23 291 222 111 103 135 31 216 167 277 126 030) 645 168 17 592 10 120 17 592 355 281 150 130 2 35 (461) 640 599 31 29 1, 777 ]3 75 63 (122) 119 282 249 408 3 0 23 0 372 247 805 234 499 66 524 209 49 226 ,996 612 130 32 ,342 146 100 102 209 174 694 14 15 18 7 Number of other students. 158 65 9 135 40 43 59 45G | 56 546 2 122 Graduates in the last year. 20 1 200 135 40 1 (181) 146 95 (101) 33 13 180 96 39 92 38 282 85 76 2 122 45 10 67 (713) 7, 226 I 13, 357 (1 661 923 5 218 112 87 90 l 1 63 00 iO 103 75 3 3 598 541 501 413 23 21 41 41 35 25 73 69 } 22 21 77 70 35 1 24 69 55 48 44 35 19 430 524 65 59 8 10 0 0 15 15 o 0 16 . 1 _ 1 (433) 3,269 3,713 ^2, 568 1, 836 j 1 >.£ © « .C * fl £ M 18 1 120 22 86 35 146 NORMAL SCHOOLS. LXXXIX statistics of public normal schools. Volumes in li¬ braries. o ’r3 'll rS 2 ®‘£ u ? c. g a Number haring collections of models, casts, a £ Number in which students receive diplomas or cer¬ tificates on completion of course. o r-2 s d r2 o $ Increase in the last school year. . 1, 017 250 3 0 4 4 2 2 1 0 3 4 400 50 2 2 2 1 2 1 0 0 2 1, 800 3 2 3 2 2 2 2 3 1, 600 1 1 1 1 1 1 0 1 1 1 1 1 1 1 10,408 753 3 3 3 0 3 3 3 1 2 3 2, 500 3 3 1 1 1 1 0 3 3 2, 200 10 3 2 1 1 3 1 1 2 2 1, 504 200 2 2 2 2 2 2 1 2 1 2 4,014 162 5 4 4 3 , 3 3 1 4 5 3, 050 . 200 2 1 2 1 1 1 0 1 2 2 14, 455 335 9 8 7 5 6 6 1 5 9 4, 656 1, 500 1 1 1 1 ] ] 1 2 3, 164 300 3 3 0 3 3 2 1 3 3 1,400 90 0 0 2 2 2 2 1 0 1 2 3, 950 605 6 3 5 3 5 6 4 3 5 2,150 445 2 0 2 2 2 2 2 0 . 1 1 300 30 1 1 1 1 1 538 50 2 2 2 1 1 1 1 1 2 2 15, 939 225 9 8 8 4 8 9 8 3 8 9 515 83 8 1 8 1 1 4 1 1 6 4 710 32 2 - 4 1 1 2 1 4 4 256 56 2 i 2 2 1 1 0 0 2 2 20, 673 1,185 11 9 11 10 9 11 8 4 11 11 1,200 35 1 1 1 0 1 1 1 1 0 1 10, 000 1 1 1 0 1 1 1 0 1 900 800 1 0 1 1 0 1 1 1 1 2, 175 600 1 3 i 1 0 0 2 3 1 0 1 3 2, 743 1, 175 2 1 2 2 1 1 1 - 2 2, 050 350 1 1 2 4 2 3 1 2 5 6 4, 713 700 5 3 5 1 4 4 4 3 5 5 1 0 1 1 0 0 0 0 1 1 1 1 1 0 0 1 1 0 1 1 0 0 0 0 0 0 1 0 0 1 . 120, 980 10, 221 97 58 96 44 72 1 86 59 24 83 105 xc REPORT OF THE COMMISSIONER OF EDUCATION. Table III. — Part 2. — Summary of States. 2% O c3 Number of students. Number of nor¬ mal students. Number of other students. c3 Graduates in the last year. n . ® t>o © B I! £ a o (k) Iowa State Normal School, Cedar Falls, Iowa . 8, 850 20 00 Normal department of the high school, Davenport, Iowa . (k) (k) Chair of didactics, State University of Iowa, Iowa City, Iowa . (c) (c) Kansas State Normal School Emporia, "K"a.ns _ _ 18, 952 1, 500 Normal department of University of Kansas, Lawrence, Kans . Normal department of Agricultural and Mechanical College, Lexington, Ky. Peabody Normal School for Colored Students New Orleans T.a,. _ _ ml, 000 Peabody Normal Seminary, New Orleans, La . n4, 700 n36 40 Eastern State Normal School, Castine, Me . . . 6, 000 19 00 State Normal and Training School, Farmington, Me . 6, 000 57 14 Madawaska Training School, Fort Kent and Yan Buren, Me . 1, 000 * From Keport of the Commissioner of Education for 1881. aExclusive of appropriations for permanent objects. 6 $500 of this amount from the Peabody fund. c Appropriation in common with other departments of the university; see Table IX. d Includes cost of new building. e $50,000 from the State for the erection of buildings and $8, 000 raised by subscription for site. /City appropriation. <7 School is supported from interest of funds derived from sale of lands donated by the United States. h Partially supported from the proceeds of the national grant of land to agricultural colleges, this normal school being part of an institution so endowed. i County appropriation. j County appropriation per capita. k Appropriation in common with other public schools of the city. I Income from endowment. m Erom the Peabody fund. n From local contributions and the Peabody fund for a period of 16 months ; the amount per capita is the amount of these two funds. i NORMAL SCHOOLS. XCIII Appropriations for normal schools — Continued. Name of school and location. •3fS =•» >■> 111 Ill State Normal and Training School, Gorham, Me . Normal department of Maine Central Institute, Pittsfield, Me . Normal Training and Practice Class, Portland, Me . Normal department of Oak Grove Seminary, Yassalhoro’, Me . Baltimore Normal School for Colored Teachers, Baltimore, Md . Maryland State Normal School, Baltimore, Md . . . Boston Normal School, Boston, Mass . Massachusetts State Normal Art School, Boston, Mass . State Normal School, Bridgewater, Mass* . Training School for Teachers, Cambridge, Mass* . State Normal School, [Framingham, Mass* . Gloucester Training School for Teachers, Gloucester, Mass . State Normal School, Salem, Mass . Westfield State Normal School, Westfield, Mass . Massachusetts State Normal School at Worcester, Worcester, Mass . Course in the science and the art of teaching (University of Michigan), Ann Arbor, Mich.* Michigan State Normal School, Ypsilanti, Mich . . . State Normal School at Mankato, Mankato, Minn . State Normal School at St. Cloud, St. Cloud, Minn . . . State Normal School at Winona, Winona, Minn . Mississippi State Normal School, Holly Springs, Miss... . Tougaloo University, Tougaloo, Miss . . . Missouri State Normal School, .third district, Capo Girardeau, Mo . Normal College of the University of the State of Missouri, Columbia, Mo. . . . Lincoln Institute, Jefferson City, Mo. . . • . Missouri State Normal School, first district, Kirksville, Mo . St. L'ouis Normal School, St. Louis, Mo . . State Normal School, second district, Warrensburg, Mo*. . Chair of didactics, University of Nebraska, Lincoln, Nebr . Nebraska State Normal School, Peru, Nebr . Manchester Training School for Teachers, Manchester, N. H . New Hampshire State Normal School, Plymouth, N. H . Newark Normal School, Newark, N. J . New Jersey State Normal School, Trenton, N. J . State Normal School, Albany, N. Y* . . . State Normal and Training School, Brockport, N. Y . State Normal School, Buffalo, N. Y . State Normal and Training School, Cortland, N. Y . State Normal and Training School, Fredonia, N. Y . . State Normal and Training School, Geneseo, N. Y . Normal College, Now York, N. Y . $6, 333 $52 00 600 61, 500 300 2. 000 10, 000 39 00 (c) (c) 17, 500 102 95 13, 800 74 25 63, 380 11, 200 120 00 *63, 000 15, 094 63 11 10, 850 80 00 11, 075 74 33 (d) (d) 19, 500 38 00 12, 000 36 00 12, 000 47 00 14, 000 32 00 3, 000 22 05 3, 000 12 14 10, 000 44 44 ( d ) (d) <316, 000 10, 000 20 00 69, 259 10, 000 25 31 (d) (d) 11,250 29 24 /l, 750 #7, 950 97 00 * 61, 490 20, 000 18, 000 72 00 18, 000 19 23 17, 256 18, 000 36 15 18, 000 31 00 18, 000 695, 000 *Frora Eeport of the Commissioner of Education for 1881. a Exclusive of appropriations for permanent objects. 6 City appropriation. c Appropriation in common with other public schools of the city. d Appropriation in common with other departments of the university; see Table IX. e$G,000 for buildings and apparatus and $10,000 regular appropriation for two years. / City appropriation for 1882-83. #$1,200 from Plymouth, and $1,750 appropriation for special objects. XCIV REPORT OF THE COMMISSIONER OF EDUCATION, Appropriations for normal schools — Continued. Name of school and location. Appropriation, 1882. State appropriation per capita of pupils in the last year, a State Normal and Training School, Oswego, N. Y . $18, 000 $45 80 IS, 000 (b) Syracuse Training School, Syracuse, N. Y . (b) University Normal School, Chapel Hill, N. C . 2, 000 5 68 Elizabeth City State Normal School, Elizabeth City, N. C . 720 12 00 State Colored Normal School, Favetteville, N. C . c2, 200 16 00 <£820 705 State Colored Normal School. Franklinton, N. C . . . 9 40 New Berne State Normal School, New Berne, N. C . . c700 5 00 Newton State Normal, Newton, N. C _ _ _ ............................... 500 e705 /550 Plymouth State Colored Normal School, Plymouth, N. C _ .................. State Colored Normal School, Salisbury, N. C . "Wilson State Normal School, Wilson, N. C* . . . .7800 2 50 Cincinnati Normal School, Cincinnati, Ohio _ .............................. hi, 480 (b) Cleveland City Normal School, Cleveland, Ohio . Dayton Normal and Training School, Dayton, Ohio ...... .................... (&) Geneva Normal School, Geneva, Ohio . - . hi, 112 9 36 Ashland College and Normal School, Ashland, Oreg* . . . 0 0 Oregon State Normal School, Monmouth, Oreg . 0 0 Pennsylvania State Normal School, sixth district, Bloomsburg, Pa . 1, 605 6 78 Southwestern State Normal School, California, Pa* . 2, 500 (i> State Normal School, Edinboro’, Pa . . . 5, 000 10 00 State Normal School at Indiana, Indiana, Pa . j9, 000 (i) Keystone State Normal School, Kutztown, Pa . . . 2, 500 (*) Central State Normal School, Lock Haven, Pa . . . . 5, 000 *8, 700 Pennsylvania State Normal School, fifth district, Mansfield, Pa . 21 00 Pennsylvania State Normal School, second district, Millersville, Pa . 5, 000 «> Philadelphia Normal School for Girls, Philadelphia, Pa . . . £25, 000 Cumberland Yalley State Normal School, Shippensbnrg, Pa* . m9, 749 6 97 West Chester State Normal School, West Chester, Pa . 5, 000 17 08 Rhode Island State Normal School, Providence, R. I ....... .................. 10, 500 7i850 Fairfield Normal Institute, Winnsboro’, S. C _ ............................. Warner Institute, Jonesboro’, Tenn . 0162 * From Report of tlie Commissioner of Education for 1881. ^ a Exclusive of appropriations for permanent objects. b Appropriation in common with other public schools of the city, c Includes $200 from Peabody fund. <£$100 of this from the county and $220 from Peabody fund. e For 1881 ; includes $205 from Peabody fund. /$50 of this from the county. g $100 of this from the county and $200 from Peabody fund. h City appropriation. J i Fifty cents a week for normal pupils and $50 to each graduate agreeing to teach two years in the State. j For reduction of debt resting upon property. k $3,700 to students and $5,000 to school. 7 City appropriation for 1880. m $8,500 of this are apparently for special purposes. n From State and county. o From county. NORMAL SCHOOLS, XCV Appropriations for normal schools — Continued. Name of school anil location. Morristown Seminary, Morristown, Tenn . Normal department of Central Tennessee College, Nashville, Tenn . State Normal College, University of Nashville, Nashville, Tenn . Sam Houston Normal Institute, Huntsville, Tex . . - . . American Normal School, Kelleyville, Tex . - . . State Normal School of Texas for Colored Students, Prairie View, Tex. « d oo ord e IP ais ft ft-4 « cj O © ft <1 ■S &$200 550 7, 500 18, 000 150 $28 00 80 00 State Normal School, Castleton, Vt . . Johnson State Normal School, Johnson, Vt . - . State Normal School, Randolph, Vt . . . . Hampton Normal and Agricultural Institute, Hampton, Va Virginia Normal and Collegiate Institute, Petersburg, Va .. Richmond Normal School, Richmond, Va . . Concord State Normal School, Concord, W. Va . . Fairmont State Normal School, Fairmont, W. Va . Glenville State Normal School, Glenville, W. Va * . . Storer College, Harper’s Ferry, TV Va . c2, 056 1, 784 *d2, 266 elO, 329 /100, 000 gl, 720 1, 450 2,000 1, 333 630 23 50 14 61 20 02 35 00 9 00 Marshall College (State Normal School), Huntington, W. Va 1,333 Shepherd College, Shepherdstown, W. Va . TVest Liberty State Normal School, TVest Liberty, TV. Va . Milwaukee Normal School, Milwaukee, TVis . . . State Normal School, Oshkosh, TVis . . . . . Wisconsin State Normal School, Platteville, Wis* . . . State Normal School, River Falls, Wis . State Normal School, Whitewater, Wis . - . - . Dakota Normal School, Springfield, Dak . Miner Normal School, Washington, D. C . . Normal department of Howard University, Washington, D. C . Washington Normal School, Washington, D. C . Normal department of University of Deseret, Salt Lake City, Utah . Normal departmentof University of Washington Territory, Seattle, Wash. Ter. hi, 300 868 ji, 688 17, 720 22, 703 14, 756 18, 682 *800 (l) (D 2, 500 (D ( l ) id 50 26 25 2 15 26 00 30 66 36 77 34 00 60 97 * From Report of the Commissioner of Education for 1881. a Exclusive of appropriations for permanent objects. 6 From county. c Includes $120 from rent of land. d Includes $120 from county. e Received annually from the State, being one-third of the income in this State from the congres¬ sional grant of land to agricultural colleges. /Appropriated by the legislature of 1882 for site and buildings. g $1,400 from the city and $320 from the State. h Part returned to State treasury according to law. i Per month. j From State, county, and city. *From Springfield ; also twenty sections of land from the Territory. I Appropriation in common with other departments of the university ; see Table TV. XCVI REPORT OF THE COMMISSIONER OF EDUCATION. Table III presents a summary of the provision for training teachers in public nor¬ mal schools, private normal schools, and departments of other schools, colleges, and universities. The t^tal number of public institutions reported is 119, with 1,045 in¬ structors and 28,711 students, viz, 21,296 normal students and 7,415 other students. These schools comprise 97 supported by State, 1 by county, and 21 by city appropria¬ tion. The private normal schools number 114, with 655 instructors and 22,421 stu¬ dents; of these 15,043 are reported as normal and 7,049 as other students, the classi¬ fication of 329 not being specified. The number of graduates from public normal schools in the last year was 2,568, and the number who have engaged in teaching, 1,836 ; the corresponding numbers for the jjrivate normal schools are 1,034 and 708. The appropriations for normal schools, exclusive of the sums for buildings, sites, &c.,, are a trifle in excess of the same for 1881, including appropriations for building; the amount reported in 1882 is about $60,000 in excess of that reported in 1881. The six States making the largest appropriations are New York, $138,256 ; Virginia, $112,049 (including $100,000 appropriated by the legislature for site and buildings for the Vir¬ ginia Normal and Collegiate Institute, for colored students, at Petersburg) ; Massa¬ chusetts, $85,899 (exclusive of appropriations for the Boston Normal School) ; Penn¬ sylvania, $79,054 ; California, $62,000 ; and Illinois, $61,264. The increase of normal schools in the Southern and Western States is a noteworthy feature of progress. Delaware, Georgia, South. Carolina, Louisiana, and Nevada make no public provi¬ sion for normal schools and Ohio has no State normal schools. Oregon appears for the first time in the table of States reporting public normal schools, the legislature of 1882 having passed an act providing for the establishment of two State normal schools. Since December, 1882, the Peabody Normal Seminary, New Orleans, La., has been continued as a private institution, the educational authorities having failed to make provision for either of the normal schools in New Orleans. In the discussion of the general subject of the training of teachers three important questions arise : (1) What method of training will best fit young people for the work of primary instruction so largely intrusted to them 1 (2) Shall the professional training in normal schools be distinct from the academic or shall both be carried on together? (3) What means shall be employed to inculcate a true educational phi¬ losophy ? These are matters to be determined by experiment, for which reason I have given much space in previous reports to detailed statements of the courses of study and methods of procedure characteristic of the leading normal schools, and to the re¬ sults of their work as displayed in the progress of elementary schools under the con¬ duct of their graduates. In the endeavor to draw practical suggestions from the ex¬ ample of these institutions we are further assisted by noting, from time to time, the impression that they make upon the minds of experienced and impartial observers from abroad, who have no other object in view in their examinations than to accu¬ mulate information for the ultimate advantage of their own institutions. A report of unusual interest, in this respect, is that made by Dr. McLellan, in¬ spector of high schools in Ontario, who, in the fall of 1881, was deputed to examine into our normal schools and certain other features of our system of public educa¬ tion, for the purpose of comparing the same with corresponding departments in the province. The whole of his report is well worth the attention of all interested in these subjects ; space will only permit me to make a few extracts embodying his observations upon certain of our normal schools. With reference to the city normal school, Boston, Mass., which Dr. McLellan styles “ a really professional school,” he observes : The limits of the powers of children, the physical condition of effective mental action, and the conditions of growth and health, the necessity for rest, air, sleep, and the means of securing these, the means of guarding children against draughts of cold NORMAL INSTRUCTION. XCVil air, against excessive heat, &c., all these and many other details are considered and discussed for a special purpose, giving to the student a special knowledge acquired for application to a particular calling. It is justly assumed that physical education is of paramount importance — that the corpus sanum is a necessary condition of the mens sana. Dr. McLellan dwells particularly upon the observation and practice exercises ac¬ complished in the training school connected with the Boston Normal School, which were described quite fully in my report for 1880. With reference to the State Normal School, Albany, N. Y., after stating the admis¬ sion requirements, he says : It may thus be seen that the literary attainments required for graduation are quite extensive, perhaps too extensive if thoroughness be taken into account. The students, however, receive a thorough drill in all the subjects of the public school course, while they are instructed in the branches as carefully as time permits. It is justly assumed that the minimum course for the public school pupil should not determine the maxi¬ mum course for the public school teacher. The appliances for teaching science are very good and methods of instruction are excellent. (1) Professional training.— The professional training, it will be noticed, is not dis¬ tinct from the academic (or “general”); they are carried on simultaneously. Dr. Alden is of opinion that, under present circumstances in that State, the two courses must go on together. Teachers (candidates for the teaching profession) must acquire correct habits of thinking, must learn how to think and how to acquire knowledge with the best results in discipline. If the modes of instruction in academic work have not been such as to secure this in the student he will inevitably follow wrong methods of instruction when he himself becomes a teacher. The force of habit will prove too strong for him, and he will teach as he has been taught, not as he has been told how to teach. Under the vicious influence of bad teaching in the public school, strengthened by bad teaching in the high school, the student becomes, as it were, saturated with wrong methods. These will be followed in spite of a theoretical lect¬ uring in a brief normal school course on different and better methods. (2) In the teaching of all the professors the ultimate calling of the students is kept in view'. They teach subjects not merely to impart literary and -scientific facts and principles, but so as to give them the highest educational value and leave upon the mind the impress of the best educational methods. In their own methods they reveal and illustrate the true methods which, in all essentials, the students are afterwards to observe in the work of the school room. Students become habituated to the true path by being constantly kept in the true path under the guidance of those who are familiar with it ; they learn to think correctly by being constantly taught to think correctly ; they learu how to acquire knowledge in the best way by being constantly trained in the best methods of acquisition ; they learn the value of subjects as instru¬ ments of discipline, as well as the best methods of making them efficient instruments, because they are perpetually under the influence of methods designed to secure disci¬ pline and the development of power. Each professor, too, keeps in viewT any modifi¬ cations of his method which might be necessary in dealing with children. In a word, each professor is expected to be himself a true teacher, by precept it is true, but es¬ pecially by example. And thus philosophical instruction, not so much formal as ma¬ terial, is given at every recitation in every branch. (3) A course of instruction in mental philosophy and its application in education is given by Dr. Alden. There is no attempt at metaphysics, nor time wasted in fruit¬ less discussions of unsettled problems of philosophy. But a simple course is fol¬ lowed — a course having special and practical reference to the teacher’s work. Dr. Alden pursues — and trains his students to pursue — the inductive method in the study of philosophy, approaching the study of mind as we do the study of nature, ob¬ serving particular facts in order to arrive at the general laws which regulate the men¬ tal activities. Having treated of the human mind in the usual threefold division of intellect, emotions, will, he proceeds to show the bearings of the knowledge thus ac¬ quired on the work of education. With reference to professional training in the State Normal School, Worcester, Mass., Dr. McLellan says: (1) Though the professional and the general training are carried on together here, Principal Russell is of opinion that the proper function of a normal school is to give professional training exclusively, or at all events chiefly. If the schools with which it rests to give the required scholarship are really efficient — capable of giving a thorough general training — it would seem that there ought to be no difficulty in confining nor- E — YII XCVIII REPORT OF THE COMMISSIONER OF EDUCATION. mal schools to professional work. Efficiency on the part of such schools for general training is, however, essential. Sound knowledge must be given, and in a sound way; that is, the methods of instruction followed must be thoroughly rational. This means skilled and trained teachers in these schools. If this condition fail, a short course in a normal school will not correct the defects of general education. The nor¬ mal school course would have to be extended so that the general work imperfectly accomplished by these schools might be completed. In fact, if the work is badly done in these academic institutions, the work of the normal schools is made more dif¬ ficult than would be the entire education of the student. For not only would they have to give the necessary scholarship, they would also have to eradicate the bad hab¬ its of a previous training. In any case, the normal school course ought to cover sufficient time to enable the professors to supplement the previous training, to give a connected view of the vari¬ ous branches as departments of science, and to secure facility and power in specially important subjects, as science, drawing, and elocution. (2) Here, as in the Albany Normal School, the faculty, in all their teaching, keep constantly in view the fact that they are teaching those who intend to become teach¬ ers. Every professor endeavors to be, not by occasional teaching merely, but espe¬ cially by the example set in his own daily teaching, a teacher of didactics. Hence the students are trained in the direction of philosophic methods of education, inas¬ much as they are constantly subject to the influence of right methods of instruction and education. (3) A course of instruction is given by Professor Brown on psychology, with special reference to applications in education. In addition to this course in psychology, lessons are given by Principal Russell in the history of education and educational methods and in the practical and definite application of the juinciples of education. From what I saw of these courses and the practical, commonsense way in which they were given, I have not the slightest doubt that they are of great value in the training of the teacher. The Socratic method followed by the professors clearly revealed the intelligence of the students and the undoubted worth, in a professional point of view, of the educational psychol¬ ogy and history, which the skill of the instructors made constantly interesting and profitable. There is a special teacher of methods, a lady who appears to be thoroughly quali¬ fied for her task. This teacher of methods gives well digested lessons and practical illustrations of the best methods of teaching reading, writing, arithmetic — in fact every branch which the student will afterwards be called upon to teach. In the general summary of his observations, Dr. McLellan, having enumerated the conditions which to his mind make it seem desirable to separate the academic and professional courses, says : Under these conditions I have no doubt that the plan of separating the academic from the professional course can be made entirely successful. The Boston Normal School affords a satisfactory exami:de of this. Some of the best teaching I had the pleasure of witnessing during my visit, I might say some of the best I ever saw, was done by graduates of this school. They had been subject to a long course of training in the city public schools ; this had been followed by a full course of four years in the high schools, and this again by one year’s sound professional training under earnest and capable teachers. The results were eminently good. Nature, indeed, had con¬ tributed something to these results, for nascitur, non fit, which is so often applied to the true poet, may, at least in a measure, be affirmed of the true teacher. Here was natural aptitude trained to high perfection. The teacher had learned to play on the “ harp by playing on the harp,” but evidently every touch of her finger had been di¬ rected by one who was skilled on the instrument. In the lowest primary grade 1 saw lessons given in reading, number, color, form, measure (the metric system), and all were given with the educative power of the true teacher. The fundamental maxims of education, from the concrete to the abstract, from the known to the unknown, from the idea to the word, from the thought to the expression, &e., which are often glibly repeated and as often mere dead vocables with¬ out a living influence, had entered thoroughly into the teacher’s conception of her work and spontaneously governed every act and element in her teaching. She did not “communicate” knowledge; she helped her pupils to acquire knowledge. She never did for the pupils what they could do for themselves: the development of their self activity was her studied aim. She seemed to know exactly just what the pupils could do for themselves and what they could not do, and with admirable tact led the little ones to recognize in the unknown that was before them the familiar features of the known. She knew that self exercise on the part of her pupils was the necessary condition of the acquisition of knowledge and the development of power, and there- NORMAL INSTRUCTION. XCIX fore both tlie senses and the intellect were kept in constant activity ; the children saw with their eyes, they heard with their ears, they wrought with their hands; and there¬ fore they “understood with their hearts.” The Americans [observes Dr. McLcllan] are a progressive people; their inventive genius has become proverbial, but they have never been able to discover a royal road to learning, nor to invent a means of annihilating time as a necessary condition in producing culture. They have not in any State, I believe, devised a means of giving all the teachers of the public schools a fair measure of professional training, so that many teachers are to be found with little scholarship and little skill in teaching. But the teachers whom they do educate and train professionally, in general, do credit to their training and are worthy of their calling. And this is due to the fact above referred to: they consider that a long course of literary and professional training is indispensable to the turning out of really efficient teachers. I cannot now enlarge upon this point, but I have no doubt of .its importance. I observed everywhere evidences of the good effects of a long course of training under able and enthusiastic teachers. The following extracts are from the report of Mademoiselle Marie Loizillon to the French minister of public instruction, previously alluded to in these pages: The .normals are splendidly housed, either in separate special establishments, as at St. Louis, or in edifices containing schools of different grades, as in Boston, New York, and Philadelphia. The furnishings are very complete, many times even very luxuri¬ ous. Fine libraries, rich collections, &c., aid greatly in both theoretical and practical instruction. * # # * * * All the more noticeable characteristics of the public schools — such as order, disci¬ pline, fine bearing, activity, ambition, and enthusiasm — are found in the highest degree in the normals. The regular onward march towards progress in the instruction in pedagogy is particularly interesting. The practice or model schools deserve special attention. The pupil teachers work under the watchful eye of instructresses who make notes of their general bearing, of the language used, the clearness of the explanations, the tone employed, the voice, manner of asking questions, use of blackboard, discipline, &c. Notwithstanding this flourishing condition of things matters do not remain dormant. Each year suggestions are made by the principals of the different schools in regard to points of improvement, and such improvements are generally carried out. * * * # * * * In order not to multiply details, it is sufficient to say that the end and aim of the boards of education and principals is to study the needs of these schools, to correct abuses, to increase the powers of the teaching force, and to thus assure increasing prosperity to the public schools. Dr. McLellan’s observations, it will be seen, were confined to the States bordering upon the provinces. Those familiar with the whole country are aware that equally favorable impressions might be formed from an examination of the normal schools in the interior, the far West, and even the Southern States, in which, although the school systems are of recent growth, the training of teachers has received much attention. The position of Washington, upon the border line of the South, naturally causes southern school officers to look to that city for example and suggestion in their en¬ deavors to develop the public schools of their own cities. Like the Boston Normal School, the Washington Normal School is strictly professional. Superintendent J. O. Wilson furnishes the following account of the system of training pursued : The normal school takes a limited number (at present twenty-five) of graduates from the high school and gives them a one year’s course of professional training, the study of the theory and the practice of the art of teaching. The candidates admitted are selected by competitive examination, which secures to the school a high stand¬ ard of academic scholarship as a starting point for each class. The normal school has practice schools of the first and second grade, under the exclusive control of the prin¬ cipal of the school. The teachers of the practice schools rank as assistants in the normal school. Schools of the higher grades are also made use of for observation and practice. The fundamental principles of education can be studied best in connection with their application in teaching young children. Hence the greater part of the practice is in the lower grade schools especially assigned for this purpose. While certain of our normal schools are thus ably fulfilling the purposes for which they are established, it must be admitted that others fail of any special results as c REPORT OF THE COMMISSIONER OF EDUCATION. training schools. Some are embarrassed by tbe low and unequal attainments of their scholars ; others, by the lack of efficient training teachers. Some are dragging along with the courses of study and practice that were adopted twenty years ago and some are hindered by the influence of selfish or narrow minded politicians, manifesting it self through legislation. To guard against such conditions it ^ necessary that the schools should be conducted in accordance with well defined requirements as to stand¬ ards of admission and graduation and courses of study and practice. They must main¬ tain the character of efficient and progressive institutions, or they will not justify the expense incurred in their behalf. This character, however, cannot be maintained under the depressing effects of meagre funds and adverse legislation. Teachers ’ institutes. — Few graduates of normal schools teach in the small district schools, ns they readily command more lucrative and permanent positions elsewhere. Under existing circumstances, teachers’ institutes and summer normals are indispensa¬ ble as a means of imparting to the great body of rural teachers some knowledge of ap¬ proved methods of instruction and of school organization. Each year affords new evidence of the importance of these agencies, and the superintendents and other officers who are responsible for their conduct use every endeavor to increase their efficiency aud estend their influence. The expense of these institutes and summer normals is comparatively small, and it is desirable that action should be taken in every State to jdace them upon a sure financial basis. It would be well if attendance upon these training classes should be made one of the requisites for obtaining a teacher’s license in the case of candidates who have had no other preparation for the work of teaching. Particular accounts of the institutes held during the year will be found under the heading Training of Teachers in the abstracts. The instruction of common school teachers was made a part of the work of the regents of the University of New York as early as 1834, when the legislature passed an act authorising the regents to distribute to such academies as they might select a portion of the surplus income of the literature fund, estimated at $3,000 per annum, to be expended in educating teachers of common schools in such manner and under such regulations as the regents should prescribe. Up to 1881 the fitness of candidates for membership in teachers’ classes had been determined by an examination, usually informal, made by the principal of the school. At this time the standard for admis¬ sion to the classes was made a regents’ preliminary certificate, where it now remains. The necessity for more careful aud personal supervision of the teachers’ classes had long been felt. The classes Tinder instruction during the fall and winter terms of 1881-’82 were accordingly visited by special inspectors employed by the regents. The results of these visitations plainly indicated the value of such personal inspection and examination of the classes. By legislative enactment of June, 1882, the regents were authorized to make permanent provision for the due supervision and inspection of these classes, in accordance with which enactment the appointment of the present inspector was made, and lie entered upon his duties in July, 1882. By the provisions of the same act these classes were placed under the official visitation of the school commissioners in their respective districts, who are to assist in the organization and management of the classes and in their final examination, and to make to the regents of the university a report in regard to the instruction of the classes and the qualifications of their members. Each scholar instructed in a teachers’ class Avho holds a regents’ preliminary certificate and who passes the final examination of the class thereby becomes entitled to the regents’ testimonial, which, when indorsed by any school commissioner, becomes a valid license to teach in the schools of his dis¬ trict for one year from the date of the indorsement, and the testimonial may receive subsequent indorsements at the discretion of the commissioner. Some difficulty has been experienced in maintaining the standard for admission to the classes, i. e., the regents’ preliminary certificate, on account of the fact that many school commissioners persist in licensing the cheapest teachers they can procure or in NORMAL INSTRUCTION. Cl using the license as a means of favoring relatives, political supporters, &c. ; never¬ theless the regents’ action is a step in the right direction, and if persisted in, as it undoubtedly will be, may assist materially in putting an end to the abuse of the license power. The following interesting particulars with reference to the teaching force of the State are derived from the returns of commissioners to the regents’ inquiries. The commissioners’ reports from 26 schools show that the total number of licensed teachers in their districts is 2,653, of whom 1,833 had attended academies and 861 had been members of teachers’ classes. In reports from 32 schools, the total num¬ ber of licensed teachers is 3,435, cxf whom 2,318 had attended academies. From this the fact appears that in the commissioner district from which these reports are received, 60 per cent, of all licensed teachers have been instructed in the academies or high schools and 32 per cent, have received the benefit of instruction in teachers’ classes. The commissioners have shown a very earnest cooperation in the efforts made to benefit the common schools through the instruction given in these classes, and freely express their appreciation of the work attempted by the regents in ad¬ vancing the standard of admission and instruction. While the importance of all agencies for the training of teachers is recognized, it must be admitted that no training is so fruitful in results as that which is accom¬ plished in the normal schools, with a class of students who have made a satisfactory record in a well ordered course of instruction in the elementary and high schools. The multiplication of public normal schools, with a due provision for the appoint¬ ment of their graduates in the public schools, is the surest and in the long run will prove the most economical means of raising the standard of education throughout the country. Pedagogics in universities and colleges. — Chairs of pedagogics or didactics have been established in the Universities of Michigan, Missouri, Iowa, and Nebraska, aud an effort is being made to establish the same in the Mississippi State University and in the Agricultural and Mechanical College of that State. Johns Hopkins Univer¬ sity maintained, during 1882, special Saturday classes for the benefit of teachers of Baltimore. The public lectures given under the auspices of the university have also been largely attended by teachers. They included a course in psychology by G. Stanley Hall, ph. d., university lecturer on pedagogics, Harvard University. It is probable that Dr. Hall will accept a permanent appointment as lecturer upon psy¬ chology in Johns Hopkins. The following announcement appears in the prospectus of the Lawrence Scientific School, Harvard University: The school offers facilities to teachers, and to persons preparing to be teachers, who desire to qualify themselves iu the modern methods of teaching science by observa¬ tion and experiment. A one 5 ear’s course of study, adapted to this purpose, may be selected from the elements of natural history, chemistry, and physics, including any of the following subjects : Physical geography and elementary geology, general chem¬ istry and qualitative analysis, mineralogy, physics, botany, comparative anatomy and physiology, zoology. This course is flexible and comprehensive ; the instruction is mainly given in the laboratories and museums of the university, and is of the most practical character, every student being taught to make experiments and study specimens. Dr. Barnard, president of Columbia College, again, in his report for 1882, urges upon the trustees the importance of establishing a department “to train young men to education as a profession.” Provision in other countries for training teachers. — The provision made in other coun¬ tries, especially English speaking countries, for training teachers should not escape our attention. The public school system of Ontario includes an effective plan for testing the lit¬ erary and scientific attainments of all candidates for the teacher’s profession. In Great Britain the training of teachers is a subject that engages the interest of many important bodies. In addition to the inspected training colleges reported in CII REPORT OF THE COMMISSIONER OF EDUCATION. the foreign summary, the Office lias information of provision for training or examin¬ ing teachers as follows : Iu 1880 Cambridge University inaugurated examinations in pedagogy for teachers of secondary schools. The university has also founded a chair of pedagogy. The University of London has instituted a teacher’s diploma, the first examination for which was held in March, 18^3. Practical teaching is an integral part of the examination, which is open only to graduates. . The College of Preceptors, London, maintains a training class for teachers and an examination of teachers for the college diploma. In 1883 150 candidates entered for this examination. The Skinner Street College, Bishopsgate, London, was established for the especial purpose of training women for the position of teachers in secondary schools. Candi¬ dates for admission must be at least seventeen years of age and must pass an entrance examination. The students are divided into two classes: the first includes those who enter for one year ; the second, those who enter for two years. The courses are pur¬ sued with a view to the examinations in pedagogy of Cambridge University, Lon¬ don University, University of St. Andrews, and the College of Preceptors, in all of which examinations the students of this college have gained great distinction. The council of the college has also instituted a diploma, which is only obtained by a severe examination, to which no student under twenty years of age is admitted. The col¬ lege fee is 25 1. per annum. Forty scholars entered for the session of 1882. That the college meets a recognized want is shown by the demand for its graduates to fill re¬ sponsible positions in secondary schools. The University of St. Audrews includes pedagogy in the subjects of examination for the degree of l. l. a. (literate in arts). Edinburgh and St. Andrews Universities have both founded chairs of petlagogy. The best method of preparing teachers to give instruction in elementary science Is a subject of earnest consideration by leading teachers and scientific men in England. On account, of the system of examinations and grants administered by the science and art department elementary teachers find themselves directly interested in the matter. A union of teachers of science and arts was effected in June, 1883, whose objects are, first, the advancement of the profession ; second, the redress of griev¬ ances. The presidency of the association for one year was accepted by Professor Huxley. TABLE IV. — COMMERCIAL AND BUSINESS COLLEGES. The following is a comparative exhibit of colleges for business training, 1873-1882 : 1873. j 1874. 1875. 1876. 1877. 1878. 1879. 1880. 1881. 1882. Number of institutions . 112 126 131 137 134 129 1 144 102 202 217 Number of instructors. ... 514 577 594 599 568 527 j 535 619 794 955 Number of stmleuts . 22, 337 25,892 ' 26, 199 1 25, 234 23,496 21, 048 22, 021 27, 146 34, 414 44, 834 COMMERCIAL AND BUSINESS COLLEGES. CIII Table IV. — Summary of statistics of commercial and business colleges. States. Number of schools. Number of instructors. Number of students. Number of volumes in libraries. Increase in the last year. i kfc-g o £ sm £ C3 . £ CO CC jj P 'S-c's a H In day school. In evening school. O 8 32 32 0 1 4 240 240 California . . . . 6 35 a983 808 . 100 875 125 1 3 165 128 37 1 5 257 Illinois . .. . 21 95 6, 6G6 4, 625 2, 309 21, 200 800 11 40 1)2, 173 1,543 586 550 Iowa . . . 14 56 2, 462 2,148 398 385 33 2 6 504 343 161 Kentucky . . 4 12 522 406 116 4,050 25 Louisiana . 2 13 357 357 73 1, 932 222 Maine . 5 20 869 691 178 1,170 50 Maryland _ _ _ _ _ ..... 2 23 cl, 138 365 213 Massachusetts _ _ _ 39 dl, 947 988 609 Michigan . . . . . 10 32 1, 735 3, 536 443 7, 000 Minnesota . 3 12 e706 301 154 539 14 Mississippi . . . 3 15 284 234 50 1,200 25 Missouri . . . . . 12 77 /l, 967 905 229 3, 080 1 Nebraska, . . . . . . 1 4 160 102 58 New Hampshire . . . 14 274 229 45 4, 000 25 New Jersey . . . 8 39 1,410 827 583 1, 435 45 New Tork . . . 25 140 gi, 328 5,333 1, 864 7, 399 204 Ohio . 19 76 h3, 844 2, 586 1,008 4, 000 500 Oregon . . . . . - 1 4 160 90 70 200 25 Pennsylvania . 20 81 44,319 2, 074 1, 192 3, 908 104 Rhode Island . 2 11 506 422 84 100 1 Tennessee...... . . 6 15 490 402 108 692 Texas . 10 20 j942 798 173 305 15 Vermont . _ . _ . 2 5 175 175 500 100 Virginia . 1 1 58 35 23 552 10 "West Virginia 1 4 170 130 .40 Wisconsin . 9 35 1,424 1, 128 408 2, 624 56 District of Columhia, _ _ _ 1 5 567 286 281 500 Total . 217 955 £44, 834 Z30, 524 III, 593 | 68, 256 2, 380 a Not reported of 80 whether they are in day or evening school. 6Not reported of 106 whether they are in day or evening school. cNot reported of 560 whether they are in day or evening school. dNot reported of 350 whether they are in day or evening school. e Not reported of 251 whether they are in day or evening school. /Not reported of 833 whether they are in day or evening school. g Not reported of 221 whether they are in day or evening school. ifcNot reported of 250 whether they are in day or evening school. iNot reported of 1,075 whether they are in day or evening school. jNot reported of 52 whether they are in day or evening school. J: Not reported of 3,778 whether they are in day or evening school. 21,061 attend both day aiid evening school. CIV REPORT OF THE COMMISSIONER OF EDUCATION. It must "be confessed that, up to the present ti^jne, one among us who seeks a com¬ plete business education must, as a rule, go outside of the courses of study established by the public schools or the endowed institutions for secondary and superior instruc¬ tion. This want has been met up to the present mainly by certain able and cultured teachers who have seen the great public demand and come forward and out of their own means and energies furnished the required instruction. Instead of disparage¬ ment from those engaged in other departments of education, they should have sym¬ pathy and support in all these meritorious efforts. An increasing consciousness of the imperative necessity for this training and of its value to the young is manifested among school authorities. Arithmetics have an increasing amount of business forms and text books on book-keeping are frequently studied. It is not amiss to notice here two objections raised against these efforts with con¬ siderable force. One is that the character of the instruction by the teacher or text book is so unlike anything in practical affairs that it is worse than useless. The pupil that has thus been taught banking or exchange or business forms, it is affirmed, when he takes his place in a mercantile house, has to free himself from what he has thus acquired and learn the methods in practical use. The other objection, which pertains more exclusively to business education, is that urged by a class of business men who desiuse learning. They are ignorant ; they treat all questions in a selfish or narrow or ignorant light. They would not have a boy instructed ; in their language, “the school would spoil him,” teachers are fools; and they do all in their power to keep mercantile affairs in the hands of those like themselves and to make the pursuit distasteful and offensive to the youth of noble aspirations. These objections will not stand investigation, however available they may be for the purpose of the opponents of a sound and thorough preparation for business and of those who would keep this instruction out of the hands of teachers and out of schools. The more this instruction is made fit the more its rightness and expediency will be seen, the greater the number of youths who will resort to it, and the faster will it elevate and ennoble the vocation. On the continent of Europe various forms of special instruction have been carried further than with us. Schools for business may be found aided by the public funds. Their appliances are sometimes elaborate and expensive. The course of study at the commercial school of Antwerp is worthy of note. It embraces two years, and the students are eighteen or twenty years old. They are thoroughly trained in the mer¬ cantile offices connected with the school. The program embraces transactions of a general business house, commercial arithmetic, invoices, accounts of sales, accounts current, commercial calculations and valuations, exchange operations, public funds, book-keeping, bills of lading, foreign and international commercial law, general his¬ tory of commerce and industry, commercial and maritime legislation compared, cus¬ toms legislation, the tariff schemes of different nations, ship building and fitting out, commercial and industrial geography, poetical economy and statistics, and corre¬ spondence in foreign languages, the pupil receiving instruction in French, Dutch, German, Spanish, Italian, and English, and being required to examine and draw inferences from newspapers published in nearly all the business centres of the world. The education of business men is especially demanded in this country. All the powers and attainments and manhood of the American merchant are laid under con¬ tribution in every direction. The tide of affairs rushes around him ; everything is at high pressure ; his walk, his manner, are infected by it. Who shall say that he of all men does not need a high and far-reaching purpose, all possible preparation, a clear calculation of the perils along his course, sure and ready command of himself and his forces, power to go and stop at will, habits of rest as well as labor, time for a happy home and a place for recreation — that his youth may be renewed and pro¬ longed — and wisdom, that he may administer on his own estate ? KINDERGARTEN INSTRUCTION. CV TABLE tV.— KINDERGARTEN. The following is a comparative summary of Kindergarten, instructors, and pupils reported to the Bureau from 1873 to 1882, inclusive : 1873. 1874. 1875. 1876. 1877. 1878. 1879. 1880. 1881. 1882. Number of institutions. . . 42 55 95 130 129 159 395 j 232 273 348 Number of instructors... . 73 125 216 364 336 376 452 524 676 1 814 Number of pupils . 1, 252 1,636 2, 809 4,090 3,931 4,797 7, 554 j 8, 871 14,107 16, 916 Table V. — Summary of statistics of Kindergarten. States. Number of schools. Number of teachers. Number of pupils. States and Terr itories. o . go f ■© |V 02 yA «H 3 3 £ O P 3 O CJ rz rS P, 3 & Alabama, _ _ 2 2 26 Missouri. ............... 65 233 a8, 076 California _ _ 28 49 1, 050 Nebraska . . 1 3 57 Gann net, ient _ 6 12 160 New Jersey . . 12 29 443 Del a, ware _ _ _ 2 4 31 New York . . . . 38 95 1, GOO Dlinois _ 27 55 701 North Carolina . 2 4 60 Indiana . . 7 15 165 Ohio.... . 18 36 539 Iowa.. . 4 12 199 Oregon . 1 2 21 Kansas _ _ _ 3 5 116 Pennsylvania ....... _ 31 68 845 Kentucky . . . 1 1 20 Rhode Island . . . 4 13 135 Louisiana . . . 2 6 94 Virginia . . . 3 7 63 Maine . . . 2 3 58 Wisconsin . . 17 42 918 Maryland _ _ 6 10 93 Arizona . . ,.... 1 1 16 Massachusetts . 41 53 724 District of Columbia.... 10 22 270 Michigan . . . . 5 8 . 193 New Mexico ............ 1 1 Minnesota . 7 23 243 Total . 348 814 al6, 916 Mississippi . 1 . -1 a Includes some pupils receiving primary instruction. The statistics of Kindergarten show a noticeable growth the past year. The in¬ crease is due both to the establishment of Kindergarten in States which did not report any for the previous year and to the multiplication of them in large cities. Kindergarten existing in Nevada and New Hampshire in 1881 have disappeared and others have been established in Kentucky, Mississippi, Nebraska, and Oregon, States which were not credited with any in my last report. A Kindergarten has also been established in New Mexico. The principal growth has been in the very largest of our cities, in which the Kindergarten methods are most demanded. More than one-half of these enterprises have started in the cities of Boston, New York, Philadelphia, Wash¬ ington, Chicago, and San Francisco. They are supported by the wealthy for the sake of their own children and by the philanthropic for the benefit of the poor by whom they are surrounded. The charity work of the Kindergarten is one of its most pleasing and attractive features. Its beneficent influences and instructions are carried into the poorest and most forbidding sections of our large cities, and seeds are sown in fresh soil that show immediate growth and promise future harvests. Associations are organized for ex¬ tending and supporting this work. Among them are the Public Kindergarten Society, the Jackson Street Kindergarten Association, and the New Silver Street Kindergarten Society, in San Francisco ; the Free Kindergarten Association and the Friibel Kinder- CVI REPORT OF THE COMMISSIONER OF EDUCATION. garten Association, in Chicago ; tlie Kindergarten Association in Cincinnati, and the Sub-Primary School Society in Philadelphia. Their purposes may he illustrated by words used in the report of the Chicago Frdbel Kindergarten Association, as follows: This charity is designed by the association for the beuefit of little children too young to be admitted to the public schools, who in winter are often locked info their comfort¬ less homes while their mothers are out at work and in summer are locked out of them, exposed to all the corrupting influences of the streets and alleys. The Chicago Free Kindergarten Association has for its object the maintenance of a class for training teachers and the promotion of free Kindergarten in the city. The society sprang up as a remote consequence of the terms on which a lady, Miss Matilda H. Ross, accepted the invitation to become the principal of a new Kindergarten de¬ partment in the Cook County Normal School, namely, that she might associate with her duties at the normal school the organizing of free Kindergarten for neglected children in Chicago. Her work became widely known through efforts to have its headquarters removed into the city, and an association for the establishment of a free training school and of free Kindergarten resulted. The first Kindergarten was organ¬ ized July 5, 1881. Nine others have been opened by the association, and the number is increasing. The average daily attendance of childreu is about COO. The Cincinnati Kindergarten Association has three Kindergarten in successful op¬ eration and nearly 200 children in attendance. The first one was opened in March, 1880. In Boston there are 24 free Kindergarten, supported by Mrs. Q. A. Shaw, and super¬ intended by MissL. B. Pingree. The condition of these charities in 1882 was given by Miss Pingree as follows : There are at present 31 free Kindergarten for poor children in and near Boston, car¬ ried on by the private charity of one lady. Four of these Kindergarten began their work in 1877 ; during 1878 and 1879, 14 others were started, and in 1880 the remain¬ ing 13. Twenty-three of these Kindergarten receive 50 children, each under the charge of two trained teachers, a principal and an assistant; and 8 receive 25 children, with one teacher in charge. Nineteen of these occupy school rooms or halls the use and care of which are kindly given by the city or town where they are placed ; the remainder are in houses where day nursery work is also carried On, or in suitable rooms hired for the purpose. * * * No Kindergartner is engaged until she re¬ ceives a diploma from a competent trainer, and great care is taken to engage only those who seem to have special fitness and ability for the public work among poor children. In Philadelphia the Sub-Primary School Society has undertaken a movement on behalf of neglected children under school age and for the prevention of crime and pauperism. With these objects in view 17 free Kindergarten have been estab¬ lished, in which care is taken of about 500 children. Other schools are to be pro¬ vided as soon as funds will permit. The society has cooperated with the charity organizations of several of the wards. An offer of one-third of the teacher’s salary and an outfit for the Kindergarten made to any ward association Which would estab¬ lish a free Kindergarten has been accepted in numerous instances. In San Francisco the three Kindergarten societies already mentioned have carried forward their char¬ itable work Avith energy and success. Seventeen free Kindergarten have been estab¬ lished and 11 report an attendance of 624 children. These little ones come from mothers of all nationalities and religions, from homes of the most varied character, and from surroundings of poverty, woe, and crime ; and all that can be is done to promote their moral, physical, and intellectual growth. In the report of the Jackson Street Free Kindergarten Association, Mrs. Sarah B. Cooper says : The work of a teacher in these free Kindergarten is a distinctive work ; it does not end with school hours. . The children are so young and the home life is often so wretched as to require the best energies of the faithful teacher when the work of the school room is over. There is much visitation to be done to look up absent children ; and, where sickness invades, the teacher is often called upon to supply medical aid and other necessary help; and where death comes there is sometimes no one but the Kindergarten helpers to see the little one decently buried. KINDERGARTEN AND THE PUBLIC SCHOOLS. CVII The influence of these free Kindergarten upon "both children and parents is every¬ where acknowledged to he excellent. The report of the women’s corps of visitors of the twenty-ninth ward in Philadelphia says: There is a noticeable improvement in the children in a short time. A t first they are somewhat uneasy, and perhaps a little afraid, at their novel surroundings; hut, find¬ ing themselves so kindly cared for and their welfare so evidently sought, they soon brighten into natural and happy children, showing hy their intelligent readiness to adapt themselves to their new conditions how hopeful is work for the children. A visible effort is made hy the mothers to send them as tidy as their circumstances permit. The following quotations from a published letter hy Miss L. B. Pingree, superin¬ tendent of the Boston free Kindergarten, are of interest in this connection : When these Kindergarten began their work it was interesting to see the mixture of curiosity and indifference among the parents whose children were found in the streets and asked to come to them. It was difficult to secure regular attendance, even in the most crowded localities, hut gradually an interest and some appreciation of what was being done for their children began to be manifested among them ; but this we feel was greatly due to the faithful visiting in the homes by the Kindergartner, where after a little time she gains the confidence of the mothers and is able to make useful suggestions about cleanliness, proper food, clothing, &c., but more than all to learn something of the children’s lives there, their temper and dispositions, for, even in their ignorance about any right ways of guidance or control, these people are often intelligent about the general characteristics of their children and able to give an earnest Kindergartner much help. Then the interest manifested in the chil¬ dren and families does much to encourage the parents to do something for the chil¬ dren themselves and to make them feel more responsible for them. The impression made upon the mothers by the patience and gentleness of the teachers is a deep one. The little ones often come to us so degraded and almost depraved from constant association with vice of every kind, lawless and defiant, using profane language with the ease of full grown men, untruthful, sullen, and unhappy; but gradually, in the most hopeless cases, habits of honesty, truthfulness, and obedieuce have been formed, impure language hushed, and some degree of gentleness and kindness toward others has been gained ; and oh ! how often wan, sad faces and lives made happy and glad! A truant officer in one place told me, without knowing I was interested in the work, that the Kindergarten had made a great change in that neighborhood ; there was less swearing and rudeness among the older children ; he often heard the little ones reprove the older for using bad words and for unkind treatment. KINDERGARTEN AND THE PUBLIC SCHOOLS. The school board of Milwaukee appointed a special committee in January, 1882, to visit St. Louis for the purpose of examining the Kindergarten of that city which are connected with the public school system. The committee performed their mission and made an elaborate report, in which the difficulties attending the maintenance and operation of these schools were fully explained and discussed. Yet the commit¬ tee felt thoroughly satisfied of the practicability of establishing a Kindergarten sys¬ tem in Milwaukee. They advised cautious movements, the exercise of great care in the selection of Kindergartners, and the exclusive control of the Kindergarten by the school board. The important question seemed to be whether one teacher could conduct two separate classes a, day. If this could be done the expense would not be such as to prevent the successful establishment of the system. The board came to the conclusion that the experiment was worth making, and that, if prudently con¬ ducted, it would probably solve the problem of infant instruction for the city. Rules were adopted for the regulation and government of the system which exhibit the prin¬ cipal features of the plan adopted. They are as follows : (1) It shall be the duty of the director of Kindergarten to give all the instruction in the training school for Kindergartners and to supervise the public school Kinder¬ garten of the city, and she shall be director of the Kindergarten in connection with the training school. (2) The director of Kindergarten shall be responsible for the training school for Kindergartners and the Kindergarten in connection therewith in the same manner and to the same extent as principals are for their schools, and all reports relating to said training school and Kindergarten shall be made to the superintendent and secre¬ tary in accordance with the rules of the board. CV1II REPORT OF THE COMMISSIONER OF EDUCATION, (3) The course of study in the training; school for Kindergartners shall embrace thorough instruction in the philosophy and practice of FrobePs system, including the gifts, occupations, plays, and songs, and actual training as assistant in the central and local Kindergarten, the leading principles of bodily hygiene, the elements of men¬ tal and moral science in their relations to child education, and the general history of educational methods. (4) The training school for Kindergartners shall be open to such persons as are able to pass an examination as to education and personal qualifications for Kindergarten work, to be held by the committee on Kindergarten, the superintendent of public schools, and the director of Kindergarten. On entering the training school, the ap¬ plicant shall be put on one month’s probation, and if at the end of that time she gives assurance of becoming a successful Kindergartner she shall be made a regular member of the class. (5) No person shall be certified as director until she has passed a satisfactory ex¬ amination in the studies prescribed for the training school for Kindergartners and has by actual service proved herself proficient iu tlie management of classes in the various gifts, occupations, and exercises of the Kindergarten. Certificates shall be good while the holders remain in the service of the board. Paid assistants who have attained sufficient experience to act in that capacity shall be selected from the pupils in the training school, and certificates shall be issued to them which shall bo good for the school year during which they are granted. (6) All persons admitted to the training school for Kindergartners shall, during their attendance upon the same, be required to act as assistants in the local Kindergar¬ ten for one session each day, without compensation, unless when detailed to act as paid assistants. (7) The daily session of a Kindergarten shall be 3 hours. No pupil over 7 years of age shall be received, and no pupil shall be permitted to attend a Kindergarten and a class of a higher grade at the same time. (8) Each Kindergarten shall be entitled to a director and 1 paid assistant for 60 pupils and an additional paid assistant for each 30 pupils over 60. No Kindergarten shall be opened unless an enrolment of 60 pupils can be secured. (9) Directors having charge of two Kindergarten classes in one day shall begin with the same salary and shall receive advancements on the same terms and conditions as teachers holding the A certificate [the highest grade], and assistants shall receive $20 per month for a full day’s service. Directors and assistants employed for one class per day shall receive one-half of this compensation. (10) The Kindergarten shall constitute the lowest grade in the course of instruc¬ tion of the public schools and shall be treated as a department of the primary or dis¬ trict school in which it is located. Except as to such matters pertaining to the pro¬ gram, the details of work, and the duties of local directors as are under the immedi¬ ate supervision of the director of Kindergarten, the Kindergarten shall be subject to the control of the principal of the school in which it is placed. (11) No Kindergarten shall be organized or conducted in any school unless upon the recommendation of the committee on Kindergarten and the order of the board. (12) The Kindergarten shall be under the same general supervision by the super¬ intendent of schools as are the other schools, and they shall be governed by the reg¬ ulations of the schools established by the board, except as these are modified by the foregoing rules. A FRENCH VIEW OF AMERICAN KINDERGARTEN WORK. The following paragraphs, translated from the report of Mile. Loizillon on primary instruction in the United States, are of special interest to American readers : The establishment of the Kindergarten in the United States of America was a thoroughly feminine work, which does not date back more than a dozen or fifteen years. * * * It is to be feared that on account of the reception of children from the wealthier classes — who many times have been favored and sj)oiled at home — certain concessions will be made in the Kindergarten which may be opposed to the principles of the sys¬ tem, and, by introducing disturbing conditions, may have an unfortunate influence on the pupil teachers. * * * At Boston and St. Louis the most interesting Kindergarten for study are to be found, not only on account of their number and origin, but on account of their organi¬ zation and the unity of their direction. * * * These establishments are noteworthy because of the buildings, furnishings, &c., but the retiring rooms for the children are not arranged according to the best hygienic ideas. * * * The result of the exercises in drawing on slates, in constructing solid figures, in combining colors, in the weaving of papers is very remarkable. The children acquire SECONDARY INSTRUCTION. CIX great dexterity, combined with quick iiowers of observation, but the work should not be carried too far, as in one school where children of four years of age sew, cut out dolls’ clothes, and even mend garments. Little folks of that age are too delicate to wear the thimble, hold the needle, and give the strict attention required in such work. * * * The teachers only have three hours’ class work each day, but the amount accom¬ plished in this short space requires such tension of mind, so much vigilance, that the nerve force would not suffice for a longer period. One source of fatigue is caused by the different nationalities present at the Kindergarten [Mrs. Shaw’s apparently]. The English tongue has to be taught to the pupils. * * * The disposal of the different objects made at the close of each year awakens ambi¬ tious instincts at the beginning of the new term, as each child wishes to help in re¬ decorating the school room. Then curiosity and enthusiasm are both excited. Even the colored children show as much amour propre in this matter as the whites. * * * The experiments made in St. Louis and Boston have given rise to many more or less successful attempts to establish similar schools elsewhere. * * * Notwithstanding the hopes that this interesting movement has awakened, it is impossible not to feel that the establishments due to private sources are quite in¬ sufficient. What are 232 Kindergarten (with 8,871 pupils) to a population of more than 50,000,000 persons ? Public generosity is inexhaustible in the United States of America, especially in the interests of education; yet, even if the number of Kinder¬ garten be doubled in a dozen years, the situation will remain the same: there will be too few Kindergarten for the public need. There is one point in the education of children in the United States which may be called a fault of the organization. As the school only admits pupils at the ages of 5 or 6 years it happens many times where the families are out at work that the children are left without any one to care for them, so that they run on the streets and acquire bad habits at an age when the powers of reasoning cannot be “brought to bear. Even the Kindergarten does not suffice to prevent grave errors, as the little folks are only there three hours a day. ' This I>roblem will only be solved when the state takes charge of the education of chil¬ dren from infancy upward. All efforts made by private parties will only have a lim¬ ited value. General measures are better. * * * ^ The project of connecting the Kindergarten with the public school has been mooted (in Boston it was attempted, but found too onerous a duty), but insurmountable finan¬ cial difficulties seem to stand in the way. Notwithstanding the wealth, generosity, and devotion of the American people the State governments cannot impose the neces¬ sary taxes to form a budget for Kindergarten instruction in addition to what is re¬ quired for the actual organization. * * * Nothing is impossible, however, in a country where suggestions so soon become facts. But if the work of protecting little folks is to remain isolated from the rest oPthe school system it will suffice at least to glorify the American women who were the means of founding the schools. SECONDARY (INCLUDING PREPARATORY) INSTRUCTION. 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 1873 to 1882, inclusive : 1873. 1874. 1875. 1876. 1877. 1878. 1879. 1880. 1881. 1882. No. of institutions. 944 1,031 1,143 1, 229 1, 226 1, 227 1, 236 1,264 1, 336 1,482 No. of instructors. 5, 058 5, 466 6, 081 5, 999 5, 963 5,747 5,961 6, 009 6,489 7, 449 No. of students. .. 118, 570 98,179 108, 235 106, 647 38, 371 100, 374 108, 734 110, 277 122,617 138, 384 CX REPORT 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 . New Hampshire . New Jersey . New York . North Carolina . Ohio . Oregon . Pennsylvania . Hhode Island . South Carolina . Tennessee . Texas . Vermont . Virginia . West Virginia . Wisconsin . Dakota . District of Columbia .... Idaho . Indian Territory . Montana . New Mexico . Utah . Washington . Wyoming . Total . OF THE COMMISSIONER OF EDUCATION, Table VI. — Summary of statistics of GO ~o o ■ $ fst s & Instri ctors. Number of students. Male. Female. Total. Male. Female. 9 o o . 05 To c H G In classical course. In modern languages. 21 43 38 1,833 1, 034 799 al, 148 235 87 15 622 19 61, 196 507 551 843 103 101 37 &125 208 4,764 2, 057 2, 707 3, 100 578 845 3 4 14 458 165 293 161 14 42 38 47 111 1, 6G8 599 1, 089 1, 020 363 458 11 26 18 713 428 285 551 128 30 10 11 32 829 258 571 696 87 71 142 173 211 611, 465 5, 866 5, 534 8, 666 I 2,120 774 48 116 234 7, 010 2, 989 4, 021 4, 709 398 1,048 18 22 40 62, 341 723 1,242 . 552 98 49 40 85 82 64, 677 2, 222 2, 127 2, 561 421 532 4 8 7 350 •123 227 150 10 40 61 90 223 64, 684 1, 892 2, 546 2, 894 771 521 15 27 44 1, 178 601 577 751 130 376 23 43 56 2, 161 1,060 1, 101 952 416 248 41 106 11.2 2, 904 1,441 1,463 1, 810 456 784 51 89 164 63, 167 1,196 1,930 1,434 718 733 10 23 35 61, 154 290 721 702 126 95 14 34 48 1, 476 875 601 592 94 173 37 55 81 63, 283 1, 554 1, 629 1,800 477 104 36 86 170 64, 083 1, 894 1, 937 2, 671 498 732 14 21 32 61,264 472 702 639 95 41 32 49 48 62, 089 1, 094 945 1,214 433 234 55 119 150 64, 399 2, 344 . 1, 975 2,945 589 1,287 188 541 723 618, 449 8, 737 9, 571 11, 785 2, 932 3, 600 G1 98 84 64, 793 2, 719 1, 927 3, 543 860 227 42 86 137 63, 618 1, 604 1, 964 al, 641 513 588 17 26 47 1,619 705 914 1, 347 219 185 113 &300 380 69, 824 5, 121 4, 222 a 5, 801 1,418 1, 587 6 20 35 592 347 245 481 108 188 10 40 56 62, 883 1, 325 1, 508 2, 840 304 91 75 135 146 67, 589 3, 854 3, 565 5, 490 1, 053 259 41 88 82 64, 990 2, 612 2, 288 2, 867 242 613 25 48 81 62, 826 1, 299 1, 455 1, 513 733 226 33 54 77 62, 368 1,155 995 1, 873 484 370 7 5 46 6573 116 402 282 60 20 20 91 95 2, 247 1, 043 1,204 1,445 391 639 1 1 0 17 35 74 1, 071 418 653 702 162 191 1 1 2 54 30 24 46 8 5 8 10 9 6571 287 204 1 318 30 2 12 135 . 135 100 20 15 8 27 16 1,427 816 611 700 18 25 15 23 76 2, 946 1,358 1,588 2, 298 97 107 6 17 14 553 279 274 376 11 7 1 4 50 60 . . . 1,482 63,076 j 4,373 _ 6138,384 j 65, 559 69, 362 a87, 815 j 19,021 | 18, 348 a Classification not reported in all cases. SECONDARY INSTRUCTION, CXI institutions for secondary instruction. Number of students. '■Ej.2 li A Libraries. Pioperty, income, &c. Preparing for classi¬ cal course in college. Preparing for scien¬ tific course in college, j Entered college since close of last aca- i dein ic year. hi x c | S o & Jz. Ill ill i 73 p"' ! ^ CC bo 0 s £ * \%i 'S ° j ^ ^ B'r ^ A . d r> 6 0 £ 1 p 2 if % CO 0 2 d ? of of c m c £5 t> O CT 3 o < 0 s4* a Keeeipts for the last year from tuition fees. 71 25 21 2 10 12 13 9, 063 438 $164, 650 $26, 350 $1,318 $12,150 122 25 6 1 9 10 1, 493 501 62, 200 13, 200 109 158 69 38 30 28 31 17, 014 2,160 505, $50 55, 000 2, 000 83, 760 101 70 5 2 3 3 2 500 50 103, 000 18, 800 91 19 13 3 24 19 24 15, 590 474 312, 900 34, 400 1, 720 25, 531 63 47 23 3 8 7 7 4,450 200 92, 000 7, 000 500 21, 800 36 5 2 5 5 6 1,795 180 78, 000 40, 000 2, 800 2, 261 aS69 294 357 69 47 79 90 15, 502 2, 423 505, 350 88, 100 7, 500 146, 029 78 43 49 22 32 33 31 17, 508 830 1, 057, 490 49, 978 7, 000 172, 625 79 . 71 17 '28 9 11 6 7, 089 135 77, 500 67, 000 4, 950 12, 821 a232 180 149 44 22 .21 19 9, 087 1, 633 320, 700 85, 432 5, 580 42, 414 10 15 5 7 1 1 2 ' 2, 000 100 27, 400 7, 000 490 1, 512 318 216 200 23 28 43 44 18, 478 945 520, 700 36, 985 2, 283 65, 207 23 15 2 4 9 9 4, 630 116 45, 000 5, 750 ft 16 31 15 11 10 16 12, 649 315 302, 310 126, 400 . 5, 744 25, 685 106 64 115 25 27 23 24 174, 845 1, 098 578, 200 709, 500 38,000 32, 740 206 47 34 15 29 29 22 23, 707 1, 251 641, 500 ?91, 864 44, 988 50, 442 23 77 1 6 5 5 5, 300 458 133, 500 30, 937 82 100 41 4 9 12 13 4, 170 618 271, 500 56,900 5, 020 62, 295 181 48 42 14 11 25 23 11,944 201 193, 800 80, 400 7, 600 26, 615 a84 108 44 22 19 27 29 24, 190 2,769 543, 500 42, 670 1, 715 107, 077 50 25 14 4 8 9 7 3, 791 260 76, 300 64, 000 2, 400 9,030 167 46 9 9 10 9 12 12, 020 356 247, 650 198, 541 12, 221 23, 760 237 146 54 26 44 41 39 27, 22S 1, 085 822, 700 76, 800 5, 570 104, 492 1, 018 427 219 96 140 123 130 121, 208 5, 170 3, 586, 936 616, 130 38, 501 415, 026 433 131 139 71 21 30 29 16, 838 340 301, 900 26, 500 600 58, 200 »213 96 55 38 22 29 31 26, 265 1, 031 493, 155 111, 856 7, 610 57, 920 93 79 31 8 31 15 15 3, 960 280 319, 800 24, 870 1,900 18, 311 438 120 101 39 81 65 63 71, 946 3, 402 4, 788, 875 9, 985, 902 947, 809 117, 744 51 2 15 3 5 4 9, 574 468 597, 500 150, 000 8, 000 10, 040 98 57 38 38 13 11 9 6, 234 387 168, 700 2, 300 18 19, 401 333 279 113 18 23 45 51 14, 306 1, 072 3(0, 650 77, 250 6, 300 64, 911 146 123 27 9 17 30 25 7, 935 909 268, 400 149 190 54, 950 233 67 48 10 17 16 24 17, 715 275 421, 500 241, 650 16, 052 27, 191 117 22 43 7 13 17 16 20, 640 727 298, 000 4, 250 49, 461 1 5 6 0 9, 700 230, 000 10, 000 500 1, 300 175 121 172 8 14 16 14 23, 905 847 427, 000 9, 000 480 58, 727 0 0 0 0 5, 000 0 125 79 24 12 12 8 11 4, 650 6, 600 9, 919 0 0 0 1 25 25 20 000 o o 875 10 10 2 2 4 2, 150 200 160, 000 10, 000 367 1 2 1 214 25 19, 000 800 10, 000 27 15 13 3 4 6 5, 120 631 70, 500 28, 650 27 39 56 9 7 .10 10 4, 222 413 199, 800 500 40 26, 885 49 30 3 5 3 3, 075 120 31, 500 13, 284 1 1 1 2, 500 <*7,187 3,566 2, 413 744 809 914 938 793, 725 34, 868 20, 500, 816 13, 911, 227 1,191,649 |2, 140, 091 6 Sex not reported in all cases. CXII REPORT OF THE COMMISSIONER OF EDUCATION. TABLE VII. — PREPARATORY SCHOOLS. Detailed statistics of preparatory schools will be found in Table VII of tbe appendix. Tbe following is a comparative statement of tbe statistics of these schools as reported to tbe Bureau from 1873 to 1882, inclusive : 1873. 1874. 1875. 1876. 1877. 1878. 1879. 1880. 1881. 1882. Number of institutions . Number of instructors . Number of students . 86 690 12, 487 91 697 11, 414 102 746 12, 954 1 105 736 12, 369 I 114 796 12, 510 114 818 12, 538 123 818 13, 561 125 860 13, 239 130 871 13, 275 157 1,041 15, 681 Table VII. -^Summary of statistics of preparatory schools. Number of students — States and Territories. California . . Colorado . Connecticut . . Georgia . Illinois . Indiana . Iowa . Maine . Maryland . Massachusetts . Michigan . Missouri . New Hampshire . New Jersey . New York . Ohio . Pennsylvania . Rhode Island . South Carolina . Tennessee . Y ermont . Virginia . Wisconsin . Dakota . District of Columbia New Mexico . Total . 4 1 6 2 7 2 2 6 4 28 1 1 16 5 2 3 2 7 5 1 1 1 22 5 12 23 55 259 90 14 17 20 55 177 86 20 5 19 7 7 1 24 282 8 24 52 26 190 867 170 6 10 15 19 62 63 45 422 62 38 119 102 238 680 230 41 119 55 107 255 155 37 179 14 5 2 3 9 95 10 14 4 28 90 13 32 99 48 0434 o60 13 14 601 39 10 0369 0327 66 28 0521 82 1 324 36 1 0394 22 9 02, 141 153 28 75 5 249 8 7 252 83 9 342 22 18 1,851 144 61 o310 16 20 o947 94 32 o423 28 2 25 1 o278 6 148 1 0114 34 220 15 2 5 5 40 20 8 5 84 12 0 5 0 157 1, 041 3, 870 1, 235 olO, 576 246 a Includes Btudents preparing for classical or scientific course, the number included not being specified. SECONDARY SCHOOLS. CXIII Table VII. — Summary of statistics of preparatory schools — Continued. States and Territoiies. Libraries. Property, income, &c. Number of volumes. Increase in tbe last school year. Value of grounds, build- | ings, and apparatus. Amount of productive funds. Income from produc¬ tive funds. Receipts for the last year from tuition fees. 2, 140 $133, 000 $500 $4, 900 Connecticut . . - . 14, 100 100 523, 141 $194, 329 10, 361 7, 700 Georgia . .250 100 42, 000 50, 000 3, 500 1, 800 2, 190 98 107, 500 18, 500 Indiana _ - _ _ _ _ ........... 400 50, 000 5, 000 Iowa . . . 700 100 35, 000 11, 000 900 644 Maine . 1,250 100 93, 000 52, 000 3, 100 5, 588 Maryland . . . 3, 125 150 95, 000 24, 300 Massachusetts . . . 24, 275 566 1,166, 200 503, 383 30, 314 69, 871 Michigan . . . . 500 60, 000 35, 000 Missouri _ _ _ _ 75, 000 25, 000 New Hampshire . 9, 940 330 490, 000 376, 000 19, 856 133, 387 New Jersey . 3, 050 136 221, 000 21, 000 2,460 15, 876 New York......... . . 22, 227 1, 823' 1, 620, 242 164, 000 9, 550 175, 008 Ohio . . ............... _ ......... 10, 800 200 307, 000 7, 197 Pennsylvania . . . 18, 825 400 382, 000 155, 000 8, 550 72, 164 Ehode Island . 1,600 20 222, 000 100, 000 5, 600 24,1^0 Snnt.h Carolina _ _ _ ' 9, 000 1, 700 300 TcnncsaoA . T _ _ _ _ _ _ _ 530 450 16 000 4, 450 Vermont. . . . 2, 200 114 45, 000 10, 000 1,400 1, 200 yiro-imn, _ ■ 9, 300 578 68, 000 2, 700 Wisconsin .... _ _ _ _ _ _ _ 2. 400 100 132, 000 37, 000 4, 650 Dakota . . . District of Columbia . 500 50 10 o c o 0 0 4, 750 N p.w Mot i no . . . . . GOO 400 16, 000 950 Total . . . 130, 902 5, 815 5, 933, 083 ' 1, 673, 712 97, 791 645, 125 E— VIII CXIV REPORT OF THE COMMISSIONER OF EDUCATION. General statistical summary of pupils receiving secondary instruction. States and Territories. 1 O O « . o d In normal schools (Table III), b In institutions for sec¬ ondary instruction (Table VI). In preparatory schools (Table V'll). In preparatory depart¬ ments of — Total. In stitutions for superior instruction of women (Table VIII). Universities and colleges (Table IX). Schools of scii ence (Table X). 658 1, 833 267 208 41 3 007 68 353 1, 196 547 2 164 California . . 1, 652 52 4, 7G4 469 494 1,541 34 9, 006 Colorado . 132 . 458 60 323 973 1, 319 1 668 950 52 3 989 110 713 823 Florida . 115 829 944 Georgia . 781 210 11,465 406 529 132 748 14, 301 Illinois . ... . 2, 294 1,304 7, 010 590 203 3, 398 71 14, 870 Indiana . 1, 294 866 2, 341 545 45 1,655 219 6, 965 Iowa . : . . 484 283 4, 677 90 199 1, 907 21 7, 661 420 1, 028 350 56 881 2 735 974 303 4, 684 864 544 7 369 218 40 1, 178 110 837 2, 383 1, 033 232 2, 161 614 16 4 056 Maryland . 1, 570 179 2, 904 472 44 366 6 5, 541 8, 030 154 3, 167 3, 178 80 172 14, 781 MiftTiifran _ _ _ 2, 634 181 1, 154 100 14 1, 688 5 771 Minnesota _ _ ................ 89 326 1, 476 28 489 2, 408 Mississippi .................... 235 3, 283 370 483 274 4, 645 Missouri . 985 • 233 4, 083 374 479 1, 358 309 7, 821 Nehraslca, . _ 99 1, 264 504 14 1, 881 Nevada . . I . 26 40 66 New Hampshire _ 498 1 . 2, 089 736 184 3, 507 New Jersef . . . 1, 139 4, 399 563 25 68 6, 194 New York . . . 4, 295 1, 735 18, 449 2, 761 1, 776 3, 026 32, 042 North Carolina . . 224 4, 793 363 359 5, 739 Ohio . 4, 555 804 3, 618 484 325 3,575 243 13, 604 Orecon _ _ _ _ 196 1, 619 25 692 20 2, 552 Pennsylvania . 2, 382 1, 322 9,824 1, 357 141 1, 996 1, 133 18, 155 "Rhode Island _ _ 233 592 616 1, 441 South Carolina. ................ 696 2, 883 30 313 385 30 4, 337 Tennessee _ _ _ 522 879 7, 589 373 533 1, 500 11, 396 Texas _ _ _ _ _ 72 60 4, 990 167 1, 467 6, 756 Vermont . _ _ _ 43 2, 826 166 42 0 3, 077 Virginia . 654 309 2, 368 217 242 69 218 4,077 "West, Virginia, _ 92 573 39 67 771 YV i serin sin _ 680 1, 256 2, 247 367 233 833 5,616 Dakota . . . . . 18 18 "District, of Columbia, _ _ 268 145 1, 071 65 317 1, 866 Idaho ... . . . 54 54 Indian _ ...... ...... .......... 571 571 Montana. _ 135 135 "NT aw M evi e.o _ 1, 427 98 1, 525 TTtah _ _ 2, 946 193 3, 139 Washington . _ _ 553 218 771 "YV yoming _ _ .................. 110 110 Total . 39, 581 14,464 138, 384 15, 681 8, 284 31, 838 3, 381 251, 613 a In 159 cities. b Strictly normal students are not included. SECONDARY INSTRUCTION. CXV Application of the term secondary insfrnction . — The expression secondary instruction, as I have frequently had occasion to observe, is not employed in my annual report to designate institutions of exact and uniform grade. It has, however, proved a con¬ venient term of classification, serving as a means of bringing together and in some degree systematizing a mass of information that could not well .be referred to any other head. The data thus collated afford a very fair conception of the endeavor made in our country to continue education beyond the elementary stage. Schools and enrolment. — Secondary instruction is the specific work of three classes of institutions: public high schools, represented in the statistical summary of pupils ;receiving secondary instruction by city high schools, that enroll, so far as reported, 39,581 pupils ; institutions for secondary instruction, Table VI, numbering 1,482, with an enrolment of 138,384; preparatory schools, Table VII, numbering 154, enrolment, 15,681 ; or a total enrolment of 193,646. To this must be added the students in aca¬ demic courses of normal schools, 14,464; in the preparatory departments of institu¬ tions for the superior instruction of women, 8,284; preparatory departments of uni¬ versities and colleges, 31,838 ; and preparatory departments of schools of science, 3,381 ; making a total of 251,613 pupils receiving secondary instruction. Distribution of schools and scholars. — The distribution of the various classes of in¬ stitutions engaged in the work is worthy of notice. More than two-thirds of the pupils in preparatory schools are reported in the New England and Middle States, while about the same proportion of those in the preparatory departments of superior institutions are in the Southern and Western States. The ratio to the entire popula¬ tion of the pupils receiving secondary instruction is, for the whole country, 1 in every 199 ; for the New. England States, 1 in 130 ; for the Middle States, 1 in 196; and for the Northern Central States, 1 in 238. Courses and standards. — The varied character of the schools represented in Table VI will be seen by examination of the extended table in the appendix, which sets forth very plainly the determining conditions, viz, denominational affiliations, extent of patronage and resources, as funds, apparatus, and teaching force. These schools are responsible for the instruction of more than half the entire number of scholars in the secondary grade, and their labor is about equally divided between girls and boys, the former numbering 65,559 and the latter 69,362. Three-fifths of the students are in the English course and less than one-twelfth (viz, 10,753 out of a total of 138,384) are preparing for college. The schools represented in Table VII are more uniform in character than the pre¬ ceding. While less than one-third of their students are professedly preparing for college, it is understood that the courses and standards for all scholars are chiefly de¬ termined by the requirements of the college entrance examinations. The compara¬ tively small number of scholars preparing for college in the schools reported in Tables VI and VII and the small number annually reported as proceeding from them to col¬ lege warrant the inference that both classes of schools are in the main finishing schools for their pupils. As such it is important that they should have at command all the agencies by which students are stimulated to the highest exertion, and that they should give to the communities in which they are placed reliable guarantees of their capacity to impart sound knowledge. The purpose of preparing students for matriculation in superior institutions has proved a great stimulus to the schools undertaking that work. The effect has not been confined to the students who con¬ templated entering college, but all the students have experienced the advantage of working in a systematic manner toward a high and definite result. The endeavor of certain eastern colleges to arrange for uniform courses has resulted in a substantial agreement as tq the requirements in all ordinary subjects.1 The degree of uniformity secured is sufficient to facilitate the work of secondary schools that must prepare pupils for several of these colleges at the same time. 1Tlie institutions represented in the agreement are Harvard, Yale, Brown University, Dartmouth, Williams, Trinity, Amherst, Wesleyan University, Tufts, and Boston University. CXVI REPORT OF THE COMMISSIONER OF EDUCATION. Tlie standard at which many candidates pass the entrance examination and their subsequent record in the college course indicate the need of a better adjustment be¬ tween the courses of secondary instruction and the college courses. This is even more apparent in the case of scholars who enter the higher schools of science. The desire on the part of the graduates of secondary institutions to secure some authoritative indorsement of their work is evidenced by the fact that numbers who have no intention of entering upon a college course annually pass the college entrance examinations. The opinion is quite general that standards differing somewhat from those represented in these entrance examinations, and applied by some independ¬ ent representative body, would be a better means of testing t^e attainments of graduates from secondary schools. The idea is illustrated ip the regents’ examina¬ tions in New York, which have proved of great service in maintaining high standards in the secondary schools of that State. In 1882 the board adopted resolutions amend¬ ing the conditions on which charters would be granted to academies and on which academical departments of union schools would be received under visitation, to the end that the standard of the academies might be raised. The tefms hereafter to be required for coming under the visitation of the regents and enjoying the advantages of sharing in the distribution of the li feature fund are shown in the following resolution : That the ordinance of the regents in regard to the incorporation of academies be amended so as to require as a condition precedent to such incorporation the pos¬ session of property amounting to at least $5,000 over and above all incumbrances and that the debts shall not exceed the one-third part of said property; and that, besides the buildings (which, as required by law, must be of the value of at least $2,000), said property shall include a library of suitable books worth at least $500, and ap¬ paratus and collections suitable for instruction in physics, chemistry, and natural history, worth at least $500; and that reasonable assurances exist of a sufficient in¬ come for the suitable support of said abademy and of the attendance thereat of at least twenty-five scholars who are qualified to pursue the proper studies of an academy. A second resolution extends the same requirements to union schools which seek to participate in the benefits of the fund. The whole number of academies and academical departments now carried on the regents’ lists is 279. In 1881-’82 reports were received from 257 of these, having an enrolment of 34,171 scholars. The total amount distributed to these from the liter¬ ature fund was $40,000. In the preliminary examinations which determine what scholars are to be counted in the distribution of the fund, certificates are issued when the candidates pass satis¬ factorily in arithmetic, English grammar, geography, and spelling. In 1881-82 the number of these certificates issued was 4,202. The advanced examination for the academic diploma is recognized throughout the State as a valuable standard of scholar¬ ship. In the university convocation held July, 1882, these examinations were the subject of earnest discussion, and many suggestions were made that promise to re¬ sult in practical measures for increasing their scope and force. Effects of recent movements. — The movement for the higher education of women has had a favorable effect upon secondary instruction. During the past few years a num¬ ber of excellent schools have been established for the pupose of fitting girls for the colleges open to them, schools previously existing have shown the beneficial effects of the higher standards and more definite aims in woman’s education, while coeduca¬ tion schools have been relieved somewhat from the embarrassing necessity of arrang¬ ing special courses for girls without lowering their general standard. I have also to note increasing provision for those courses and methods of training by which students are properly prepared for the higher schools of science. Progress in this respect is hindered by two conditions : the cost of laboratories and apparatus and the difficulty of finding competent teachers. Only schools well endowed or iu receipt of public appropriations are able to incur the necessary expense. HIGH SCHOOLS. exvir High schools— The tabular representation of public high schools is less complete than is desired, being confined to city high schools,1 representing 29 States and 1 Territory. The reported enrolment in these, viz, ' 39,581 pupils, is equal to 1 in every 286 of our urban population as given-in the census of 1880. "Neither this average estimate nor the larger ratio of attendance which is shown by the records of particular cities2 warrants the notion that the high schools render any considerable portion of our youth either visionary or averse to industry. The cause of such tendencies must be sought in our social and industrial habits rather than in our schools. The require¬ ments for admission to the high schools are such as to insure a class of pupils well pre¬ pared for the work of this grade, a very important consideration ; since, if on the one hand it be urged that these schools are a public expense, on the other it would be found that they are engaged’ in the training and culture of minds whose deyelopment is likely to prove a public advantage. In the Northwestern States the policy of making high school courses preliminary to the courses in the State universities is proving doubly advantageous. It promises on the one hand to relieve the higher institutions of the burden of preparatory work and on the other it greatly improves the quality pf instruction in the higfh schools. In 1881 the legislature of Minnesota enacted a law for the encouragement of higher educatioh, in accordance with which, appropriations are made to high schools con¬ ducted according to specified regulations and passing final inspection in the visitation of the State high school board and in the report of the examiner. The conditions of admission to the list of schools entitled to aid are as follows : There must be a well organized graded school, having not less than three. distinct departments below the high school, and including not less than eight years of element¬ ary and grammar school instruction. The school must be provided with suitable rooms, furniture, and apparatus for good work. The school shall hold sessions of not less than eight months each year. Each depart¬ ment shall be supplied with a teacher whose qualifications have been certified to upon examination by an authorized examiner of the district, county, or State. The high school department shall consist of at least twenty pupils, who shall be en¬ tered upon examination as provided for in the regulations. Not less than five of this department shall pursue the entire university preparatory course, and shall be known as the university preparatory class. Others of the high school may omit Latin, in the discretion of tire principal. The high school shall be open, free of tuition, to all non-resident pupils upon pass¬ ing the examination required. High schools not receiving aid under this statute, yet desiring to avail themselves of the advantages of. the State examinations as in lieu of the entrance examinations to the university, as provided by the board of regents, shall, upon application, be accepted and be entitled to the same privileges as those receiving aid. The course of study shall include as its minimum the following eourse, to be known as the university preparatory course : First year. Higher arithmetic, elementary, algebra, English grammar (including analysis), geography, and United States history reviewed, Latin grammar and reader. Second year. Natural philosophy, physical geography, elementary astronomy, gen¬ eral history, plane geometry, physiology, C*»sar (first three books in 1882-J83), Cicero (first oration against Catiline). Third year. Elementary chemistry, geometrical drawing, botany, ancient history, algebra to quadratic equations, solid geometry, Cicero (last three orations against Catiline in 1882-,83, with an examination for both years in Cicero), Virgil (first four books in 1882-,83). In Indiana the certificate of the superintendent of ‘schools setting forth that a pupil has completed a prescribed course of study in a commissioned high school en- 1 See statistical summary of pupils receiving secondary instruction, p, cxiv; for more extended in¬ formation, see Table I of the appendix, and the abstracts of Stateireports under the head of Secondary Instruction. 2Boston reports 1.802 in high schools, or 1 in every 201 of the- population ; Baltimore, 1,570, or 1 in every 211 ; Cincinnati, 1,342, or 1 in every 190 ; Chicago, 1,377, or;l in every 3G5 ; San Francisco, 1,206, or 1 in every 190. CXYIII REPORT OF THE COMMISSIONER OF EDUCATION. titles the holder to admission to the State university or to Purdue University. The following is the minimum course: « Reading, writing, orthography, geography, English grammar, word analysis, United States history, physiology, arithmetic, elementary and higher algebra, geometry (tirst four books), Latin grammar, Latin reader, Latin prose composition, Ciesar (two books), and Virgil (two books). It has sometimes been represented that the high schools are too largely devoted to the work of preparing students for college, 'and must therefore be regarded as serving a particular class rather than the general public. The objection is not well taken, as the superior education of a few is in itself a means of public good. But while the high schools have achieved an enviable reputation for their success in preparing can¬ didates for college, an examination of their courses of study and of the subsequent careers of their graduates will show that this is l>£ no means their chief merit. The high schools offer'tlie only provision accessible to the majority of our teachers for that extended culture whose advantages are nowhere more needed or more directly exercised for the public advantage thah in the places which these teachers fill. Great carfe has also been taken to include in the courses of the high school those branches of study that prepare men for the intelligent conduct of the public duties which may devolve upon any citizen of a republic. Political economy, civil govern¬ ment, mental science, and ethics are features in the curricula of many high schools. Science occupies a prominent place in most of the courses, and the appliances for teaching the same are in general very good. The need of a specific business course in the high schools is recognized in a number of cities, and in a few instances provi¬ sion has been made for the same. In this connection the following statements from current reports are interesting: [Extract from the report of Hon. A. J\ Moulder, superintendent of public schools, San Francisco, Cak, 1883.] At a very early date it became apparent that the usefulness of the boys’ high school could be greatly increased by the addition of a commercial or business course to the three courses already established. It was believed that such an addition would tend to popularize the institution and remove many of the objections heretofore urged against it. The superintendent therefore introduced such a measure, and it was unanimously adopted by the board of education, to take effect on the reopening of the school in July. The new course is intended to prepare young men not simply to become book-keepers, but to fit them for practical business in almost any vocation. It embraces all the brahehes usually taught in a first class business college, besides instruction in the ordinary English studies and in the natural sciences. The full course is of equal dignity with the other three courses in the school and extends through a period of three years. In it will be taught business penmanship, business arithmetic, book-keeping, business forms, commercial law, geography, with special reference to its use in commerce and trade. The youth who graduates in this course ought not only to be a fair English scholar, with some knowledge of the sciences, but he should be competent to enter at once into any business enterprise. His abilities and his attainments will undoubtedly render his services of immediate and practical value to any employer seeking a skilled assistant in his business. I have already received such assurances from parents and teachers as to satisfy me that the new course will meet a long felt want and that over one hundred students will enter it at the beginning of the next school term. Should there be a sufficient demand for it, I am in favor of establishing a similar course for the benefit of the pu¬ pils in the girls’ high school. [Extract from the report of Hon. Norman Bridge, president of the Chicago hoard of education. J The number of pupils attending the high schools during the year was 1,436, or 1.93 per cent, of the whole number of pupils (72,509) attending all the schools. Of these 1,436 pupils, 403 were hoys and 1,033 were girls. HIGH SCHOOLS. CXIX The following table shows the number of pupils of each sex in the several years of the high school course : High schools. First year of the course. Second year of the course. Third year of the course. Fourth year of the course. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. North division . 48 60 25 68 10 31 4 33 South division . - . 74 145 34 108 8 41 17 24 West division . 99 240 61 162 12 69 10 47 Total . . . . . 221 451 120 338 30 141 31 104 Thus it happens that, while the boys are in the minority at beginning, most of them drop out before the end of the course. This is greatly to be regretted : there ought to be a larger number of boys, exclusive of those attending other institutions of learning, in a city of over half a million people who can and will pursue to com¬ pletion the high school course of study. Many of the boys who leave the high schools before the end of the course do so be¬ cause obliged to go to work ; others, because the bustle and promises of business are more alluring than school and they prefer to go to work. Can the course not be made more inviting to them without lessening, but with increasing, its usefulness for them ? Most undoubtedly the addition of a course in manual training and business methods would accomplish this end. The experience of the schools of manual train¬ ing is that constant care must be exercised lest the pupils neglect their literary studies for the drawing and the shop, the tools and the things. The addition of some short course of this kind — even tentatively and in a small way — to our high school curriculum, for such boys as elect to take it, would at once, if we may judge by the experience of others, increase the charm and usefulness of these schools for a very considerable number of pupils, many of whom now receive little or no instruction after leaving the grammar school. I know it is said thatthere is no room in our high school course for industrial studies, and that therefore the suggestion is impracticable. But such a position is absurd, since the manual training schools are nothing but high schools with the practical part added and some or all the studies of the dead languages cut off. It cannot be im¬ possible — it ought not to be difficult — to ingraft a department of manual training upon our high school course ; nor need the trial step be costly. It is my belief that the time has come for an innovation in this direction, and that the board ought to take up the consideration of the subject with this end in view. The Washington High School affords an example of an institution of this grade conducted with special reference to the mental discipline and culture of the scholars, the demands for business training being partially met by the plan of study in the grade preceding. The work of the high school is thus outlined by Superintendent Wilson : The high school course or courses of study cover a period of three" years. The standard for admission and average age of pupils are about one year in advance of those usually required, and the full course one year less. The following statement, preliminary to the courses of study, briefly explains the plan of organization : The studies of the high school embrace mathematics, physics, chemistry, natural science, business training, English, German, French, Latin, Greek, history, political science, and drawing. For convenience of classification three leading courses of study are outlined, but no one of these is in every part compulsory. Subject to the require¬ ments of the hour plan of recitations, a pupil, acting with the approval of his parents or guardian, may determine his own course of study. As an aid in the pursuit of the different studies, whenever practicable, a syllabus is prepared and furnished to the pupil, containing an analysis of topics and giving references, both general and spe¬ cial, to works in the school library which the pupil is expected to consult. The studies are made as fully elective as any plan of recitations in such a school will allow; each teacher has a special department of work; physics, chemistry, and botany each has its laboratory fitted up and furnished appropriately. cxx REPORT OF THE COMMISSIONER OF EDUCATION. The opposition to high schools is renewed from time to time in different quarters, but generally results in establishing them more securely in the confidence of the people. Such promises to be the outcome of a recent experience of this kind in De¬ troit, Mich., concerning which the president of the Detroit board of education, Hon. E. C. Warner, reports as follows : In view of a report of a committee of the old board of estimates made to that body and of a resolution adverse to the support of the high school from “ money raised by taxation for the maintenance of free common schools ” adopted by the common coun¬ cil of the city, a special committee was appointed to consider and report upon the fol¬ lowing propositions : (A) Whether, in view of the established character of the high school as an existing institution, there are sufficient grounds for its discontinuance. (B) If not, whether a certain fee or charge ought to be made to those seeking its privileges, with suitable provisions against excluding any not reasonably able to comply with the requirement. (C) Whether foreign languages ought to be eliminated from the regular course of study, and, if not, whether a tuition fee ought to be charged for instruction in them. The committee appointed to consider these propositions was composed of able and intelligent members of the board, who brought to the deliberations of the committee extensive research, mature judgment, and a conscientious desire to determine the question fairly and justly, with due regard to the rights and opinions of individuals upon the one hand who believed that the high school should be eliminated from our public school system, and to opinions of those on the other who believe in maintain¬ ing the present policy of free liberal education in advanced or high school grades. The question received deliberate and careful consideration, and the worthy chair¬ man, Inspector Griffin, submitted an able and exhaustive report, which was concurred in by the entire committee, wherein the State legislation was reviewed, arguments pro and con weighed, statistics cited, and logic brought to bear, and wherein the com¬ mittee unanimously reported that, “in the best judgment of the committee, impressed with the grave responsibility which rests upon them, and enlightened by every source of information reasonably accessible, and carefully weighing all suggestions in oppo¬ sition to their present conclusion, conceding to all who may differ from them sincerity in their convictions, the high school ought to be maintained with substantially its present course of study. Hon. Robert Graham, State superintendent of schools, Wisconsin, gives the follow¬ ing comprehensive view of the operation of the high schools in his State, established by the law of 1875 : By this measure a new and important class of schools have been brought into ex¬ istence; a class of schools with a clearly defined course of study, prescribed by, or having the approval of, the State superintendent, and in charge of teachers qualified by holding diplomas or some form of State certificate or by special examination in the branches included in the course of study. More than that, these schools have afforded a field for observation, a scope for experience, which ought to prove of great value in considering and determining the features to be insisted upon in such schools, and their real value and function in our system of schools. This observation and experience leads to inquiry in two directions : First, the relation of these and similar schools to higher education ; second, their relation to the elementary or common dis¬ trict schools. No words can so clearly and emphatically answer these inquiries as the statistics relating to these schools. (1) They meet a demand that is felt in nearly every community and are highly ap¬ preciated wherever established under fair conditions for success. This is indicated by the fact that in 98 free high schools reporting the present year there was an enrol¬ ment of 6,528 pupils, an average of 66 pupils to each school, who attended an average of 116.6 days, or nearly 6 months of 20 days each ; and by the further fact that $10,337 was collected as tuition fees from such as were not entitled to attend them without charge — an average of more than $100 for each school. Eighty-seven of these schools had an average daily attendance of more than 25, while but 11 had an average daily attendance of less than that number. (2) These schools, notwithstanding the efforts and inducements to secure their or¬ ganization and management in organic relation to collegiate and university courses of study, and directly tributary to higher institutions of learning, are largely attended by such as seek for a better equipment for immediate and active business than the common schools afford, and not in any great numbers by those seeking fit preparation for collegiate courses of study. Of the 6,528 enrolled in these schools last year, but 367 — a little more than 5 per cent. — completed either course of study. During the seven years the schools have been in progress, but 2,418 have completed a course of study. Furthermore, while both English and classical courses of study are provided, SECONDARY INSTRUCTION ABROAD. exxi and while German is an optional study in the English, course, the number of pupils instructed in English branches only during the last year was 5,546, while the number instructed in other than English branches, which, of course, includes such as chose German among the elective studies of the English course, was but 982, about one- seventh of the number enrolled. *■**■*•** f 7f If! the statistics were attainable, there is no doubt but that another very important way in which these schools exert a useful and wide reaching influence would be found in the opportunity they afford young people to prepare themselves in scholarship for the position of teachers in the elementary schools. From the reports that inci¬ dentally reach the office of the State superintendent, it is presumable that between 5 and 25 persons are found in each of these schools every year who are intending to teach and- are there to fit themselves for so doing. If the medium number of the extremes mentioned is assumed to be the average number which each school thus yearly sends out as teachers in the common schools, then we have a measure for esti¬ mating their value and influence expressed by more than 1,500 such teachers. It will readily be seen that the possibilities of these schools as helpful factors in improving the common schools are very great and far exceed any result hitherto realized. It gives me pleasure to be able to state that the attention and interest of some of the principals of these schools have been awakened, and inquiry has been started whether, in addition to scholastic equipment, they may not do something directly in training these embryo teachers in the schools under their charge in the theory and art of teaching. Some tentative experiments are already being made in the direction indicated. Finances. — It is impossible to present a statement of the funds available for second¬ ary instruction in our country, since the "appropriations to public institutions of this grade are reported in totals with other funds. The funds invested in the schools in Table YI, including value of grounds, build¬ ings, apparatus, and productive funds, are reported as $34,412,034; in those of Table Yll, $7,606,795. The income of the former schools for the year, including interest on productive funds and tuition fees, was $3,331,743, or $24 per capita of reported enrolment ; that of the schools in Table VII, $742,916, or $47 per capita of reported en¬ rolment. These funds, as the tables show, are very unequally distributed throughout the country, and are not reported in all cases. SECONDARY INSTRUCTION IN GREAT BRITAIN. In 1865 the British schools inquiry commission instituted a special examination into the condition of secondary schools, which gave an impetus to measures for the extension and improvement of tho means of secondary instruction. A brief noticfe of what is now going on in Great Britain will not be out of place here, more especially as the conditions affecting secondary schools in that country are very similar to those existing among ourselves. Nearly all the universities maintain examinations for secondary schools and schol¬ ars. The examinations under the auspices of the two older universities are naturally most generally known and most extensively employed. The report of the Oxford local examinations show that for the year 1882 the num¬ ber of girls examined was 777 ; number of boys, 1,360 ; numbers passed : girls, 473 ; boys, 810 ; total examined, 2,137 ; passed, 1,283. Thus far, 1,889 candidates have pre¬ sented themselves for examination in 1883. The total number of candidates who presented themselves for the Cambridge local examinations in 1882 was 7,640, viz : 4,574 boys and 3,066 girls. The tenth annual re¬ port of the Oxford and Cambridge schools examination board for the year ending October 31, 1883, gives a total of 60 boys’ schools and 27 girls’ schools examined dur¬ ing the year. The College of Preceptors is doing a great and important work in the examination of secondary schools. In 1883 it examined 14,000 candidates, coming from some 2,000 schools; in 1879 the number of pupils examined was 7,000, representing about 700 schools, so that the work of the society was more than doubled in four years. The schools of the Girls* Public Day School Company enrolled about 5,400 pupils in 1883. Tim success of these schools has led to the formation of a Boys’ Public Day School Company for the promotion of intermediate schools for boys. CXXII REPORT OF THE COMMISSIONER OF EDUCATION. It is admitted that private endowments and denominational zeal are not sufficient to accomplish all that is required in this department. “ No educational system, ” says Mr. Mundella, “ is complete which does not provide what we call the ladder. It is no use relying on an elementary system which does not bridge over the gulf between the public school and the university.” In accordance with these views various plaus have been adopted for establishing a connection between the elementary schools and the higher institutions of learning. The school boards of the principal cities of Eng¬ land have scholarships at their disposal that enable successful competitors from the elementary schools to enter one or other of the great public schools, and in a num¬ ber of cities “higher board schools,” corresponding to high schools in this country, have been established. Sheffield, Manchester, Leeds, and Bradford have taken the lead in this work. In his attempt to reform educa tion in Scotland Lord Young saw the importance 'of giving distinct recognition to three grades of institutions, elementary, secondary or higher class schools, and universities. The act in which his views were embodied specified the schools which should be regarded as higher class schools and the means of testing their efficiency in the branches required, viz: Latin, Greek, modern lan¬ guages, mathematics, and natural science, with a view, asthe act expressly stated, “to promote the higher education of the country.” Eleven such schools were originally designated, which number has increased to eighteen, situated in the larger towns. To these must be added a number of elementary schools with flourishing secondary departments. These schools are not, however, in number or resources adequate to the end in view, namely, “supplying the whole of Scotland with secondary education,” a work which it is acknowledged cannot be ac¬ complished. “The Scotch feeling,” says Professor Laurie,” is entirely different from the English on this point. The Scotch people do not wish to see their secondary schools and uni¬ versities independent of the state, and they believe, with the Germans, that it is the duty of the state to render them as complete as they can be made.” Great hopes are entertained that the commission created by the educational endowments act passed in 1882 will be able to do much for secondary education by bringing to its service many endowments now running to waste. In all these movements in Great Britain the importance of science instruction and the means of adjusting the secondary schools to the requirements of industrial and business life are made prominent. It is gratifying to observe that in this respect Eng¬ lishmen acknowledge that we have made greater advance than themselves. OVERWORK IN SECONDARY SCHOOLS IN GERMANY. The following is a brief statement of official action in several German States respect¬ ing overwork in Gymnasien and Realschulen : After the opinion became general in Germany that numerous pressing reforms in the hygienic treatment of pupils and the arrangements of school buildings were neces¬ sary, the educational authorities began to investigate the matter out of deference to the warnings of physicians and the pressure of public opinion. As a consequence, many im¬ provements have been made in school arrangements and in the management of scholars. These changes are made in obedience to ministerial decrees, the most receDt of which deal with the scope and methods of teaching, the number of hours of study and the amount of home study, and are designed to put a check upon the overwork and haste in study about which there has been so much complaint recently. They refer especially to overwork as it exists in the higher institutions : Gymnasien, Real¬ schulen, and other secondary schools. This official action is of the more consequence because school directors and members of school boards participated in the delibera¬ tions which preceded the preparation of the decrees. The decrees referred to were issued by the governments of Prussia, Saxony, Wiirttemberg, Baden, Hesse, and Alsace-Lorraine. The Prussian publication is a circular of March 31, 1882. It is in reference to a revision of the system of instruction, and makes some explanations thereof, in which SECONDARY INSTRUCTION ABROAD. CXXIII attention is ealled to certain dangers arising from overwork to which school children are liable. This circular leaves the total number of weekly school hours unchanged, but introduces some changes of arrangement calculated to lighten the labor of the scholars. The Saxon decrees are dated March 4 and March 10, 1882. They refer to the ear¬ nest discussions in the Landtag on overwork in schools, and state that the government is fully in accord with those members of the Landtag who believe that there is a necessity for regulations which shall reach the question of overwork, and then give particular directions affeetin g the scope and method of instruction, but without touching the subjects of home work, the number of school hours, and other matters. It is in¬ teresting to observe that the Saxon government is of the opinion that the object and scope of instruction in the classical languages are exceeded in the Gymnasien; that de¬ voting special attention to philological sciences is detrimental to the unity and harmony of gymnasial instruction, and that in many cases instruction in ancient languages is turned into teaching philology as a profession instead of giving a general intellectual training. Besides being the cause of overwork, therefore, the system of instruction in ancient languages, which takes up most of the time in Gymnasien, is faulty in other respects. Indeed, the Saxon decree goes further and declares that the requirements in other departments, in natural history, mathematics, and history, are too high, and that anticipation is often carried to such an extent that little is left for the university. The expressions of this decree with reference to essays on given subjects which the students translate into a foreign language on dictation and write down without preparation are also very important. These essays (extemporalia) hold a very im¬ portant position at present in gymnasial instruction, so that in many of these insti¬ tutions conclusions as to the progress, ability, and industry of students are drawn solely or almost solely from their success in preparing the papers in question. There would be some ground for this if the subjects were invariably so arranged as to present no special difficulties to students of moderate talents and somewhat slow minds. But thus is not always the case. According to the decree under consideration the essays in question are often mere collections of questions in syntax, which produce in the student a feeling of anxiety and vexation instead of an agreeable consciousness of knowledge. This is the kind of evil to which the Saxon ministry objects and the removal of which is of the greatest necessity, because nothing is more likely to produce nervous excite¬ ment and the intellectual languor following it than the frequent writing of difficult compositions which the students know will have an effect on their rank. This state of things did not exist thirty years ago. The decree of the Wurttemlerg government on the subject of overwork appeared in 1883. No medical men took part in the deliberations which preceded its publication, and yet the necessity of limiting the requirements in certain branches and of changes in several particulars in the methods of instruction was as clearly recognized as in the Prussian decrees. It seems hardly necessary to enter into details concerning it at present, but it should be said that a commission composed exclusively of teachers acceded to the recommendations. The Baden ministry published an outline of a decree on March 18, 1833 (dually issued January 17, 1884), wThich had been prepared by the board of health in concert with a number of teachers. It takes up the question of tbe number of school hours a week, home study, the method of instruction, gymnastics, and certain necessary hygienic arrangements of school buildings. In Baden the different classes of tbe Gymnasium have had 30, 31, 32, and 34 hours of study a week without counting elective studies and gymnastics. They have now been changed to 28 and 32 hours for the two groups of classes below and above the secunda. This change will be especially bene¬ ficial to students of the tertia class, whose time of life renders them peculiarly sus¬ ceptible to injury to health from overwork. Before 1869 the total number of hours of study was 269 a week for a Baden Gymnasium of 9 classes, after 1869 it was 286, and it is now 268. Each study hour is to be limited to 50 minutes. The amount of home ♦ CXXIV REPORT OF THE COMMISSIONER OF EDUCATION. study is also definitely fixed and the method of instruction has been modified in some points. That 'these changes were necessary is shown by the fact that in the lowest class of a Gymnasium 1,300 Latin wordfc have to he learned the first quarter of the year, aud nearly as manyvfhe second, which makes a daily average of about twenty words. It is impossible to expect that young students can remember all these words, because some of them are not met with in any author read by the students until they reach the upper classes, and are also special expressions of an¬ cient life, which a nine-year old boy knows nothing about and- of whose German equivalents even he is ignorant. This is pure parrotry and is certainly without vi/lue. Learning by rote — committing to memory — is good enough in its way, but not when applied to things which are not understood by the learner. The intellect¬ ual effort' required to memorize in this way leads to bad mental effects on account of the excessive brain effort the young students are compelled to make. . The Hessian government issued decrees about home study as early as 1877 and again in 1881. Nevertheless complaints were still made about the overwork of young scholars. In order to determine how just these complaints were, a commis¬ sion, consisting of 8 school directors, 4 physicians, and 7 members of the chamber of deputies, who were also fathers of students in secondary institutions, was appointed to investigate the matter and report. In December, 1882, this commission published from the stenographic records a complete report of its proceedings. The ministry adopted a large part of the recommendations and embodied them in two decrees of February 23, ‘ 1883. One of these is devoted to regulating the quantity of home study, and establishes a maximum which amoiints to an hour a day for the lowest classes, and gives particular directions to prevent exceeding the limit. The other makes such changes in the system of teaching as will lessen the amount of study bestowed on Latin and Greek*.- It is worthy of note that these decrees absolutely prohibit all tests of the student’s progress which require much reviewing, because the work demanded of him in this way is regarded as injurious to his bodily and intellectual health, and they expressly command that the day and hour for these test exercises shall not be announced to the students more than twenty -four hours before they take place. These decrees will also have the effect of lessening the amount of memorizing. The decree of the Stadtliolder of Alsace-Lorraine on the subject of schools is based on the well known report of the commission appointed in April, 1882. This commission was composed of 9 physicians and 2 members of the superior school board. The report recommended a maximum number of hours a week of home study, a certain amount of physical exercise, precautions to be taken to protect the eyesight, and some improvements in the arrangements of the school rooms. A restriction of the hours of labor and of home study was desirable, because it was found that the children were suffering from overwork. The following is a summary of the conclusions of the report of the medical commission : (1) Scholars should not be occupied with school duties more than the following number of hours a week : Ages of scholars. Class. Hours at desk. Singing. Gymnas¬ tics. “Work at home. ! Total. 7, 8 . ix, Yin VII 18 1 2-2A 3 24-24 | 28-29 i 36-37 9 . 20 1 2-2^ 2-3 5,6 8 10, 11 . YI, Y 24 26 2 12, 13, 14 . .... IY, III II, I 2 2 12 42 15, 16, 17, 18 . . . . . . 30 2 2 12, 18 46-52 (2) Between every two hours of instruction there should be an intermission of ten minutes. If more than two hours of work follow each other, there should be an in¬ termission of fifteen minutes between the second and third and of twenty minutes between the fourth and fifth. (3) There should be a half holiday in the middle and at the end of the week. (4) No work should be done between the forenoon and afternoon hours of the same day and no work should be done on Sunday. (5) The autumn vacation should begin on the .first of August and last until thdJ SUPERIOR INSTRUCTION OF WOMEN. QXXV middle of September. No school work should he done during the Whitsuntide and Christmas holidays. (6) The practice of giving hot weather half holidays is advisable and should be maintained. (7) The greatest number of scholars which should be permitted in 0510 room should be determined according to Pettenkofer’s rule. [PettenkofePs calculation of the amount of ventilation needed for each individual was based on the assumption that the proportion of carbonic acid gas, including that due to respiration, should not exceed .7 in 1,000 parts of room air. Starting from this basis he estimated that GO cubic metres, or 2,119 cubic feet, of fresh air are needed for the use of* a male adult every hour. ] (8) Restriction of competitive exercises and avoidance of partial accentuation in ex tempore exercises, and of all excessive efforts in preparing for examinations are recommended. (9) Studies which make severe demands on the reflection and memory should be confined, to the forenoon. (10) Besides the obligatory instruction in gymnastics, swimming exercises, open air sports, excursions, and skating are strongly recommended. Eight hours a week should be devoted to bodily exercise. (11) New buildings for secondary schools where the class rooms are less than five meters wide should be lighted by a single row of windows on the left of the scholars. Where the rooms are wider the windows may be placed on both sides and in excep¬ tional cases light may be admitted behind, the scholars. (12) When light is admitted on one side only, care iliust be taken to select the east, west, or north side for that purpose. (13) In school buildings already existing those rooms which are lighted from the south entirely should not be used as class rooms. (14) Where rooms do not have a sufficient amount of light more must be provided by bevelling the edges of the window apertures and nlhkingnew windows in the upper part of the walls between the windows. (15) Badly lighted rooms, especially those in the corners of quadrangular court¬ yards, should not be used as class rooms. (16) Every school room should be provided with window shades and means for supplying sufficient artificial light. (17) The desks should be placed so that light can fall directly on each. Therefore where the spaces between the windows are wide the floor shaded by these spaces must be kept free from desks. (18) Surfaces which reflect light strongly, such as white walls and the like, should not be permitted in the neighborhood of school buildings. (19) All wrongly built seats should be removed from the schools forthwith and re¬ placed by others made on rational principles. (20) The school books, maps, and atlases should be examined with reference to the size of the type, form of letters, and their spacing. All books, &c., not answering the requirements should be gradually excluded from the schools. (21) The plan of studies should be arranged so that a regular alternation may take place in the occupations of the scholars as far as possible, and particular care should be taken to avoid studies requiring reading during several successive hours. (22) Near-sighted scholars should be placed in the best lighted seats and be ex¬ cused from all work which taxes the eyes. Drawing fine hues in maps or geometrical figures should be avoided. (23) Standard regulations with regard to the construction, regulation, and endow¬ ment of secondary schools should be published. (24) Proposals for altering a school building of the secondary grade or building a new one should be examined by a medical expert or medical officer to see if they con¬ form with the regulations. Signed by Yon Hofmann, president, and Drs. Boeckel, Hoppe-Seyler, Jolly, Kest- ner, Kussmaul, Laqueur, Neubauer, Ruhlmann, and Wasserfuhr. TABLE VIII. — SUPERIOR INSTRUCTION OF WOMEN. Statistics in detail of schools for the superior instruction of women will be found in Table VIII of the appendix. The following is a comparative summary of institutions, instructors, and pupils from 1873 to 1882, inclusive : 1873. 1874. 1875. 1S76. 1877. 1878. 1879. 1880. 1881. 1882. No. .of institutions . 205 209 222 225' 220 225 227 227 226 227 No. of instructors . 2, 120 2, 285 2,405 2,404 2, 305 2, 478 2, 323 2, 340 2,211 2, 721 No. of students — 24, 613 23, 445 23, 795 23, 856 23, 022 23, 639 24, 605 25, 780 26, 041 28, 726 CXX7I REPOET OF THE COMMISSIONER OF EDUCATION. Table VIII. — Summary of statistics of institu States. Number of institutions. Corps of instruction. Number of instructors in prepara¬ tory department. Students. - ^ Total. Male. © ’3 a © h Number in preparatory de¬ partment. Alabama . , . 11 92 20 72 15 267 California . . 4 57 14 43 25 494 Connecticut . 2 30 10 20 2 52 Georgia . 14 6125 44 73 24 529 Illinois . 12 151 38 113 32 203 Indiana . ... . 2 33 1 32 2 45 3 40 2 38 199 1 21 4 17 56 Kentucky . 20 167 53 114 33 864 Louisiana . 4 32 9 23 1 110 Maine . 3 18 9 9 1 16 Maryland . 6 59 11 48 1 44 Massachusetts _ _ ................. _ ...... _ 10 195 51 144 80 "VTieViifrari _ _ _ _ _ 2 613 1 6 14 Minnesota . 2 21 3 18 4 28 Mississippi . 9 666 14 47 12 370 Missouri . 9 102 19 83 8 479 'N’evadfl, _ 1 g 2 6 26 New Hampshire . 3 35 14 21 8 184 New Jersey . 3 33 15 18 1 25 New York . 16 230 45 185 55 1, 776 North Carolina . 10 84 21 63 7 363 Ohio . 13 173 43 130 4 325 Oregon . . . . . . 1 13 13 25 Pennsylvania . 14 133 43 90 21 141 South Carolina . *. . 6 50 14 36 11 313 Tennessee . : . 18 157 33 124 27 533 Texas . . 7 37 16 21 25 167 Vermont . 1 9 4 5 1 42 Virginia . 14 6130 31 71 10 242 West Virginia . 3 29 9 20 2 39 Wisconsin . 3 43 3 40 3 233 Total . 227 62, 386 596 1, 743 335 8, 284 a Classification not reported in all cases. & Sox not reported in all cases. SUPERIOR INSTRUCTION OF WOMEN. CXXYII lions for the Superior instruction of women. Students. "j 6 Libraries. Property, income, &(c. / Number in collegiate department. Total number in all depart¬ ments. .l ti Z Number of volumes. ’ © a a? ^ 2 P 12 .9 “ 4) o s efi bJO £ 33 OQ § 2* £ ^ c £ i Amount of productive funds. Income from productive funds. Receipts for the last year from tuition fees. In regular course. In special or partial course. Graduate students. 589 57 20 a1 , 1 05 10 386 $487, 000 $40, 000 198 15 2 1 8 575 200 270, 000 26, 000 10 10 3, 030 40, 000 12, 500 1,010 105 22 a2> 031 12 10, 668 502 599, 500 $50, 000 $3, 000 53, 600 478 233 22 al, 261 7 12, 450 50 543, 500 16, 000 1, 100 17, 691 40 44 8 a278 2 4, 200 41 30, 000 5, 100 88 90 3 2 2, 280 240 50, 000 57 28 0 al83 i 1, 000 50 150, 000 2, 000 200 1,335 53 14 a2, 519 17 13, 300 625 608, 000 8, 000 cl, 750 114, 760 198 5 a425 4 1, 973 1, 095 81,500 20, 000 1,600 5, 700 71 10 «237 2 4, 550 134, 000 75, 000 4, 500 12, 200 149 8 11 > v Ph a \ fH -8 u S3 | te ‘Sc © bC^ .2 a 43 © o w © H © £ Number not reporting class tion of students. Number not reporting studs Number not reporting libra be a o Ph 2h O P © £ Number with four-year course. Number with three-year course. Number with courses over four years. Number having only elec¬ tive courses. Alabama . 4 4 0 A 3 0 0 0 1 2 0 1 0 Arkansas . 5 4 0 2 3 0 I 1 3 1 0 0 California . 11 11 0 l 9 1 0 0 2 9 0 0 0 Colorado . 3 3 0 0 2 0 1 0 1 2 0 0 0 Connecticut . 3 3 0 0 3 0 0 0 0 3 0 0 0 Delaware . . 1 1 0 0 1 0 0 0 0 1 0 0 0 Georgia . . 7 7 0 0 6 1 0 1 2 5 0 2 . 0- Illinois . 28 28 0 1 2<* 1 0 2 0 26 0 2 0 Indiana . 15 15 0 1 14 , 0 0 0 1 13 0 1 0 Iowa . 19 18 1 0 18 0 1 1 0 19 0 0 0 Kansas . 8 8 0 0 8 • 0 0 1 0 7 0 1 0 Kentucky... . 15 15 0 0 12 o 0 2 1 8 0 3 3 Louisiana . 9 9 0 0 7 2 0 1 2 3 1 2 1 Maine . . 3 3 0 0 3 e 0 0 0 3 0 0 0 Maryland . Massachusetts. .... 11 7 11 7 0 0 0 0 11 7 0 °\ , 0 0 1 2 1 0 8 7 0 1 0 1 0 Michigan . 9 9 0 2 7 0 0 0 0 8 0 0 1 Minnesota . 5 4 1 0 5 0 0 0 1 4 0 0 0 Mississippi ........ 3 3 0 0 3 0 0 0 0 2 0 0 1 Missouri . 17 16 1 2 12 3 O', 1 2 12 0 3 0 Nebraska . 5 5 0 2 .2 0 1 0 0 4 0 1 0 Nevada . New Hampshire . . . 1 1 1 1 0 1 0 0 1 0 0 0 0 1 0 1 0 0 1 0 0 0 0 0 0 New Jersey. . . 4 4 0 1 2 1 0 0 0 3 0 1 0 New York . 28 26 2 0 27 1 0 1 2 21 0 5 0 North Carolina . 9 9 0 0 9 0 0 0 0 7 0 1 1 Ohio . 35 35 0 1 30 2 2 4 2 31 0 2 0 Oregon . 7 7 0 0 7 0 0 0 o i 6 0 1 0 Pennsylvania . 26 26 0 1 24 1 0 1 3 22 0 1 0 Rhode Island . 1 1 0 0 1 0 0 0 0 1 0 0 0 South Carolina . 9 8 1 0 7 1 1 2 1 7 0 1 o Tennessee . 19 19 0 0 17 1 1 1 1 14 | 0 1 3 Texas . . . . 10 10 0 0 7 3 0 1 1 7 0 2 0 Vermont . 2 2 0 0 2 0 0 0 0 2 0 0 0 Virginia . 7 7 0 0 6 1 0 0 0 3 o 1 0 4 "West Virginia . 3 3 0 0 3 0 0 0 0 2 0 0 1 "Wisconsin . 7 7 0 0 7 0 0 0 0 7 0 0 0 District of Columbia 5 5 0 0 4 0 1 0 0 3 0 ■> 0 Utah . 1 1 0 1 0 0 0 0 1 0 0 0 0 Washington . 2 2 0 0 2 0 0 0 0 2 0 0 0 Total . 365 357 8 15 317 25 8 24 27 288 1 2 32 16 CXXXVIII REPORT OF THE COMMISSIONER OF EDUCATION, Table IX. — Summary of statistics of States and Ter¬ ritories. Number of universities and colleges. Preparatory department. 1 _ Number unclassified. Collegiate department. Number of instructors. Total. Male. 1 e dents © © Ph Preparing for classical course. Preparing for scientific- course. Corps of instruction. Whole number of students. Students in classical course. Students in scientific course. Male. Female. Male. Female. Alabama _ .... 4 1 208 208 125 63 i . 46 277 5 20 «r,47 48 62 15 262 572 519 •California * . 11 61 al, 541 1, 293 145 123 397/ 166 119 652 199 40 207 56 Colorado . . 3 5 323 175 148 127 92j, 80 20 57 5c44 1 3 74 939 5842 58 1 g 54 g 11 33 7 16 0132 108 2 dS9 3 20 52 392 5260 20 Illinois . . 28 76 <*3,398 2, 156 1,034 <2644 / 707 569 230 1,815 5e725 166 290 170 Indiana . . 15 40 al, 655 961 390 <2591* 223 310 143 1, 307 5714 578 102 53 IoVTa . 19 36 al, 907 1, 094 652 <2480 356 504 172 1,639 5509 5226 246 137 Kansas . 8 12 881 570 311 Pi 9 98 280 69 462 5166 21 86 58 Kentucky . 15 22 544 490 54 .195 164 30 120 1, 206 158 11 144 17 Louisiana . 9 25 837 741 96 <2126 48 200 59 319 5132 5 83 3 Maine _ _ 3 33 377 347 20 3 Maryland . 11 15 366 348 . 1 18, <2198 35 75 147 1, 292 5270 64 26 9 Massachusetts . . 7 6 172 172 95 1 151 1,929 1, 665 39 14 Michigan . 9 25 al, 688 468 400 208 155 637 116 1,013 173 45 124 88 Minnesota ...... 5 10 489 278 *211 208 79 33 65 492 130 28 68 38 Mississippi . 3 4 483 407- 1 76 159 92 94 21 241 71 10 74 4 Missouri . 17 22 al, 358 902 364 444 424 490 211 1,881 175 77 127 36 Nebraska . 5 10 <*504 389 69 <249 6 110 39 34 16 8 4 5 Nevada . 1 1 <*40 New Hampshire. 1 18 235 235 New Jersey . 4 2 08 68 22 46 73 650 477 New York . 28 104 3, 026 2, 768 258 704 326 374 421 3, 620 52, 001 •5281 650 80 North Carolina.. 9 11 «359 284 10 131 55 94 70 786 326 72 30 Ohio . 35 92 <*3, 575 2, 530 985 1,106 1,049 463 271 2, 611 51, 154 •5318 309 322 Oregon . 7 12, <*692 209 123 <2194 129 279 38 425 '5107 '584 37 39 Pennsylvania . . . 26 L2 al, 996 1, 556 363 580 392 221 276 2, 438 51, 264 82 479 16 Rhode Island. . . . 1 17 270 203 7 South Carolina. . '9 16 385 305 80 122 31 5 49 233 143 2 12 6 Tennessee . . 19 28 al, 500 1, 048 329 294 275 92 139 1, 441 ’ 298 9 89 28 Texas . . 10 35 al, 467 802 435 261 262 308 70 929 ■5392 5233 144 '43 Vermont _ _ r 2 0 0 0 0 0 . 0 0 22 97 82 12 Virginia, .. 7 5 69 69 66 8S7 -5186 | . 2 . | West Virginia... 3 6 67 52 15 20 10 27 211 38 I 18 22 1 2 Wisconsin . , 7 24 a833 577 138 211 254 373 85 603 216 42 136 65 Diet. o,f Coluinbis i 5 10 317 304 13 238 36 '41 156 112 I 33 Utah. . , 1 4 193 108 85 0 0 193 W? shington . , 2 a218 8 32 73 12 26 3 2 . i Total . . 36E .808 <*31,838 21, 568 6, 866 J I <27,827 ’ 5, 79£ 1 6, 120;3, 605 ! 1 32, 258 1 :j5yl3,973 52, 03" 3, 603 H a Sex not reported in all cases. c Includes 3G sex not given, b A small number of scientific students included here. d Classification not reported in all cases. SUPERIOR INSTRUCTION. CXXXIX universities and colleges — Continued. Collegiate depart¬ ment. Volumes in libraries. Property, income, &c. 1/ V v . Special or optional students. Number of graduate students. Number in college libraries. Increase in tSe 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. 3 16, 200 450 3, 500 $300, 000 $312, 000 $24, 600 $2, 000 $0 $0 2, 620 75 111, 000 8, 000 750 7, 500 1, 500 62 8 52, 451 4,367 5, 860 1, 300, 200 1, 725, 000 101, 650 54, 050 14, 000 12 .... 4, 300 90 200 250, 000 17, 934 1,282 366 17, 000 45 44 157, 155 10, 546 25, 000 472, 884 1, 904, 483 85, 517 111, 461 187, 880 1 1 6, 000 25 3, 500 75, 000 83, 000 4, 980 500 0 3 .... 29, 800 640 14, 500 682, 300 345, 967 17, 500 500 8, 000 276 46 120, 841 2, 259 15, S89 2, 423, 400 1, 366, 816 99, 000 105,589 65, 354 175 14 86, 188 3,704 16, 774 1, 220, 000 925, 477 47, 215 18, 517 25, 000 10, 000 189 9 59, 974 3, 122 8, 850 1, 197, 000 836, 410 57, 549 52, 749 25, 000 16, 052 128 3 28, 378 2, 537 3, 617 559, 500 222, 500 13, 100 13, 775 30,477 3, 500 38 3 50, 626 3, 929 15, 794 850, 500 878, 227 50, 133 46, 262 40, 580 5 37, 600 1,342 2, 000 777, 000 328, 313 15, 156 31, 000 20, 000 7 58, 146 1, 969 1, 600 813, 500 712, 105 43, 404 26, 232 120, 859 40 79 54, 400 200 2, 850 1, 369, 500 3, 027, 600 229, 734 73, 975 20, 665 6,290 67 76 303,126 12, 853 41, 645 1, 310, 000 6, 290, 257 291, 812 166,533 633, 648 65 18 65, 412 5,049 5, 000 1, 296, 451 1, 109, 366 78, 819 81, 458 88, 000 1, 100 14 1 24, 750 1, 558 1, 100 539, 419 801, 497 51, 456 29, 421 23, 000 12, 694 7 8, 600 348 3, 400 435, 000 552, 000 33, 440 8, 746 10, 500 105 11 111, 197 3, 360 7, 600 1, 494, 000 1, 116, 600 74, 440 98, 960 45, 450 1 .... 13, 821 272 250 209, 000 34, 425 3, 762 8, 078 28, 000 55, 000 1, 450 125, 000 500, 000 25, 000 16, 000 1, 000 100, 000 18 55 69, 700 3, 300 21, 5C0 1, 210, 000 1, 511, 819 93, 015 23,770 116, 313 214 5& 313, 346 15, 848 22, 600 8, 080, 187 8, 976, 347 469, 317 495, 287 159, 385 487, 565 76 7 36,927 810 23, 550 639,000 290, 120 17, 824 25, 050 5, 000 15, 300 273 19 161, 902 3, 235 44, 075 /3, 192, 840 . 2, 748, 124 202, 510 125, 382 296 149, 510 1 9,620 182 1, 050 248, 450 226, 074 19, 282 16, 103 1, 875 55, 000 64 14 184, 353 11, 128 73, 408 3, 939, 350 4, 061,772 " 242,822 228, 875 37, 000 53, 522 598 0 1, 250, 000 641, 217 40, 157 33, 756 137, 468 18 .... 20, 600 395 6, 700 337, 000 528, 333 23,940 10, 625 2, 100 65, 400 2 15 53, 580 1,324 10, 421 1, 532, 249 1, 288, 584 82, 387 48, 093 4, 515 4, 410 117 4 11, 206 1, 097 1, 921 390, 000 27,000 2, 700 55, 500 180 3' .... 34, 855 607 395, 000 240, 000 14, 000 14, 358 8, 130 40, 000 18 5 105,000 250 14, 500 1, 450, 000 380, 00# 23, 700 15, 100 5, 000 17 2 5, 600 150 200 220, 000 140, 000 8, 400 5, 700 15, 000 106 5 48, 450 2, 058 2, 600 839, 600 897, 990 62, 7S9 53, 741 44, 780 19, 000 11 54, 587 165 300 1,800, 000 18, 900 7, 950 7, 251 10, 000 17, 997 2,826 63 0 36, COO 0 0 3, 901 2, 500 0 1, 926 1, 526 115, 000 6, 000 600 5, 500 1,250 2, 134 522 2, 514, 585 101, 431 403, 204 1 /43, 485, 330 i 45, 080, 257 2, 661, 692 j 2, 126, 664 565, 653 2, 394, 870 e Includes 74 sex not given. p Includes 110 sex not given. /The productive funds of one college included here. CXL REPORT OF THE COMMISSIONER OF EDUCATION. Statistical summary of students in classical and scientific preparatory courses. States and Territories. Number preparing for classical course in college. Number preparing for scientific course in college. Total reported. P © H GG <1> QJ OS 0 M In preparatory schools (Table VII). In universities and col¬ leges (Table IX). P A Eh in f women. 3 2 “'S 0$ cm © O-M o u © d o o 05 cm cm O © 05 v o|l 2 ® g © Pnro © o a 03 © g 3 ^ •5 ^ a © 3 A S 05 'A ts lc3 3 ©^ H Til 84 838 1,199 262 4 266 652 150 295 1,097 57 208 265 939 226 218 1,383 54 27 81 392 163 1, 502 2, 057 1, 815 281 1, 058 3, 154 1, 307 61 233 1,601 1, 639 264 497 2, 400 462 312 127 901 1,206 321 1,655 3, 182 319 53 315 687 377 86 221 684 1,292 296 360 1, 948 1, 929 859 1, 656 4, 444 1, 013 219 77 1, 309 492 200 692 1,267 241 291 735 1, 881 138 911 2, 930 34 12 46 44 301 44 644 235 108 650 264 274 1, 188 3, 620 4, 643 1, 602 9, 865 786 125 752 1,663 2, 611 133 979 3, 723 425 60 161 646 2, 438 2, 048 1, 218 5, 704 270 270 233 153 473 859 1,441 929 1, 596 629 3, 037 258 1, 816 97 42 51 190 887 592 1, 080 2, 559 211 180 391 603 95 204 .902 156 156 26 26 32, 258 12, 576 20, 442 65, 276 It is difficult to make suck a presentation of the progress and condition of college education as the importance of the subject demands, because few of the institutions make any descriptive reports. Accounts of the tentative measures of the leading universities are in some cases published annually. Most colleges report only as they CXLII REPORT OF THE COMMISSIONER OF EDUCATION. are connected with, some benevolent or educational society, or are a part of the State system of education, or have been through some unusual experience. An instance of the first kind is afforded by the institutions connected with the American College and Education Society. It aids and makes a report of one college in each of nearly all the Western States: Michigan, Wisconsin, Minnesota, Iowa, Missouri, Kansas, Ne¬ braska, Colorado, Oregon, and Washington Territory. The State systems of education usually include a university, and as it is a public institution a report to the legislature or to the chief executive is made of its condi¬ tion and needs. The governor’s messages frequently commend the State university to the people and urge them to give it a generous support. Hon. Edward A. O’Neal, governor of Alabama, said last year: “The university was founded by our fathers, the first great statesmen of Alabama, and it has been a source of blessing to the young men of the State since its organization.” Governor Pitkin, of Colorado, says of the State University : “I believe the president and faculty give to the institution not only large abilities but great enthusiasm, and that the character of the educational work is such as to commend it to the confidence of the people of the State.” Governors Jackson of West Virginia, Jarvis of North Carolina, and Nance of Nebraska report the universities of their respective States as increasing in usefulness and ^prosperity. Governor Hugh S. Thompson, of South Carolina, speaks of the State college in the fol¬ lowing terms : Results have proven the wisdom of the policy which guided the councils of the college in the past, the earnest purpose to send forth thorough scholars : men fitted by severest classical discipline to lead the senate, the pulpit, and the bar. Let this still be the policy of the college, but let it also aspire to do something more, to hold a fore¬ most place in the march of scientific discovery, and to send forth young men equally as well fitted by thorough technical training to lead in the development of the resources of the State: its fields, mines, and quarries, its railroads and water power, its manufactures and commerce. Examples of the kindly mention of colleges and universities by public officers might be indefinitely multiplied, but enough has been quoted to show the prevailing senti¬ ment toward institutions providing for a liberal education. Among the current events of note are the organization of the University of Texas and the destruction of the buildings of Iowa College by a cyclone. The act for establishing a university in Texas was approved March, 1881, and a board of regents soon afterward appointed. Buildings are in process of erection, a faculty has been selected, and “the university will be opened on the 15th of September, 1883, for the reception and instruction of students.” The intention and spirit of its regents are expressed by their president, Hon. Ashbel Smith, as follows : The means to carry their will into effect lie idle in the treasury, and their use for this noble purpose will not add one cent to the public taxes. The people will take no educational starveling, no institution big in name but meagre in performance. They demand a university to be now organized in a manner and on a basis soon to be de¬ veloped into an institution on the high level of the foremost institutions of knowledge in the entire world; a university whose instruction, absolutely free, shall offer to every child in the State, poor or rich, that knowledge which is power to the individ¬ ual and, in the aggregate, power inherent and indefeasible to the magnifitent im¬ perial State of Texas. Iowa College, Grinnell, Iowa, was swept into ruins by a tornado on the 17th of June, 1882. The pecuniary loss was estimated at $81,645. The efforts of the officers to put the institution into shape for resuming work in the fall were successful, the college finding many friends in the time of its necessity. Its needs are yet unsup¬ plied in many particulars, notwithstanding the noble efforts of its students, officers, alumni, and friends. Among the questions which have been under discussion during the year have been admission requirements, elective studies, athletic sports, graduate studies and degrees, and the selection of professors. ADMISSION TO COLLEGE. The movements modifying the conditions of admission to colleges and universities have consisted in more frequently receiving on probation graduates of high schools SUPERIOR INSTRUCTION. CXLIII and academies upon the strength of their diplomas, the holding of entrance examina¬ tions at different centres of population, and attempts of associated colleges to adopt uniform requirements of admission. An account of a movement of this kind is given by President Eliot, of Harvard College, as follows : As the result of several debates and conferences within the past two years consid¬ erable changes have been made in the statements of the requisitions for admission to the following colleges : Harvard, Yale, Brown University, Dartmouth, Williams, Trinity, Amherst, Wesleyan University, Tufts, and Boston University. The object in view was to make the requisitions of these different institutions the same, on paper at least, for all common subjects ; and this object has been measurably accomplished, so that the work of a school which is required to prepare boys in the same classes for several of these colleges has been much facilitated. The same quantities of the same authors in Greek, Latin, and English, the same topics in arithmetic, the same amounts of algebra and geometry, and the same des.criptions of what is required as to reading Greek and Latin at sight will be found in the official 'statements of the requisitions for admission at all the abovementioued institutions, with some exceptions in the single case of Yale College. At several of the colleges, however, there is an older and perhaps easier set of admission requisitions which is maintained as an alternative. Some of these colleges, moreover, require candidates to offer subjects which are not demanded at the others; and no attempt has been made to bring all the colleges even approximately to the same standard in conducting examinations on the same paper requisitions. In spite, however, of all the diversities which remain, the degree of uni¬ formity which has been secured by the negotiations of the past two years is a gain for the secondary schools, and, therefore, for the colleges as a whole. The “Association of the Colleges of Ohio,” an organization formed about twenty years ago to improve the standard of the colleges in the State, is at present com¬ posed of the following institutions: Ohio University, Athens; Western Reserve Uni¬ versity, Cleveland ; Kenyon College, Gambier ; Denison University, Granville ; Mari¬ etta College, Marietta; Ohio Western University, Delaware; St. Xavier’s College, Cincinnati; Wittenberg College, Springfield; Otterbein University, Westerville; Oberlin College, Oberlin; Antioch College, Yellow Springs; Baldwin University, Berea; University of Wooster, Wooster ; Hiram College, Hiram; Ohio State Uni¬ versity, Columbus; Buchtel College, Akron; and the University of Cincinnati, Cin¬ cinnati. STUDIES. Electives. — Arguments for and against elective studies have been presented, as in former years. Those for electives are now being drawn from experience, while oppo¬ nents of the system defend their position by reasoning and precedent. The appa¬ rently gratifying results of the system were stated at considerable length in my last annual report. The objections were presented strongly by Hon. M. E. Gates, in his inaugural at Rutgers College, June, 1882. The following sentences are taken from this address : Experience has proved that in developing mental power certain studies have a far greater effect than do others. Herbert Spencer holds, in his treatise on education, that the knowledge 'which is of most practical value is uniformly pleasantest in the act of acquiring and gives the student most mental power in the gaining. The judg¬ ment of the ages and of the wisest men of this age is against his view, and analogy is not for it. There is another equally serious objection to this system. It makes an appeal to that natural love of doing the easiest thing which ^subversive of all self discipline, of that mastery of the inclinations which all sound methods of education foster. “No way has been found of making heroism easy, even for the scholar,” says Emer¬ son. “The most valuable result of all education is the ability to make yourself do the thing you have to do when it ought to be done, wffiether you like to do it or not.” This is a sound maxim of Huxley’s, and strikes at the central idea of electives. A system of education which substitutes for all the disciplinary work of the college course a seductive and discursive field of elective studies, where a youth at eighteen is told to wander, selecting at his own sweet will, with a view to “ unfolding his own individualities to the full in all directions,” I submit, is utterly subversive of all self discipline, and will not develop manly fibre, or give tone and symmetry to intellect or character. One of the institutions which have recently introduced a partially elective system is Dartmouth College. A fixed number of recitations is required each week; a part of them may be chosen by the student after the second year. The required recitations CXLIV REPORT OF THE COMMISSIONER OF EDUCATION. diminish in number in the senior year, that the student may take optional studies. Such an arrangement, 'with opportunity at the outset of choosing a particular course, gives a wide latitude of choice to the student. Honor studies. — A system of honor studies, adopted by the University of Rochester, is described in the annual report of the regents of the University of the State of New York as follows : In the University of Rochester a system has been for some time in operation by which young men of more than average ability, found in every class, may have the opportunity to pursue, under the care of a professor, studies in advance of their class. These are termed honor studies, and at the commencement those of the several classes who have successfully completed the work undertaken receive appropriate recogni¬ tion. Only those who give undoubted evidence of being able to accomplish more than the regular work of the class are permitted to enter upon these honor studies. In this way, without interfering with tlte general curriculum for the class, which must be based on average ability, its best members are afforded an opportunity to pursue in a systematic way the higher studies for which they have a special aptitude. A successful experience of several years has proved, what is* of great importance, that this system is perfectly practicable for a small college, with a small but scholarly faculty. Original research. — Original research is becoming more recognized as a part of col¬ lege work. The following extended notice is taken from the notes to a paper read by Prof. J. H. Wright, of Dartmouth College, before the National Educational Associa¬ tion : Information as to original work done at Johns Hopkins by the students (mostly, however, post-graduate) is given in the University Circulars and is summarized in the Annual Register. Professor Gildersleeve’s Greek seminary probably approaches the best German ideals more nearly than any other American institution of the kind in the range, method, and quality of work done “in and through it. The Latin semi¬ nary under Professor Warren well maintains the high standard set by its director and by the university. Professor Sylvester’s mathematical seminary is without doubt unsurpassed in the world. At Harvard there is much activity in this direction. Mr. George Bendelari, lately an instructor, writes : “In history, certain of the courses are in original work. The original work is of two kinds: First. The men select a subject for a thesis, and are then turned loose into the library among the original authorities, so that the results, although they may not be new, are certainly original so far as the work of the student is concerned. Second. The history of England, for example, is worked up without a text book, the men using only the original authorities, under the guidance of the instructor. The best work, of course, is done by men who are candidates for honors ; but there are plenty of others in the courses. In mathematics and physics work of this sort is likewise done ; part of it consists in finding known results by new methods, part in obtaining absolutely new results. Some of the work in physics appears in the Journal of Physics, the results of original experiments by undergraduate students. In natural history the same is true ; the results appear in the bulletins of the Agassiz Museum and in those of the Boston Natural History Society. * * * I know that considerable work of this kind is done in classical philology. * * * In some of the German and French courses in modern langua ges these are required. I am inclined to think, however, that they are mainly in the nature of literary criticisms or of com¬ pilations. In Middle High German and Gothic, original work was done ; for in¬ stance, on the grammar of particular authors and works. In my old French course theses were required, and if they were mainly compilations the fault lay chiefly with the scarcity of material in the library. The effort was constantly made to obtain original individual work from the student. In all these cases, so far as the under¬ graduates are concerned, I doubt whether the results are ever very startling. As a means of preparing men for work after they leave college, however, and of teaching them to think for themselves, not to trust blindly to books, and not to be too much frightened, I consider it the very best work done in college.” With regard to Yale College, Prof. T. D. Seymour writes: “ Professors Packard and Peck assign special investigations to their graduate students, but do not find the undergraduates so ready as they would desire for such work. * * * Occasionally a stu¬ dent is ready to undertake an independent investigation. He is always (supposing his fitness for the work) encouraged and aided. In other departments the optional work of the last two years is largely independent. In metaphysics, for example, each student looks up the system of some philosopher, which he is to study and criticise in all its relations. His thesis on this subject takes the place of an examination. * * * Mr. Packard tries the seminary work occasionally.” SUPERIOR INSTRUCTION. CJXLV Political science. — The study of political science has recently been attempted to an enlarged extent. The school established for this purpose in Columbia College has commanded a fair attendance, so as to “justify the belief that the power of the school for good is justly appreciated by the public.” The School of Political Science estab¬ lished in 1881 at the University of Michigan has been attended by interested classes, and there seems to be no obstacle to its successful career. At Cornell University a course in history and political science was opened at the beginning of the last college year. A full professorship of American history has been established. The purpose of the course is stalled by President A. D. White as follows: The purpose of the new department of history and political science, I again remind you, is to send a considerable body of young men out into the world fitted to discuss political and social questions thoroughly and intelligently. All tendency to party views, as such, has been and will be carefully avoided. Though it is clear that men, whether educated or not, will continue to view political and social questions to a con¬ siderable extent from party standpoints, we may fairly hope that a beginning has been made here and elsewhere in fitting men to discuss the main questions involving our social and political vtell-being with a large knowledge of their historical development and of the best ascertained bases for healthful action. ATHLETICS. The subject of college sports has attracted much attention recently. It includes questions whose discussion cannot be outlined on a single page and which require a multitude of facts on which to base correct conclusions. It is my purpose to have these facts collected and prepared for the public. Doubtless all college authorities have opinions on the profitableness and on the dangers of boating, ball playing, and similar sports. The action of the Harvard authorities is stated as follows : Since the beginning of the current year the standing committee of the faculty have made regulations which forbid college clubs to play or compete with professional clubs, and provide that, after the current year, no student shall belong to a bbat crew unless he can swim and that no student shall engage in any athletic contest until he has been examined and pronounced fit by the director of the gymnasium. The com¬ mittee have also denied to professional “ trainers” access to the grounds and build¬ ings of the university, except by special permission of the committee. The influence of the committee has been successfully used to reduce the number of match games of ball and to confine them to Saturdays. These various restrictive measures have, on the whole, commended themselves to the judgment of the whole body of students and graduates; ^or even the young men most active in athletic sports had perceived that flie college competitions were running to excess, and that the ball games, boat races, and some of the sports technically called athletic were in danger of losing that amateur quality which should always characterize the bodily exercises and sports of young men who are in training for intellectual pursuits and for modes of life in which satisfaction and power of usefulness come, not from great muscular strength or special skill in any sport or exercise, but rather from a well proportioned bodily de¬ velopment and good general health. When games are made a business they lose a large part of their charm; and college sports cannot approach the professional stand¬ ard of excellence without claiming the almost exclusive attention of the players and becoming too severe, monotonous, and exacting to be thoroughly enjoyabie. The most devoted college athletes have repeatedly rebelled against what they thought too strict or too prolonged training. Moreover, a high standard of excellence tends to make the number of persons who actually take part in athletic sports very small, the considerable number of tolerably good players being driven from the field and re¬ duced to the unprofitable position of mere lookers-on. GRADUATE STUDIES AND DEGREES. The custom of granting degrees without examination or the pursuit of a course of study is gradually being discontinued. The master’s degree is earned in many insti¬ tutions by the completion of a required amount of study. The regulations of the time and place of study are not alike in the different institutions. Some require merely the passing of an examination and set no limits as to the time and place of doing the work. For example, the Illinois Wesleyan University offers courses of study to non-resident students, upon the completion of which such degrees as bache¬ lor of philosophy, doctor of philosophy, and master of arts are conferred. Exami- E— X CXLYI REPOET OF THE COMMISSIONER OF EDUCATION. nations are held semiannually by persons accessible to the student and acceptable to the university. The examination papers are furnished by the university. The Uni¬ versity of Michigan offers its graduates a similar privilege, but the examination must not occur until more than two years after graduation. A second class of institutions are those that do not so much require time as the completion of a certain class or group of studies and attendance at the institution during study. The University of Vir¬ ginia gives the master’s degree to those who complete the courses of eight of its separate schools — Latin, Greek, French and German, pure mathematics, natural phi¬ losophy, general chemistry, moral philosophy, and historical science — and who have been subjected in t.he last year of their candidacy to a special examination in any two schools of their own selection in which they have graduated in a previous year. A third class of institutions fix the minimum limit to the time of study and re¬ quire the accomplishment of a course of study prescribed by the faculty or by certain of its members. The earned degree of master of arts in Columbia College is given after a year’s study and an approved examination upon one at least of five specified groups of studies. Lehigh University requires either one year’s study at the uni¬ versity or two years’ study elsewhere. The preparation of essays is frequently required in connection with the examinations. PROFESSORS. The selection and qualifications of college professors have called out some com¬ ments in recent reports. President Andrew D. White, of Cornell University, says : In calling professors it is not always advisable to Select the men whose reputation is already made and who have passed the active part of their lives. A certain num¬ ber of such are indeed useful, but the main strength of the faculty must always re¬ side in younger men who have their reputation to make and who can make it. With care, discretion, and fair treatment of our instructing body we shall at no distant day realize the most ardent hopes of our friends as regards our faculty ; but it can¬ not he done in a single day or in a single year, nor can it be done by indiscretion of any sort ; it demands thoughtful study of needs and of men, weighing of testimony, a wide look over the whole field concerned, and great judgment in making selec¬ tions. President D. C. Gilman, of Johns Hopkins University, says : The disciplinary method of a college calls for men of high social, mental, moral, and religious character, for they are to be concerned in moulding tne dispositions of young men and in forming their habits at a critical period of life, when the parent begins to relax his authority and the youth has not learned to govern himself. It re¬ quires as professors those who were born to be teachers, who delight to act upon youthful minds, to inspire them with lofty motives, to traiu them by the best meth¬ ods, to emancipate them from the slavery of sloth, to set before them noble examples, to cherish their faith. The lessons to be inculcated during a college course include obedience to recognized authority, the performance of appointed tasks, punctuality in meeting all engagements, and attention to physical development. To acquire knowledge, to master the arts of clear reasoning and fit expression, to test the capac¬ ity for different kinds of intellectual exertion, to develop a desire to master difficul¬ ties, and to form intellectual friendships and associations are among the ends to be sought in college life. 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 1873 to 1882, inclusive. These numbers include the National Military and Naval Academies: 1873. 1874. 1875. 1876. 1877. 1878. 1879. 1880. 1881. 1882. Number of institutions . . 70 72 74 75 74 76 81 83 85 86 Nnmlip.r of instructor a _ _ 749 609 758 793 781 809 884 953 1, 019 12, 709 1,082 15, 957 Number of students . !8, 950 1 7,244 7, 157 7, 614 8, 559 13, 153 10, 919 11, 584 SCHOOLS OF SCIENCE, CXLYII Table X. — Part 1. — Summary of statistics of schools of science. States. 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 . Total U. S. Military Academy. TJ. S. Naval Academy. .. Grand total . Preparatory depart¬ ment. (ci) 0 0 0 3 (a) (a) 0 16 (a) 48 Students. (a) (a) Scientific department. (129) 452 | 167 60 11 .42 77 16 5 (a) (a) (a) 0 0 (a) 274 45 | 15 14 (a) (a) 0 0 213 20 41 (a) (a) 0 145 (a) 5 13 23 12 18 14 11 3 9 7 54 13 (a) 13 15 3 Students. CS ~ ^ o sa ® 103 262 48 238 307 c32l 52 81 49 299 200 {a) 276 36 12 £ 029) ) 1,499 I 390 11 14 53 15 19 j 4 | 13 I (a) 10 («) 9 I 63 (a) 31 •524 69 (129) 1,499 I 390 5 43 40 90 77 110 60 42 (a) 127 (a) 258 22 418 (a) 95 4, 155 242 247 es a> 0 601 0 305 17 <«) 15 24 0 184 0 400 0 1 (a) 4,644 504 (a) 102 102 12 40 128 96 0 60 50 275 93 0 200 65 2, 321 2, 321 10 195 195 a Included in summary of statistics of universities and colleges (Table IX). c Number of students b College not established at last report, 1880. in all departments. CXLVIII REPORT OF THE COMMISSIONER OF EDUCATION. Table X. — Part 1. — Summary of statistics of schools of science — Continued. States. Libraries. Property, income, a * Number of other free scholarships. o o to g Students. j Corps of in¬ struction. Students. J Male. 6 8 ft | In regular course. In partial course. Number of graduate students. California . 1 2 1 1 1 5 1 1 2 2 5 3 8 1 3 al 2 26 8 5 D 4 48 37 20 20 90 Colorado . Connecticut . . . Georgia . Indiana . Massachusetts . 104 (6) (6) 17 32 79 6 91 10 19 217 (ft) (ft) 04 204 4,287 15 1,937 20 161 11 5 20 7 Michigan . Missouri . 5 to, im 101 0 0 9 20 17 New Hampshire . New Jersey . 5 19 1 3 New York . Ohio . 12 10 Pennsylvania . . 4 780 . 300 59 1 Vermont . Virginia . 1 50 9 District of Columbia. . . . Total . . | 1 1 38 11 1 s (249) ? i 806 308(j 376 7, 010 305 11 70 j 84 States. Libraries. Property, income, &c. Number of volumes in general libraries. Increase in the last school year. [ Number of volumes in society libraries. V aluc of grounds, build¬ ings, and apparatus. Amount of productive funds. Income from produc¬ tive funds. | Receipts for the last | year from tuition fees. Receipts for the last year from State ap¬ propriation. California _ _ 300 750 250 Colorado . 150 100 $50, 000 20, 000 $947 500 $19, 200 10, 000 (6) Connecticut - . . . Georgia . Indiana . 900 6, 025 (&) (ft) 2, 100 5, 000 25, 198 135, 000 160, 000 (ft) (ft) cl, 700 300, 000 2, 000, 000 $250, 000 1, 384, 357 (ft) (ft) 200, 000 500, 000 150, 000 1, 350, 000 130, 000 $15, 000 69, 982 (6) (6) 11, 000 30, 000 43, 495 Massachusetts . 100 (&) 9,420 (ft) (ft) 2, 160 17, 100 44,445 750 782 1, 000 7,000 Michigan . . - . (ft) (ft) (6) 0 Missouri . Ne.AV Hampshire . New Jersey . 100 870 0 New York . Ohio . Pennsylvania . 47, 046 4,000 5,500 2,650 505, 000 20, 000 300, 000 11, 000 Vermont . Virginia . 500 500 20, 000 1,200 30, 000 District of Columbia Total . 97, 069 4, 470 500 3, 491, 700 3,984,357 181, 677 84, 104 59, 200 a Not yet organized. cTalue of apparatus, ft Included in summary of statistics of universities and colleges (Table IX). CL REPORT OF THE COMMISSIONER OF EDUCATION. Continued interest in industrial and scientific education is shown by largely in¬ creased attendance at schools of this class, by the extension of their facilities for di¬ straction, and by opinions expressed in public and in private gatherings, in personal letters, and in printed documents. The progress of technical education in this coun¬ try is looked upon with surprise by foreign educators and manufacturers. Our own people are alive to the necessity of cultivating the arts of peace and are inquiring for methods of education directly preparatory to the common industries. Men, eminent as leaders in technical education, are studying the schools of Europe and introducing valuable features from them into our American schools. Among those who have re¬ cently undertaken this work or are now engaged in the examination of foreign meth¬ ods are Prof. J. M. Ordway, A. m., of the Massachusetts Institute of Technology ; C. O. Thompson, ph. d., president of Rose Polytechnic Institute, and H. T. Fuller, a. M., president of the Worcester Free Institute. Such results are expected of our technical institutions as Hon. R. W. Thompson, formerly Secretary of the Navy, attributes to those in France. He recently said : They have enabled lier engineers to occupy positions in the front rank among the most distinguished in the world. These, by thorough explorations, have succeeded in mapping out with great particularity all her material and natural resources. By this means and by the scientific classification of her soils and her mineral and vege¬ table products, she has been enabled to understand the nature and exteut of her own resources and to shape her policy and industries so as to develop them to the utmost. Her wonderful success in this is seen in the facts that wealth and the means of sub¬ sistence are more equally distributed in France than in any other European state, and that almost every foot of earth is made to contribute to the prosperity of a peo¬ ple to whom emigration is not necessary, as in neighboring nations, in order to better their material condition. PREPARATION FOR INDUSTRIAL ARTS. Two circulars of information were issued by this Office in 1882 in response to this popular feeling and demand. One prepared by Charles G. Leland, esq., of Philadel¬ phia, discussed the subject of industrial art in schools from a practical standpoint. The experience of the author enabled him to speak clearly on the topics presented and to engage the attention of readers to an unusual extent. About 50,000 copies have been distributed to correspondents and applicants and have produced marked results. The circular has been reviewed and warmly commended by educators in foreign countries.1 The other circular relating to industrial education was the preliminary report of a commission appointed by Queen Victoria to inquire into the instruction of the»indus- trial classes of certain foreign countries in technical and other branches, and the in¬ fluence of the instruction on industrial pursuits. The first report of the commission was on manual and technical instruction in France, with a description of the system of elementary instruction in that country. A representative of the commission, Mr. William Mather, visited this country for the purpose of examining our methods of technical instruction and the institutions in which this department of education is prominent. He observed faithfully and obtained much correct and valuable knowl¬ edge of our technical and industrial schools for the use of the commission in preparing a final report. His report comes to hand as this is going through the press and it 1Karl Werner, government inspector of schools at Salzhurg, presented a review of Mr. Leland’s cir¬ cular and an outline of industrial elforts in European schools in the Literarische Eeilage der Montags Revue, Vienna, April 23, 1883. He introduces in the beginning of hjs article the following sentences : While people were contented at an earlier period with giving in schools only such branches of knowl¬ edge as might form the basis of a more extended culture, the requirements of life demanded practical training for the people, and industrial education. The child should, in addition to reading, writing, and arithmetic, also learn those things which exercise a determining influence on life, and knowledge de¬ rived from natural science, geography, and history should give the future citizen broader views to qualify him the better to fulfil his mission. But the teachers did net rest here. It was desired to introduce work itself to the school, and this is what is treated of in a pamphlet by Charles Godfrey Leland, director of an industrial school in Phila¬ delphia, who seems to have practically solved a problem for which Europe is yet hardly prepared. TECHNICAL INSTRUCTION. CLI ably presents tlio conclusions and facts obtained during bis tour of five mouths. I take from it some opinions and expressions that will he read with great interest: The preeminence of the Americans in many branches of mechanical industry ren¬ ders it necessary to give a general view of the character and scope of the education in the public schools as well as to discover what provision has been and is being made for technical and industrial training. The provision made for science teaching in the many universities and colleges not directly technical in their character, in the various States, has also required my attention for the reason that a large proportion of the graduates of these institutions pass at once into the industrial arts after leav¬ ing college. In America, where all institutions ale founded by the people for the people, there is not a school or college in which may not be found the sons and daughters of the working classes. Not unfrequemtly have I found young workingmen spending a year at college in scientific studies, who intend to resume their manual employment after leaving it. * * * Disappearance of apprenticesh ip . — The old system of apprenticeship has almost ceased to exist in America. * * * The whole tendency is to engage boys as they do men, only for what they are worth. The evil of this will be severely felt in the future, if not mitigated by great changes in education, for the reason that many boys are obliged to leave school- at 14 or 15, and if they are not allowed to enter the skilled trades they will be thrown upon casual employments or unskilled pursuits for tem¬ porary gain and a livelihood. Thus a mass of incompetent and unskilled laborers would grow up, incapable of going out West, and would become a drug upon the labor mar¬ ket in the East. It is undoubtedly a shortsighted policy on the part of employers to discourage the employment of boys without aiding those movements which, in the form of industrial schools, would enable a boy to qualify for service at 17 years old at a higher rate of wages than he could pfobaoly get at that age but for this training. -V * 4* The existence and character of technical institutions. — There exists in America a certain number of high class institutions for technical and scientific training in mining, and civil and mechanical engineering. 1 am of opinion that in these branches, judging from my own observation, there is nothing better of the kind, though such institu¬ tions are more numerous at present, in Europe. The advantage of the training in the best of them is its practicalness. The students feel that careers are open to them if only they have acquired the art of applying their knowledge • hence their ambition is excited and every one of them appears to be working for a definite purpose. * * * The act of Congress in conservating forever a large portion of the territorial wealth of the nation for the purpose?, of industrial and scientific education is a sagacious scheme of -statesmanship. There is provided in every State at least one centre from which all the knowledge necessary to instruct the youth of the State in scientific in¬ dustry may radiate. That many of these colleges have drifted from the original in¬ tention of the authors of the act is only a temporary evil. The tide has set in the other direction now, and the marked success of those colleges, such as in New York State, Michigan, Illinois,, Missouri, Massachusetts, &c., in the direction of technical instruction, is gradually leading to the conversion of all. * * * It is probable that within a short time all these institutions will become the great technical schools of the country, while still retaining facilities for general literary education. * * * To make the best use of a given quantity of material requires a sound knowledge of its properties and of its disposal in the arts and manufactures by scientific methods. In this direction the technical ,and science schools already instituted have accom¬ plished much iu providing foremen and managers, chemists, miners, and intelligent employers in the engineering and manufacturing industries. * * * Graduates. — Many hundreds of young men have been furnished from these sources for the superintendence of railway works, mining operations, machine shops, and the textile industries besides chemical works, glass manufactories, building operations, agriculture, &c. I have met in almost all the manufactories I have visited — from mining, iron and steel manufacturing, through all the mechanic arts up to watch making aud sewing machine manufacturing — evidences of the influence of the tech¬ nical schools. The graduates of the various technical schools are in good repute among the iron¬ masters, and employment is readily offered to those who have studied chemical and metallurgical science. Deficiencies in technical education.— It is remarkable that in the great centres of the mining and iron producing districts, where also a large amount of mechanical con¬ struction is carried on, as, for instance, in Pittsburgh, Pa., Chicago, Ill., Detroit, Mich., Cleveland, Ohio, and Philadelphia, Pa., so little has been done by the owners of large establishments or by the town or State authorities in the direction of technical schools or evening science schools. These industries represent a large pro- CLII REPORT OF THE COMMISSIONER OF EDUCATION. portion of the working population in those large cities, and yet tlie owners of works have to rely upon tlie scientific knowledge obtained through many institutions re¬ mote from these districts. # * I have not met with any institutions for technical training having any bearing upon the textile industries. The knowledge of chemistry acquired at the various institu¬ tions which I have described is of course utilized more or less in dyeing, printing, and bleaching ; but there are no schools in which the knowledge of the nature and qualities of fibres and of the various processes in working up the raw material — silk, cotton, or flax — are taught. In all the manufactures into which taste and design enter the Americans have to rely almost entirely upon European aid. * * * Possible results of industrial training. — If industrial training, however, is adopted throughout the country, the capital and labor of the future will find profitable em¬ ployment without protection in the vast regions now opened up by the railways in all directions. The true source of wealth, in the resources of nature, may be drawn ur)on to supply all the comforts and necessaries of life at greatly reduced prices, so that the purchasing power of wages will be increased. When Ameri ca abandons the shadow for the substance, her national wealth and prosperity must be augmented, while her industries will develop upon the solid and sure foundation of freedom in trade as in political institutions. It is to meet her under such conditions in friendly rivalry and competition that we must prepare ourselves. A report on industrial education in the United States 1 * was called for in December, 1882, by the Senate. Its resolution was as follows : Pesolved, That the Secretary of the Interior is directed to furnish to the Senate the latest and fullest information in the possession of the Bureau of Education in relation to technical or industrial education in the schools and colleges endowed in whole or in part by the Government of the United States, and also in other schools in the country reporting instruction in industry for either men or women. The resolution was immediately complied with, and a report made of the objects, condition, and work of institutions endowed by the national land grant of 1862, of similar schools not so endowed, and of enterprises for the industrial education of women. Many of the institutions interested had furnished accounts of their condi¬ tion and work, and in some instances plates for the illustration of their facilities and methods of instruction, so that with the material in the Office it was possible to pre¬ sent a full survey of the field of industrial education. Some advances in this direc¬ tion have occurred since, and they form the principal part of the subject matter of the subsequent pages. * EDUCATION IN AGRICULTURE. Agricultural education has made perceptible advance during the time covered by my report. The industrial colleges of the South especially have been improving their courses of study in agriculture. Through the Northern States the number of students taking such courses is still small. Hon. George W. Atherton, a. m., president of the Pennsylvania State College, refers to the reason for this, in his report for 1882 to the board of trustees, as follows : So far as the almost uniform experience of this country goes,, the market demand for highly educated scientific men is not so great in agriculture as in many other em¬ ployment^. I say “ market demand/7 and mean that alone. There is no field of labor in which education and knowledge can be more usefully and productively applied than in agriculture ; and if young men starting in life had sufficient capital they would often prefer the life of the farm to any other occupation. But the present state of our industries is such that a young man whose only capital is a good education finds that he can use it with greater certainty of immediate returns In other pursuits rather than in farming. As a result of the increased interest in scientific agriculture and the disinclination of students to devote themselves to it, the establishment and conduct of experimental stations have been attempted in connection with several institutions. Connecticut, New J ersey, Ohio, and Wisconsin are among the States which have provided for snch stations. The one in Connecticut w as established in 1877 and has been associated more or less inti¬ mately with the Sheffield Scientific School at New Haven. In 1882 the legislature au- 1 Industrial Education in the United States. A special report prepared by the United States Bureau of Education. Washington, 1883. 319 pp. AGRICULTURAL INSTRUCTION. CLIII tliorized the purchase of a lot and the erection of buildings for the station. This was done during the summer, and the work of the station was transferred to the ne ay quarters in September. 1 ts investigations have hitherto been mostly in the field of chemistry. The station at Rutgers College, New Jersey, was established in 1880, and is distribut¬ ing the results of its in\Testigations and experiments among the farmers of the State. The stations in Ohio and Wisconsin are more recent in their origin. The work of the former is classified under the four heads of grain raising, stock farming and dairy husbandry, fruit and vegetable culture, and forestry. Preparation is made for an¬ alyzing fertilizers, examining the quality of seeds, identifying weeds and other plants, investigating the habits of insects, and making other inquiries of a similar nature. The Wisconsin Agricultural Experiment Station proposes to investigate ques¬ tions of special interest to the farmers of the State in such a manner as to make the results of general value. “ Its sole purpose is the discovery of new truths and laws which may be of benefit to agriculture.77 The experiments in practical agriculture on the farms of agricultural colleges have been conducted with much profit and are being more frequently undertaken. Those mentioned in my last report as going on at the Houghton farm, Orange County, New York, have been continued, and instruction is being given in connection with them. Mr. Henry E. Alvord, the director, writes the following : One feature of Ploughton farm not shown by our pamphlets is that Ave keep three or four young men constantly with us as farm pupils, recerving practical instruction, on a scientific basis, to fit them for conducting farms of their own or managing the estates of others. We have had pupils from Massachusetts, Connecticut, New York, Virginia, North Carolina, Wisconsin, England, Island of Jersey, Germany, and Japan. The courses of study in the State Agricultural and Mechanical College of Alabama have recently been remodelled, in order that they may include more branches imme¬ diately connected with the industries of the State. A special professor of agriculture has been added to the faculty and the State agricultural experiment station has been established at the college. The legislature has made appropriations for improving the farm and supplying apparatus and books. A Short course in agriculture has been established for young men who cannot afford the time and expense necessary for the completion of the regular course of four years. An agricultural museum con¬ tains nearly 700 specimens, illustrating varieties of soils and products, and a museum of mechanic arts has been commenced. The Missouri Agricultural and Mechanical College is being conducted with renewed vigor by Prof. J. VV. Sanborn, b. s., who was recently called from the New Hampshire College of Agriculture and the Mechanic Arts. Professor Sanborn has added to the announcement for the coming year some general remarks of interest. Of the progress of agricultural investigation he gives the following outline : In 1804 the King of Prussia put Von Thaer in charge of the estate of Moegelin, of 1,200 acres, where the science and art of agriculture were taught. In 1806 Fellenberg founded a school of agriculture in Switzerland that trained 3,000 students, while France devoted the royal palace at Grignon to agriculture. It was not, however, un¬ til the three grand characters, Liebig, Boussingault, and Laws, came almost simul¬ taneously into the field, about 1840, that agricultural investigation took on its present broad proportions. Liebig’s masterly genius opened up a wide field for in¬ vestigation, while the latter two gentlemen had both the genius and the talent for research. The former (Boussingault) has devoted a lifetime to farm research on his estate at Bechelbron, France, Avhile the latter (Laws) has devoted his English estate to the cause of definite agricultural knowledge. Chemists, botanists, field hands, are in his constant employ in a work that began in 1840 and hrvolves an annual outlay of $15,000, and $500,000 are devoted by him to its continuance. In 1852 the first puldic experiment station was founded at Leipzig, and this work, inaugurated by the Ger¬ mans, has extended until the world boasts of nearly 150 stations, employing from 2 to 5 scientific men each constantly. To these workers must be added hundreds of investigators connected with agricultural colleges or carrying on private inquiry. Professor Sanborn speaks of the functions of agricultural colleges as follows : To familiarize the student Avitli the science of farming is not the only function of an agricultural college. When properly managed, each operation of husbandry is CLIY REPORT OF THE COMMISSIONER OF EDUCATION. taught by field work from hot-house propagation through planting, budding, prun¬ ing, and the general management of horticultural products. Upon the farm proper, laying out and construction of drains, selection, management, and breeding of animals, grading of wool, rotations, tillage operations, and crop growth are taught by practice, and every attempt made to fix the habit of observation. Regular labor on the farm serves to retain a taste for farming, especially as it is used to illustrate some princi¬ ple or law involved. The intellect being called in play, farm work is divested of its monotony and robbed of the repressive influence derived from it when viewed as mere physical labor. The Storrs Agricultural School, at Mansfield, Conn., owes its existence to a gift of a farm of 170 acres, with commodious school and farm buildings, by Mr. Augustus Storrs, and of $0,000 by Mr. Charles Storrs, of which $5,000 were for fitting the institu¬ tion for work and $1,000 for drainage. These gifts were accepted by the State and an institution was established for the instruction of boys in the State “in such branches of scientific knowledge as shall tend to increase their proficiency in the business of agriculture.” The full course of study requires two years of three terms each, the terms being twelve weeks in length. Students receive instruction both in the class room and on the farm. In the class room they study those branches of natural science which have a directly useful bearing on New England farming, such as general and agricultural chemistry, natural philosophy, farm mechanics, surveying, botany, zool¬ ogy, geology, animal physiology, mineralogy, and theoretical agriculture, stock-breed¬ ing, and composition. The general principles of these sciences are taken up first, and afterward their special applications to practical agriculture. Elementary English studies, simple carpentry, and agricultural practice are also taught. This last sub¬ ject includes the improvement of the soil by tillage, drainage, manuring, and irriga¬ tion; the culture and handling of the various field, garden, and orchard crops of New England — grass, grain, roots, vegetables, and fruits — from planting to market; the use, care, and repair of farming tools, implements, and machines; the breeding, rear¬ ing, training, feeding, and use of live stock ; the best methods of dairying ; the busi¬ ness and management of the farm in all its details ; keeping accounts, inventory, capital, labor, rotation of crops, and systems of farming adapted to various circum¬ stances, and the history of foreign agricultural methods. The Hampton (Ya.) Normal and Agricultural Institute is the leading institution in which the industrial education of the eolored race is undertaken. It adopts a course of instruction in mechanics less expensive and more productive than those of most northern and western institutions. It has extensive farms on which produce for the school and for the markets is raised by the help of student labor. During the last year 133 young men were employed in farming. The mechanical department of the insti¬ tute affords instruction and practice to colored and Indian apprentices in carpentry, wheel wrighting, blacksmithing, tinning, painting and glazing, shoemaking, and har¬ ness-making ; and to colored students in the operations of a knitting factory, in sawing and wood working in the Huntington Industrial Works, and in printing. The Huntington Industrial Works are employed in manufacturing lumber, mouldings, windows, door frames, and other building material. Two periodicals are issued from the printing office and much miscellaneous work is done. The young women of the institute find employment in sewing, tailoring, and making shirts. The amount earned at Hampton by the students in 1882-83 was $35,288.93. Student labor is estimated to be 25 per cent, more expensive than common labor ; but the value of training the hand, of industrious habits, and self reliance and the effect of labor on character are such as to justify the present system. Yet the mechanical department is considered the most difficult problem of Hampton Institute. The employment and paying of skilled foremen and mechanics, the purchase of material, the prevention of waste in its manufacture by apprentices, and the sale of products require persons of the high¬ est business qualifications. A recent examining committee, consisting of Rev. M. E. Strieby, d. d., and J. M. Ward, of New York, Mr. George A. Walton and Mrs. E. N. L. Walton, of West Newton, Mass., and Henry W. Foote, of Boston, reported that in the very limited time at their disposal enough “ was seen to show that manual labor, as MECHANICAL INSTRUCTION. CLV a means of mental and physical training, is an essential. * * Tlie students make long days, hut with tk© varied employments little fatigue is experienced and good health is the rule. Thus, in addition to the knowledge and discipline received in the school proper, every student leaves the institution with the ability to support himself by some useful employment,” PROGRESS OF INSTRUCTION IN PRACTICAL MECHANICS. A course in shop practice was introduced into the Colorado Agricultural College in 1882. Students give to it two hours a week during the winter terms of their prepara¬ tory, freshman, and sophomore years and the same amount of time during the entire senior year. The kinds of work undertaken and the time assigned to each were as follows : Bench work in wood, 12 weeks ; machine work in wood, 4 weeks ; pattern making and foundry work, 12 weeks ; vise work in iron, 10 weeks ; iron forging, 14 weeks ; steel forging, 4 weeks ; and machine work in iron, 20 weeks. The mechanic shop consists of a main building 25 by 56 feet and two stories in height, with a one- story wing 20 by 62 feet for the forge shop and its accessories. The whole is fitted up with an engine, wood and iron working machinery, and the proper tools and benches for work by hand on iron and wood, including wood carving. It is intended that this department of practical mechanics shall give “ a systematic and progressive edu¬ cation in the use of tools and materials, combined with as much theoretical knowl¬ edge as shall be deemed necessary to properly explain the principles involved.” A report in regard to the better development of the mechanical department of the Illinois Industrial University was made to the trustees in March, 1882, by the regent, Selim H. Peabody, ph. d., who is himself professor of mechanical engineering and physics. It contains a concise statement of the condition of that department and the lines along which its extension seems most desirable. He considers the province of the shop to be, like that of the laboratories, to give instruction, but finds it difficult to arrange the time of shop work so that the students may gain the maximum ben¬ efit from it without interfering with other studies and exercises. The class of be¬ ginners in the machine shop numbered 17 at the time of the report. The limited supply of tools and the distribution of room necessitated an illogical and inconven¬ ient arrangement of work. The equipment consisted of 6 sets of bench tools in the pattern shops, 8 vises and accessories at the iron- workers’ benches, 3 fires and anvils in the blacksmith shop, and 8 machine tools in the machine shop. Dr. Pea¬ body recommended, in addition to these, a supply of elementary tools : 9 sets of car¬ penters’ bench tools, for the pattern shop ; 7 vises, with hammers, files, &e., for the machine shop ; small lathes for wood turning ; and small engine lathes, for the machine shop. The trustees approved of the recommendations and the department of me¬ chanics is much aided by the provision for its wants. Purdue University, Indiana, has been advancing its department of practical me¬ chanics and perfecting its course in shop wrork. The important appliances added to the shop in 1880-81 were 5 sets of carpenters’ tools, 4 wood-turning lathes, and a scroll saw ; in 1S81~’82, 1 small machine lathe, 1 speed lathe, 3 iron-working vises with tools for them, 3 sets of carpenters’ tools, and a circular sawing machine ; in the summer of 1882, a large machine lathe, a set of standard gauges, and miscellaneous tools. Three classes of students are instructed : regular, agricultural, and special. The agricultural students take an abbreviated course, occupying one hour a day during the middle term of two years. Special students enter the shops with the view of taking some one or more selected branches. A number of young ladies have been among the special students, and ‘‘they have done the same work as the young men, and, though progressing much slower, have been nearly as successful.” The special work of the department is separated into three distinct divisions : the “supplementary course of instruction,” consisting of recitations and lectures ; class work in the shops; and work in the shops outside of classes. The supplementary course of instruction occupies an hour daily for three terms and includes the presentation and discussion of working CLVI REPORT OF THE COMMISSIONER OF EDUCATION. drawings and a consideration of tbe uses and operations of tools and macliines. All necessary directions are given and explanations made in regard to sliop work. The sliop exercises require two hours daily throughout the first two years of the col¬ lege course, and the elementary principles of construction are involved in the opera¬ tions performed. The students receive compensation for work done outside the regu¬ lar class hours. The quality of this work has been good, and the remuneration for it has aided in the payment of the expenses necessarily incurred during a college course. At Cornell University, the Sibley College of Mechanic Arts has received substan¬ tial additions to its equipment. A foundery recently provided is being used in train¬ ing men in the practical duties of the master mechanic and mechanical engineer. A large collection of models to illustrate mechanical construction, prepared under the eye of Professor Reuleaux, director of the Imperial School of Arts and Manufactures at Berlin, enables the professors to illustrate every important form of machine connec¬ tion and mechanical movement; and many combinations and contrivances which would be only imperfectly understood by the most complete drawings are shown clearly by these models. Specimens of American tools and machinery are being col¬ lected with a view to setting before students examples of excellent workmanship. The method of instruction adopted is a combination of the constructive and the Rus¬ sian systems. The graduates of the college are sending in gratifying reports, and President White, commenting on their success, says: “We shall see more and more of such results ; more and more the State and the nation will have cause to thank the benefactor who has provided so liberally for the application of science to the great mechanical industries of our country.” The Agricultural and Mechanical College of Texas is making commendable efforts to improve its department of mechanics, in which one-half of its students are re¬ quired to be instructed. Six hours of shop jiractice a week are required, with three hours of mechanical drawing. Students are taught the use and care of tools and the kinds of work for which each is intended. They apply their knowledge in a regular course of exercises and in the construction of articles for practical use and tbe repair of buildings. The faculty have recommended that $4,500 for buildings and $2,800 for equipment be applied to the mechanical department out of a recent legislative ap¬ propriation. MANUAL TRAINING SCHOOLS. Manual training schools have been established in connection with the Massachu¬ setts Institute of Technology at Boston and Washington University at St. Louis. The establishment of a school of this kind is being discussed earnestly in Baltimore by members of the city school board and others and is urged by leading daily papers. In Chicago ail association has been incorporated for the purpose of providing a manual training school in that city. The object of the school is stated in the articles of in¬ corporation to be — instruction and practice in the use of tools, with such instruction as may be deemed necessary in mathematics, drawing, and the English branches of a high school course. The tool instruction as at present contemplated shall include carpentery, wood turn¬ ing, pattern making, iron chipping and filing, forge work, brazing and soldering, the use of machine shop tools, and such other instruction of a similar character as it may be deemed advisable to add to the foregoing from time to time, it being the intention to divide the working hours of the students as nearly as possible equally between manual and mental exercises. A fund of $100,000 has been secured, a suitable lot of land purchased, an architect engaged to complete plans for buildings, and a director chosen. The board of trustees, with Hon. E. W. Blatchford as its president, is such a body of men as will not allow any failure in the enterprise committed to their care. The success of the School of Mechanic Arte of the Massachusetts Institute of Tech¬ nology and of the Manual Training School of Washington University has been marked, and is becoming more evident as operations and results of the schools are INSTRUCTION IN ENGINEERING. CLVII better known. Testimonies to their efficiency and value are given by those who have been in a position to observe their methods and work. Three quotations with regard to the St. Louis Manual Training School are given below, the first from Gov¬ ernor T. T. Crittenden, of Missouri; the second from Prof. C. M. Woodward, director of the school; and the third from Hon. William G. Eliot, D. D., chancellor of Wash¬ ington University. Governor Crittenden says : The old system of apprenticeship is about at an end, and it is necessary, if we pro¬ pose to protect the interests of our industries and consult the welfare of our youth, to devise some means for their proper training. In our ordinary and more advanced schools the only vocations aimed at and in which positive interest is aroused are commerce, buying and selling, banking, reckoning accounts, keeping books, and the so-called “learned professions.” The ordinary schoolboy gets the idea that it re¬ quires no education to be a mechanic ; hence he aspires to what is called a higher profession, a higher avocation, and foolishly learns, from vicious sources, to despise both craft and craftsman. If this pernicious tendency can be corrected and the dignity of skilled labor and skilled workmen be maintained by the introduction of manual training into grammar schools of high grade, great good will be accomplished. I have no hesitancy in directing attention to this manual school as one of our edu¬ cational ornaments, worthy of the patronage of our sons and the respect of our citizens. Professor Woodward says : The zeal and enthusiasm of the students have been developed to a most gratifying extent, extending into all the departments of work. The variety afforded by the daily program has had the moral and intellectual effect expected, and an unusual degree of sober earnestness has been shown. The wholesome moral effect of a course of training which interests and stimulates the ardor of the student is most marked. Parents observe the beneficial influence of occupation. The suggestions of the day fill the mind with healthy^ thoughts and appetites during the leisure hours. Success in drawing or shop work has often had the effect of arousing the ambition in mathe¬ matics and history, and vice versa. The following is from Chancellor Eliot : One other feature of our young institution (and thus far, as I believe, peculiar to it as a university) must be dwelt upon with emphasis, though very briefly. It is the manual training school, which now has a hundred student workmen busily engaged in acquiring the elements of a sound mental education at the same time with practi¬ cal training in the use of tools, to fit them for intelligent application of skilled labor in whatever direction the growing industries of manufactories and workshops may require. Old-time educators doubtless smile at the idea of a university saddling itself with a workshop as altogether beneath its dignity, but we think it high time for the clear recognition of the equal dignity of skilled industries with the so-called professional pursuits. Let education go into the workshops and it will so dignify them. The educated mechanic is the peer of the statesman, and from the union of his head and hand work comes a large part of the civilizing agencies of the nineteenth century. ELECTRICAL ENGINEERING. A course in electrical engineering is to be offered by Cornell University at the be¬ ginning of the next college year and one was established last year at the Massa¬ chusetts Institute of Technology. This movement is in response to “a real demand for men educated to take part in the great interprises called into being by the develop¬ ment and application of electrical energy.” The course in the Massachusetts Institute of Technology is an alternative course in physics, differing from the one previously existing chiefly in the continued study of electricity, instead of a pursuit of other branches of physics, and in the introduction, in place of chemical analysis, of a con¬ siderable amount of practice in mechanical engineering in the laboratory and the workshops. It is intended to impart a knowledge of the theory of elecricity suffi¬ ciently extensive to prepare for ordinary electrical work and advanced study. In¬ struction will be given in the various methods of electrical testing, and particularly with regard to land and submarine telegraphy, the telephone, electric lighting, the electrical transmission of power, and acoustics as involved in telephony. The study of electricity is being given special and increased attention in several other scientific institutions. CLVIII REPORT OF THE COMMISSIONER OF EDUCATION. A NEW POLYTECHNIC INSTITUTE. A technical school of a high order was opened at Terre Haute, Ind., in March. It received its generous endowment from Mr. Chauncey Rose, and was named in his honor the Rose Polytechnic Institute. The steps taken preparatory to opening the institute were stated by the secretary of the hoard of managers, Samuel S. Early, a, m., and I insert from his paper the paragraphs relating to the proceedings immediately prior to the organization of the school : Finding themselves, by the receipt of the specific legacy, possessed of funds which yielded an income of about $25,000, the managers felt that the time had come when they might take the necessary measures for opening the institute. Their first im¬ portant step was the election of Dr. Charles O. Thompson, of Worcester, Mass., to the presidency of the faculty. This occurred on the 20th of February, 1882, and the presidentof the board, with the secretary and General Charles Croft, visited Worcester for a personal conference with Dr. Thompson. Toward the end of March he accepted the appointment, and immediately began the work of selecting a faculty and prepar¬ ing a detailed plan for the organization of the school. Professors of chemistry, of elementary and the higher mathematics, and of drawing and the superintendent of the machine shops were chosen and accepted. Those whose services were necessary reported for duty as soon as their prior engagements admitted, and by the end of the summer of 1882 great progress had been made in the work of preparation. It was found that a small class could be provided for by the beginning of March, 1883, and in August of 1882 circulars were published inviting applications for admission. An opportunity for the purchase of the apparatus and library of the late Dr. John Bacon, of Harvard College, was availed of by the board, and a most admirable col¬ lection of instruments and of scientific books was added to the resources of the school. Power, machinery, and tools for the shop were purchased by Mr. Edward S. Cobb, the superintendent, under the sanction of a committee composed of Messrs. Peddle, Nippert, and Cox ; cases for the mineralogical specimens were constructed after the plans of Prof. Charles A. Colton, of the department of chemistry, and the elegant collec¬ tion was mounted, labelled, and stored under his skilled labors. Shelving for the library, designed by Prof. Clarence A. Waldo, the future librarian, was provided, and the early purchases of the board and the Bacon library were catalogued by the secre¬ tary and arranged by members of the faculty. Large additions to the library and apparatus were made by President Thompson, who had sailed for Europe, in July of 1882, for study of the methods and progress of technological instruction in the more advanced schools abroad. Tables, easels, models, in brief, all the required appliances for the department of drawing were procured upon the suggestions of Prof. William L. Ames, of that department, and by the time anticipated everything was in readi¬ ness for the opening. On the 6th of March candidates for admission were examined, and a class of twenty-five members selected from the most proficient. The condition of the school is shown by the following clauses from a preliminary announcement by the president, Charles O. Thompson, PH. d. : In accordance with the directions of the founder, the institute offers a good educa¬ tion based on the mathematics, physical sciences, living languages, and drawing, and familiarity with some form of applied science or of handicraft. The course of study is so planned that every student spends a fixed portion of his time in learning the ele¬ ments of the business or profession that he designs to pursue after graduating ; this part of his work is called practice. Recitations, lectures, laboratory work, and drawing are of uniform kind and amount for all students ; exercises in jrractice are widely different, depending upon the de¬ partment selected by the student. The general course of study does not differ essen¬ tially from that pursued in other polytechnic schools. *Tlie practice is offered in the following departments : Mechanics, civil engineering, chemistry, physics, drawing, and design. The choice of a department is made by each student soon after entering, under the advice of the faculty. A department of mining engineering will be or¬ ganized as soon as possible, and duly announced. In the shop is an assemblage of rooms in which iron and wood working tools and machinery, arranged with reference to instruction by means of construction, are pro¬ vided for the use of the students. The wood-room, boiler and engine rooms, are in order ; the iron-room and forge shop will be in order before September 1, 1883, as all the requisite tools are now under contract ; so that students in mechanics will enjoy the advantage of practising in a large, well lighted, manufacturing machine shop, which is equipped with the best modern tools and machinery. INDUSTRIAL EDUCATION - SCHOOLS OF THEOLOGY. CLIX INSTITUTIONS NEEDED FOR INDUSTRIAL EDUCATION. The accomplishment of the industrial education of a nation can only result from a system of instruction begun in the elementary schools and carried up to the most ad¬ vanced institutions. Prof. Robert H. Thurston, a. m., c. e., of Stevens Institute of Technology, Hoboken, N. J., has prepared an outline of the requirements of such a system, which shows how much remains to be accomplished in this country for technical education. He says: Such a plan to be satisfactorily complete must comprehend — (1) A common school System of general education which shall give all young children tuition in the three studies which are the foundation of all education, and which shall be administered under compulsory law, as now generally adopted by the best educated nations and states on both sides the Atlantic. (2) A system of special adaptation of this primary instruction to the needs of children who are to become skilled artisans or who are to become unskilled laborers in de¬ partments which offer opportunities for their advancement when their intelligence and skill prove their fitness for such promotion to the position of skilled artisans. Such a system would lead to the adoption of reading, writing, and spelling books in which the terms peculiar to the trades, the methods of operation, and the technics of the industrial arts should be given prominence, to the exclusion, if necessary, of words, phrases, and reading matter of less essential importance to them. (3) A system of trade schools, in which general and special instruction should be given to pupils preparing to enter the several leading industries, and in which the princi¬ ples underlying each industry, as well as the actual and essential manipulations, should be illustrated and taught by practical exercises until the pupil is given a good knowledge of them and more skill in conducting them. This series should include schools of carpentry, stone cutting, blacksmithing, machine work, &c., weaving schools, schools of bleaching and dyeing, schools of agriculture, &c. (4) At least one polytechnic school in every State in the Union, in which the sciences should be taught and their applications in the arts indicated, and illustrated by laboratory work. In this school the aim should be to give a certain number of stu¬ dents a thoroughly scientific education and training, preparing them to make use of all new discoveries and inventions in science and art, and thus to keep themselves in the front rank. TABLE XI.— schools of theology. The following is a comparative statement of the number of schools of theology (in¬ cluding theological departments) reporting to this Bureau each year from 1873 to 1882, inclusive, with the number of professors and number of students : 1873. 1874. 1875. 1876. 1877. 1878. 1879. 1880. 1881. 1882. Number of institutions . 110- 113 123 124 124 125 133 142 144 145 Number of instructors . 573 579 615 580 564 577 600 633 624 712 Number of students . 3, 838 4, 356 5, 234 4, 268 3, 965 4, 320 4, 738 5, 242 4, 793 4, 921 CLX REPORT OF THE COMMISSIONER OF EDUCATION, Statistical summary of schools of theology. Denomination. Roman Catholic . Baptist . Protestant Episcopal . Lutheran . Presbyterian . Congregat ional . Methodist Episcopal . Christian . . Reformed . Universalist . United Presbyterian . Unsectarian . German Methodist Episcopal . . . New Church . . Eree-Will Baptist . . Methodist Protestant . . African Methodist Episcopal . . . Unitarian . Methodist Episcopal South _ Reformed (Dutch) . Cumberland Presbytorian . . ■Wesleyan.... . United Brethren . . Evangelical Association . . Old School Presbyterian, South N u m b e r of schools. 6 --W * C 5 A £ 1 i * ^ is 21 110 1,104 21 98 893 16 74 253 16 53 525 14 80 629 11 74 414 11 65 451 5 13 115 4 17 46 3 19 38 3 11 60 2 19 57 2 9 28 2 9 6 2 8 56 2 3 18 2 2 1 9 17 1 6 69 1 5 37 1 5 16 1 5 10 1 4 32 1 3 11 1 2 30 145 712 ; 4, 921 Total SCHOOLS OF THEOLOGY AND LAW. CLXI Table XI. — Summary of statistics of schools of theology. States. j Number of schools. Corps of instruction. 04 O rfi 1 O u s 0 P H Students. Libraries. Property, income, © o © 2 c © Income from productive funds. Eeceipts for the last year from tuition fees. 1 3 25 California . 2 136 20 30 $100, oco $7, 000 1 16 21 8, 000 10, 000 600 $7, 333 2 8 12 7 7 4 21 194 42 75 8, 500 Indiana . _ _ 2 11 72 4 Iowa . 3 22 143 24 135 3, 000 300 Kansas . 1 2 11 7 30 175 Kentucky _ 1 20 Louisiana . 2 8 55 H 26, 000 $10, 000 4, 120 Maryland . 1 4 64 15 30 20, 000 6, 000 Massachusetts . . . 2 26 307 160 71 21, 000 2, 000 296, 867 8, 991 22, 550 Michigan . . 1 5 333 61 170 4, 120 35, 000 13, 700 Mississippi _ 1 6 12 5 600 Missouri . . 2 16 108 36 45 4, 043 45 30, 000 10, 000 6,480 Nebraska . . 1 4 New York . 4 22 607 253 220 13, 650 50 30, 000 50, 685 North Carolina _ 2 4 18 7 1 800 100 1, 000 Ohio _ _ 1 127 33 67 2, 328 300 6, 000 6, 570 Pennsylvania .... 2 6 122 37 South Carolina _ 1 8 1 0 300 Tennessee . 3 12 117 13 58 875 75 5, 350 Virginia . 3 8 143 55 3, 500 9, 000 "West Virginia. . . . 1 1 12 1 2 Wisconsin . 1 7 50 9 25 1,400 100 0 0 0 1,800 Dist. of Columbia. 4 27 318 20 67 20, 000 | 3,815 Total . 48 249 i 3, 079 757 1, 184 1 88,746 2, 970 145, 000 416, 867 | 22, 591 | 147,978 1 TABLE XIII. — SCHOOLS OF MEDICINE. Tkefollowiug is a comparative statement of the number of schools of medicine, den¬ tistry, and i>karmacy reported to the Office each year from 1873 to 1882, inclusive, with the number of instructors aud students : 1873. 1874. 1875. 1876. 1877. 1878. 1879. 1880. J 1881. 1882. Number of institutions . 94 99 106 ; 102 106 106 114 120 126 134 Number of instructors . 1, 148 1,121 1,172 1,201 1,278 1,337 1,495 1, 660 , 1, 746 1,946 Number of students . 8, G81 9,095 9,971 1 10, 143 11, 225 11, 830 13,321 14, 006 14, 536 15, 151 SCHOOLS OF MEDICINE, CLXIII Table XIII. — Summary of statistics of schools of medicine, of dentistry, and of pharmacy. States. 5C 5 *3 ! c z ft Corps of instruction. Students. Libraries. Property, income, &c. rS l P Amount of productive funds. | Income from productive funds. cs 3 k'.'g X r— 2 K r o 3 a ‘3 H 6 o V. V. Totals. I 1 r Medical and sur¬ gical : Regular . 80 1, 314 10, 523 851 3, 617 40,057 1, 011 $2, 713, 800 $321, 283 $18, 209 $456, 600 Eclectic . 10 100 907 80 312 1,400 200 228, 600 3, 000 62, 897 Homoeopathic 11 188 1, 309 64 437 4, 530 29 310, 000 40, 500 Dental . 18 276 820 24 323 6, 084 23 87, 000 1, 568 74, 000 Pharmaceutical . . 15 68 1,592 427 5, 695 263 180, 200 6, 800 372 38, 219 Grand total . . 134 1, 946 15, 151 1,021 5, 116 57, 766 1, 526 3, 519, 600 331, 083 20, 149 672, 216 REVIEW OF PROGRESS IN MEDICAL EDUCATION. Tlie course and progress of medical education since tlie date of my last report, like many other objects of human effort, are partly cheering and partly depressing. If, indeed, we look too long at the temporary hindrances in the way of many laudable endeavors we are apt to become discouraged ; yet the point that we have reached already is the net result of many past advances and retrogressions, nor is there any worthy end to which we may not hope in time to attain by wisdom, perseverance, and courage. The history of medicine in this country when written will exhibit many illustrations of this truth ; one of these, for the comfort of desponding medical edu¬ cators, is here mentioned. In our day, when medical men endeavor so scrupulously to conform to the requirements of medical associations and to the dicta of professional “ codes of ethics,” the condition of affairs sixty-five years ago, as described by the venerable Dr. J. L. Atlee in a recent address, seems barbarous: In my day, previous to the establishment of medical societies throughout the coun¬ try and the organization of the American Medical Association and the general adop¬ tion of tlie code of ethics, I saw many disastrous effects from the want of brotherly consideration and kindness. The medical men of that day were often in difficulties ; patients would be taken from one physician to another without ceremony ; and so great was the jealousy existing between [physicians] that for more than twenty years after my graduation it was impossible to form a medical society in my native city and county [Philadelphia], because there were so many aspirants for the honors. Here lot me speak of some of the difficulties I had to encounter in my early professional life. Instead of being taken in hand by the older physicians, every obstacle was thrown in my path : consultations were refused and the treatment of my patients unfavorably criticised. By the establishment of medical societies and the adoption of the code of ethics a wonderful change has been effected.1 The future of medical education will show an improvement as great as the past has shown in medical ethics and demeanor. The necessity and the advisability of educa¬ tional reforms must be argued patiently and their personal advantage manifested without possibility of error; the more widely these efforts are made the more surely and speedily the incredulous and the indifferent will be convinced. Keforin in med- 1 The Medical Gazette, New York, June 5, 1883. CLXVX REPORT OF THE COMMISSIONER OF EDUCATION. ical education can be attained only by compliance with the laws of human nature ; in this as in every other subject of public interest the minority before prevailing must become the majority. When analyzed from the standing point of historical development, all the current questions relating to medical education may be grouped under four general heads : (1) those relating to qualiiicationa for the study of medicine; (2) thosd respecting the quantity and method of medical instruction ; (3) those respecting the licensing of practitioners; and (4) those respecting the number, government, and support of medical schools. CONDITION IN COLONIAL TIMES. During the colonial period of our history medical education received only the scant attention that might be expected from a people of vigorous physique, occupied in clearing and settling an enormous territory and free from most of the diseases that afflict humanity of lower vitality and under less favorable conditions. The thinly settled coast between the Kennebec and the Savannah Rivers contained, in 1776, about 3,000,000 inhabitants, for whose medical service there were about 3, 000 . prac¬ titioners. Perhaps 500 of these were in possession of a medical or surgical degree. There were exactly 51 graduates from the two medical schools then existing in the country; the others were graduates or licentiates of Edinburgh, Aberdeen, London, Leyden, Paris, or Padua. Persons desiring before 1765 to study medicine were forced, in most cases, to content themselves with the instruction of a u preceptor few were able to incur the expense of a long absence in Europe. It is obvious that the stand¬ ard of medical education as it is understood now was not high; yet the absence of medical schools, societies, dissections, and text books was replaced by an abundance of practical instruction : indentures usually ran for five or six years; students prepared the forms of medicine now common in apothecaries’ shops and compounded their pre¬ ceptors’ prescriptions ; they were obliged to bleed, cup, pull teeth, dress wounds, spread poultices, gather herbs, and perform a great part of the work now divided be¬ tween the physician, the druggist, and the nurse ; they visited invalids in company with their preceptors and often treated cases under their supervision. Yet more than this, they were often obliged to become fluent Latinists, because text books, lectures, and students’ notes were chiefly in that language as late as 1750 ; thus it happened that young men often studied the classics at the same time that they studied medicine, or were pretty thoroughly trained to read and speak Latin before they began their pro¬ fessional studies. The early colonial physician often combined other functions with those of healing : sometimes he wras a minister of the gospel, sometimes a farmer, a shopkeeper, or a mechanic ; indeed, he may have combined all these duties. While the progress of events has endowed the American rural and village practitioners with somewhat better chances for medical training, it is still true that many of them are farmers or druggists. The less wealthy, less populous, and less educated parts of the nation still abound in medical men who have never entered the doors of a medical school or at the most have contented themselves with one course of lectures. The early conditions of American life also fostered two other habits in the public mind, which have resulted in serious evils: private persons recommend favorite rem¬ edies or nostrums to their friends and “ patent medicines” are bought and swallowed in reckless profusion. The mortality resulting from the first mentioned habit probably does not exceed some hundreds annually, but the fatal results of the other propensity number thousands every year. When the number of professed and responsible medical prac¬ titioners was small and their general qualifications were low, such practices were excusable and in many cases unavoidable, but at the present time this guerrilla mode of fighting disease with weapons of unknown range and missiles of secret composition should be discouraged by enlightened public sentiment. ESTABLISHMENT AND GROWTH OF MEDICAL SCHOOLS. The lack of proper facilities for medical education in early times at last encouraged the establishment of medical schools in the colonies: one was opened in Philadelphia MEDICAL EDUCATION. CLXVII in 1765, now called the medical department of the University of Pennsylvania ; another, in connection with King’s (now Columbia) College in Now York, in 1768. The revo¬ lutionary war suspended both these enterprises. There were four other schools begun beiftre 1800. Of the si-s, only the University of Pennsylvania and the medical schools conuected with Harvard (1782) and Dartmouth (1796) Colleges now exist. The estab¬ lishment of schools has kept pace with the increase of population and the extension of tho settled area of the Union ; indeed, the increase of medical schools and medical men has been double that of the actual necessity. This is a great evil, but its causes run far back in our social development. Our earliest schools tried to preserve a distinction between the bachelor and the doctor of medicine ; circumstances induced them to abandon the effort, but the low¬ ering of purpose was significant of the social confusion and lowered moral tone that followed the revolutionary war. The newer colleges followed the older in failing to require any educational qualifications iu their matriculates, and all followed Dr. Cul¬ len, of Edinburgh, in his innovation of lecturing in English instead of Latin. Neither social nor political ideas had so far advanced that either women or colored men sought to become physicians. Tims any white man who could pay the fees might attend medical colleges and, if he passed a rather easy examination, become a doctor of medicine. Yet the graduates were, as a rule, the best of the medical profession, the most enlightened, the most far-seeing, and a small proportion of them were graduates of literary institutions, so that the upper grades of the profession still had a tincture of letters. But the bulk of the profession at the beginning of this century and for many years afterwards did not possess any medical degrees. The natural consequences of this irrational freedom after a time came to pass. Men of lively fancy, untrained reason, and natural boldness revolted against the frequent ignorance and numerous errors of physicians and became followers and advocates of special medical doctrines rather than students and practitioners of the medical art as a whole'; thence arose the once widely known “botanic” school of practice, which has succeeded in impressing some of its ideas on the class of physicians who call them¬ selves “eclectic;” from the same cause the novel doctrines of Hahnemann received their earliest converts in this country; and the vagaries of hydropathy, physiop- athy, vitopathy, electropathy, and other “medical heresies” in later days derive much of their support from the same cause. Simultaneously with the early rebel¬ lions against the pretensions of the regular medical profession “ the New York Re¬ formed” Medical College was opened in 1826, “ the Worthington Medical College” (1832), and “the Physio-Medical College” (1836) in Ohio, and other schools at Peters¬ burg, Va., Macon, Ga., and other places.1 2 Of course this revolt was seized by design- ingmen as a good opportunity for the furtherance of their own purposes, and “ diploma selling” in America began as early as 1833 under the auspices of a “ Christian Col¬ lege,” which was contained in the house and bounded by the person of a man named Bennett, who lived in New Albany, Ind., but sold his wares as far cast as New York City.3 After a while some women wished to study medicine. The idea was intensely un¬ pleasant to the profession, composed as it was entirely of men. If entrance to the medical schools had depended on some adequate previous training in letters the female aspirants for medical training might have been turned aside to make a pre¬ liminary attack on the schools and colleges of classical and literary character; but since sex had been the only qualification for admission conservators of the old order of things Were put to great labor and plunged into vexatious and fruitless disquisi¬ tions about the natural unfitness of women for the healing art. This position, being false in fact and untenable in argument, failed, and the Woman’s Medical College of Pennsylvania was opened at Philadelphia in 1850; a homccopathic school for women was also begun at Boston in 1848. 1See Transactions of the National Eclectic Medical Association, vol. V, pp. 44, 45. 2Minutes of New York County Medical Society, 1833. C LX. VIII REPORT OF THE COMMISSIONER OF EDUCATION. Again, some colored people wished to study medicine, and colleges for their instruction in this subject began shortly after the late war. Even the dextrous John Buchanau, of diploma-selling fame, was attracted by the eagerness of some to practise medicine, and kindly organized his “ Philadelphia University of Medftine and Surgery,” wherein colored medical men were manufactured with great speed aud in considerable numbers. Schools of a more reputable character and with intellectual aud scholastic requirements quite up to the average of American med¬ ical sehools have also been organized for them in Washington, D. C., Lincoln, Pa., and other places. The old qualification for becoming a physician having been thus gradually ren • dered inoperative, the history of medical education for the last fifteen years shows a very rapid increase in the number of medical schools and students, so that the Union lias now more physicians in proportion to its population, than any other part of the globe. So great, indeed, has the number of physicians become and so alarming is the annual increase that a very intelligent medical journal of recent date remarks as follows : The recurring commencements of medical schools have added their annual quota to the great army of medical men. Though a time worn and hackneyed topic, the Gazette cannot refrain from a repetition of some well known facts that these many graduates may have heard before, but which are perennially true and fresh, and will therefore bear repetition. These hundreds of medical men are coming into a profession which is greatly over¬ crowded. What knowledge or what talents have "'hey which will fit them for the struggle before them ? for to the majority of them it must be a struggle and to many necessarily an unsuccessful one. They will have to contend with those who have been specially favored by education, or ability, or opportunity, as well as with those whoso only claim for the patronage of their fellows is unlimited self assurance. They must practice among people who are becoming more and more intelligent as regards medi¬ cal knowledge, and must contend against widespread skepticism as to the value of medicine and the necessity for their existence as physicians. What are the qualities, what the accomplishments, which will enable them to rise superior to the flotsam and jetsam of scoffing criticism and to establish their right to be the advisers of their fellows on such supremely important questions as tiie physician is called upon to solve f 1 INADEQUATE REQUIREMENTS FOR PRACTISING MEDICINE, PAST AND PRESENT. In plain English, the time has now come (the profession being so crowded and the increase of candidates for employment being so much greater in proportion than the increase of population) when the medical student pays to the medical college money for which he receives no calculable equivalent ; he asks for bread and receives a stone. The really capable graduate 'is jostled, crowded, shouted down, and trampled upon by a horde of unwieldy behemoths, who not only intercept most of the work that he only is able to do satisfactorily, but who supplement their scant incomes by arts and devices that his nature and training forbid him to join in. Having overcrowded all other departments of medical employment, many of these physicians by the grace of a dijiloma have lately taken up the work of opening and conducting medical colleges, much to the wrath and confusion of the older schools who would dearly like to retain their monopoly of oversupplying the market with medical “spring chickens.” The position assumed by these older schools is exquisitely illogical : they do not like to establish effectual entrance examinations (which might force some candidates to defer the study of anatomy and chemistry until they had mastered the simpler mysteries of t reading and writing) because they do not want “to limit the number of doctors by artificial regulations.” This phrase, quoted from a recent address by a widely known and much respected medical teacher and author, teaches us that “ artificial regula¬ tions ” mean all rules or usages that may or can hinder any young white man from paying money twice over for the privilege of hearing the same course of lectures dur¬ ing two courses of instruction. The “regulations” that forbid the faculty from re¬ ceiving the money of a white woman or that of a Hack man, we learn by inference, are not “artificial.” 1 The Medical Gazette, New York, May 19,-1883. MEDICAL EDUCATION. CLXIX This same medical professor and author says that “the law of supply and demand will properly control tlie professional expansion.” Assuming that this is true, let the same rule he applied to the schools that supply the human integers of “the profes¬ sional expansion:” the establishments that do not try “to limit the number of doctors” by long, complicated, and difficult courses of study obviously should become the most frequented and best attended, because the law of prompt and cheap supply is as much an axiom as the one quoted by the learned professor and author. When, however, “ the law of supply and demand ” is thus supplied, the professor expresses his disapproval of the result in the following words : Many of the new colleges which have sprung up so abundantly over the country have really no right to exist. They are unprovided with the materials for teaching, and the fees are insufficient to procure them ; they have no hospitals or dispensaries to which they can resort for clinical instruction ; the faculties are without reputation or experience ; the building in which the college has its habitat is some temporary structure little suited to the purpose. The lectures are mere recitals of text books, which the student could better read for himself. * * * These medical schools get into such desperate pecuniary' straits that they must em¬ ploy every possible expedient to obtain students. One hears of personal solicitations, of promises, of sending out drummers to intercept students on the trains and at hotels, of practices in short which seem to touch at the lowest point of degradation. The “ advantages ” of these institutions, besides their proximity to the homes of students, are the low fees, or no fees at all, how highsoever the nominal price, and the cer¬ tainty that a diploma may be obtained on a minimum of attendance on lectures. Such institutions are, indeed, little more than “diploma mills.” These medical shops hurt our position before the public immensely. They unite with the reputable medical schools to form a national association of medical colleges. After a time they put on a severely virtuous air and are disposed to snub newter colleges organizing in their vicinity, stigmatizing them as unnecessary, crude, and inferior. Having thus ac¬ quired a quasi-position and assuming a tone of lofty pretension, they carry on a traffic in medical diplomas the profits of which enable them to maintain a baleful existence. The most beneficent reform which can now be undertaken is to close the doors of tliqse institutions engaged in flooding the country with unqualified doctors.1 Denunciations like the foregoing are of little value, for they accomplish nothing; when analyzed dispassionately they are reduced to complaints that newer competi¬ tors are underselling “the old and well known stands.” Of course the customers at the cheaper shops will get au article of inferior quality ; that also is a “law ” of trade. Even if the respected professor could have his wish and he could “ close the doors of these institutions engaged in flooding the country with unqualified doctors,” the evil, so injurious to the profession at large and to the guild of higher-priced medical col¬ leges in particular, would not be corrected. If the cheaper schools are closed their clients “will enter some diploma shop and secure such training as its meagre re¬ sources afford,” together with the coveted diploma. In this direction there is no hope of relief. Gazing on tho prospect before him, the professor can well adopt Satan’s melancholy words: In the lowest deep, a lower deep, Still threatening to devour me, opens wide. Some medical schools and many medical educators have clicsen a much better ex¬ pedient: they have adopted a preliminary examination to test the would-be medi¬ cal student’s general intelligence and knowledge. I am sorry to say that in several cases this preliminary test is a “humbug,” but in most of the colleges that have adopted the expedient it has been applied in good faith. Into these schools a person styling himself in writing “ a Naclmral Practishuner ” 2 can no longer enter for the purpose of being crammed with medical lore. There is little doubt that, either by general consent or the passing of State laws, it will not be many years before an entrance examination will be required of all persons desiring a medical training. Another antiquated and obsolescent practice in American medical education is also doomed to an early death ; I mean the practice of requiring less than the usual excr- 1 See the Maryland Medical Journal, vol. VIII, pp. 505-512. 2 See the boston Advertiser of July 1, 1882. CLXX REPORT OF THE COMMISSIONER OF EDUCATION. tion in order to obtain a diploma from the man who, without previous lecture courses, has dared to trifle with the lives and health of his fellow creatures during some “years of reputable practice,” so called. Formerly it was quite common to offer a man of this kind a degree at the end of one course of lectures, while young men whose records and consciences were entirely clear of professional manslaughter were obliged to pay for two courses, exactly like each other in subject, length, and cost. This practice of selling the same article twice is also falling into deserved disrepute, although still followed and defended by many flourishing medical schools and “ de¬ manded” by the large body of young men who always want to become physicians in the easiest way that is considered respectable. These clients crowd the amphithea¬ tres of the schools alluded to, well knowing that, if public sentiment were once thoroughly informed as to their unwritten bargain with the schools they attend, such haste and imperfect preparation for their solemn responsibilities would not long be tolerated in a civilized community. Does this language seem harsh and ill-natured ? Let me relieve its effect by quoting the following wise and witty remarks of Surgeon John S. Billings, u. s. a., at a recent medical college commencement: Being unable, as I have just explained, to remember what was said to me by way of valedictory and never having been present at a similar ceremony from that day to this, I thought it would be prudent to consult the literature of the subject and find out what is usually said upon such occasions. For this purpose I have examined about a hundred valedictory addresses, and have obtained from them a vast amount of instruction and some little amusement. From them I gather that this is an epoch in your lives, that you are entering a remarkable age of the world’s history (it is cus¬ tomary here to allude to steam and electricity), that you live in the most wonderful country under the sun, and that the eyes of the world are upon you. All are agreed upon these points, and also as to the importance and dignity of the science and art of medicine and the necessity of continued study on your part to keep j>ace with its ad¬ vances. But the addresses are not equally harmonious on all points. Some of them assert that the condition of medical education in this country is not altogether satisfac¬ tory; that there are some medical colleges (not, of course, the college of the graduates, but some other medical college) which might be spared; that there are too many doc¬ tors now and more coming, and that some of these not only have not as clear ideas about the precession of the equinoxes or the authorship of the book of Job as a mem¬ ber of one of the learned professions should have, but that there are even graduat s in medicine (of other schools of course) to whom the addition of vulgar fractions is a stumbling block and correct spelling a vexation of spirit. On the other band, I find some who assert, first, that the above statements are unfounded ; second, that it is not necessary to know how to spell correctly in order to cure the chills or set a broken leg; and, third, that the demand for higher medical education is essentially a perni¬ cious, aristocratic movement, calculated to oppress the poor and prevent them from obtaining the sheepskins so desirable to cover their nakedness. As, however, I am sure that all of you are just now strongly in favor of higher medical education (with¬ out regard to what you may have thought about it a few weeks ago, or what you may think about it a few years hence, when you get a little steam hatching machine of your own), I feel that I shall most contribute to the harmony which this occasion demands by — entirely agreeing with you.1 NEED OF IMPROVED STANDARD IN MEDICAL INSTRUCTION. The more thoughtful and less self seeking members of the medical profession unite with Dr. Billings in his desire for a higher and better medical training than has hitherto been common in America. The v enerable American Medical Association has, almost since its foundation, tried to produce a better condition of sentiment on this subject in the profession, and learned committees of its members have reported at different times important recommendations. My first annual report, fourteen years ago, contained an article on medical education as it was and as its writer2 thought it should be. Some of the recommendations in that paper have been almost literally carried out by the recent reforms instituted ; others, which I believe to be as useful and indispensable to both public and professional w'ellbeing, are not accomplished yet, but soon may be. The special form that reformed medical education should assume was ■y- - - - - - - - - — 1 The Medical News, March 18, 1882. 2Charles Warren, M. d., of this Office. MEDICAL EDUCATION. CLXXI pointed ont in that article and it was recommended that the lecture courses he graded and extended through three years, preceded by an entrance examination and terminated by an examination conducted under the auspices of the State. When that article was published only two medical colleges in the country provided a graded course of lectures occupying three winter sessions, the Chicago Medical College and the Woman’s Medical College of the New York Infirmary. Now, although the Chicago school has not yet made such a course compulsory, mauy others have done so under the leadership of the medical departments of Harvard University and the University of Pennsylvania. Harvard for 1871-’72 announced an extended and graded course of instruction. The University of Pennsylvania, laboring beside a formidable and vigorous rival school, was obliged to proceed more slowly : a university hospital was opened in 1874 ; three professors of the medical faculty and three lecturers appointed by that faculty, together with five professors appointed by the trustees, became the teaching staff of the hospital. April 4, 187(5, four of the hospital teaching corps became per¬ manent members of the medical faculty in the university. In 1877-’78 a compulsory graded course of instruction comprised three lecture courses, each five months long. Early in 1878 a generous woman endowed the university chair of surgery with a gift of $50,000, and a like endowment of the other chairs in the medical faculty is pro¬ gressing, so that in time the pay of the faculty will not depend on the size of the attending class or the number graduated. The entrance examination, still of a rudimentary character, was instituted in 1881. The lecture term was lengthened from five to six months in 1882, and a further prolonging to seven months is announced for the session of 1883-’84. Moreover a fourth year of more advanced study, recom¬ mended and advised, but not as yet required, has been arranged to begin at the same time. The graded scheme has thus been tried for six annual sessions, at which the attendance of students has varied from 378 to 363, with an average of 367.5 per session. The graduates from 1878 to 1883, six years, have been 670, an average of 111.66 annually. For the six years before the adoption of the graded course the annual attendance was 388.33 and the average number of graduates was 108.33. Thus, while the university has substantially preserved its attendance, the quality, character, and attainments of the students have improved immensely. The longer time, more thorough teaching, harder work, and greater expense have attracted a better class of men while frightening the superficial, the lazy, the badly prepared, and the “crammers.” The advance in general intelligence and education is very manifest and the proportion of students possessing literary and scientific diplomas has doubled in six years. Harvard, as I have said, adopted an excellent scheme of three lecture courses prop¬ erly graded in 1871, and candidates for degrees were required to spend at least the last entire year under its instruction, besides passing the oral and written examina¬ tions in the studies of the two previous years. Of late, like the University of Penn¬ sylvania, a graded course of four years has been provided and is strongly recommended by the faculty, though it is not yet obligatory. Men graduating in three years at Harvard receive the degree of m. d. ; those who study the fourth year and pass the examination with credit receive the degree cum laude and, ou proper application to the university authorities, may also receive the degree of m. a. I have not space here even to mention the numerous other schools of medicine that have obligatory or alternate graded courses of instruction. The greatest security for the permanence of this improvement would be the endow¬ ment of the medical chairs with sums sufficiently large to afford, by investment, a ' decent income to the incumbents. I jvould not recommend paying an absolutely fixed sum per annum to university professors of any faculty, but would compensate them by a fixed minimum salary (which would prevent the professors’ minds from being harassed and weakened by financial worry) and an additional amount, depend¬ ing on the number of students who should study in that faculty. The very great CLXXII REPORT OF THE COMMISSIONER OF EDUCATION. importance of endowing tlie medical chairs is well set forth by Dr. Oliver Wendell Holmes in the following remarks : Medical science is only a special province of biology, the science which deals with the laws of life. It borrows much from the other divisions of this great realm of knowledge. * It levies contributions from other realms, from physics, from chemistry; it accepts a useful hint from whatever source it may come. A medical school has to teach much that is incidental to medical practice, but only in this way can it send forth fully equipped practitioners. It begins with chemistry, anatomy^ physiology, and thus prepares its students for study at the bedside and in the operating room. All this takes time and the cooperation of different experts, each of whom should be a master in his special department. There is a general tendency in this country to hurry through a student’s medical education. Young men are impatient to be at work, and they will Hock to a school which will give them a degree after a short period of study and a slight examination which they are almost certain they can pass; successfully. In this way great multitudes of practitioners are sent forth not thor¬ oughly fitted for their work, and the community has to suffer the consequences. * * * A school which depends fftr its existence on the number of its students cannot be expected to commit suicide in order to satisfy an ideal demand for perfection. Any institution which is essentially dependent on the number of paying students it can draw must be tempted to sacrifice its higher aims to popularity. No high standard can be reached under such circumstances, and the only way to insure the independ¬ ent action of a school which aims at teaching the whole country by example is to endow its professorships so that the very best and highest grade of instruction, and not that which is popular because it is easy and superficial, may always be given from its chairs, whether the classes be large or small. A small number of thoroughly accomplished medical graduates, their knowledge based on sound scientific acquire¬ ments and made practical by assiduous clinical observation and teaching, will be worth more to the country than twice or thrice the number of half taught, hastily taught practitioners. A series of such classes will, in the course of a single genera¬ tion, elevate the whole professional standard, as they go forth, year after year, mis¬ sionaries in the cause of health, soldiers, and, if need be, martyrs, in the unending battle with disease and its cause.1 I am obliged*, for wrant of space, to pass without comment the interesting ques¬ tion whether a course of three years is long enough for the education of general practitioners. At present I am inclined to believe that it is, but that the "fourth year should be kept up for the benefit of those students who desire to pursue some parti¬ cular department further than usual aud for those practitioners who find the general training already received by them insufficient for their entire qualification. In this connection it is pertinent to add that abroad the requirements for practising ihedicine are much higher even than those here advocated. MEDICAL LICENSES AND TIIE CONTROL OF MEDICAL SCHOOLS. Having reviewed some topics connected with the preliminary qualifications of per¬ sons desiring to study medicine and with the amount and method of the medical instruction demanded by the nature and conditions of our present life, I pass now to the consideration of the best way to license persops desiring to practise medicine. The old and common way of allowing any one who chose to announce himself as a physician or surgeon is fast passing away. The later habit of being satisfied if the candidate for public favor could show his “diploma” has been fatally injured by the labors of John Buchanan and other proprietors of medical “ steam hatching ma¬ chines.” The device of throwing the responsibility of licensing upon voluntary asso¬ ciations of physicians called “medical societies” has succeeded only on the condi¬ tion that homceopatliists, hydropathists, eclectics, &c., are not numerous or noisy enough to make an effective resistance. The State of Illinois seems to have solved the problem of protecting the public without assailing the right of personal medical judgment by the establishment of its State board of health. This board contains representatives of at least three systems of medical doctrine and practice and two lay members; its method of procedure has been to ascertain not what system or doctrine a candidate believes or wishes to practise, but whether he hcs studied the human body in health and disease and has investigated the action and results of 1 Tlie Boston Medical and Surgical Journal, January 19, 1882. MEDICAL EDUCATION. OLXXIII medical interference with sufficient thoroughness to enable him to act undorstand- iugly when he uses a scalpel or administers a remedy. Under such a rule, it is ob¬ vious that men of inferior attainments ill be forced to prosecute their studies till they have acquired a sufficient amount of knowledge to satisfy the requirements of the board, that medical colleges in the State and in surrounding Commonwealths will be stimulated to increased exertions in order to prepare their students for the ordeal, and that quacks, pretenders, and rascals will be gradually forced out of the State. Such have been the results ; and if the board had done nothing else for public health in Illinois it would deserve the gratitude and hearty support of every good citizen ; its severer labors about questions of public hygiene, prevention of epidemics, and similar subjects are additional reasons for public gratitude, but cannot here be discussed.1 Passing now to the questions respecting the regulation and control of medical col¬ leges, I would remark that the experience of the last decade is enough to warn any sensible man of the dangers attending entire absence of public control over the con¬ duct of these corporations. We have seen unscrupulous and infamous men unhap¬ pily in control of the charters of American medical schools, advertising and selling their wares in three continents, disgracing the profession of medicine, and soiling the reputation of the country which sheltered them. We have seen even the officers of justice conniving with these scoundrels to shield them from punishment for some of their guilty deeds. We have seen tardy justice at last overwhelm the most conspic- cuous of these offenders, the charters of his schools impeached and repealed, himself, a pretended suicide, fleeing from justice to a neighboring country and even then and there finding dupes stupid enough or rascals vain enough to buy his worthless wares. We have seen him captured and inadequately punished for his long career of knavery by a short imprisonment. We have seen the short pause of bewilderment and dismay that overtook the diploma selling industry at this blow succeeded by renewed activity in another State, the laws of which permitted them to hope that medical colleges might be chartered in sufficient numbers to supply the diploma market. We have seen the new crop of medical mushrooms sprouting up in the State of Massachusetts, while the law seems inadequate to deal with the offenders. The correction for this condition of affairs is quite evident, but it will be difficult to attain it at once. Every State and Territory, and Congress for the District of Columbia, should pass a law ordering every school teaching medicine or surgery in any fashion whatever to furnish unquestionable bonds or other like security for the speedy acquirement of a fund amounting to not less than $300,000 ; the laws should direct that this sum, as fast as any part of it is collected, shall be invested in United States bonds or produc¬ tive real estate or interest bearing loans on real estate security; the laws should also prescribe that the corporations so endowed shall distribute the income derived from such investment equitably between at least ten professors ; that these professors shall teach, didactically or clinically, at least one hundred hours apiece in each calendar year, the instruction by each professor to be progressive in subject and character; that no students shall be admitted to these courses of medical instruction before pass¬ ing a satisfactory examination in the elements of language, mathematics, physics, and biology ; that no candidates shall be finally examined for degrees by a State board till they have studied three years, during each of which they must have studied at least one-third of the course of instruction provided by the ten professors and the thousand hours of teaching above mentioned, and, in addition, performed such an amount of dissecting, laboratory work, and hospital attendance as the faculty shall deem necessary; two or more schools desiring to unite their forces under the provisions of the acts should be allowed to do so, retaining one of the charters and names already in existence if they choose, but surrendering the others; ^and all charters not thus fortified and regulated within two years after the passage of the acts should bo declared null and void. 1 The name of Dr. J ohn H. Kauch, its -wise, courageous, and efficient secretary, deserves special mention whenever the labors of the board in any direction are described. CLXXIV REPORT OF THE COMMISSIONER OF EDUCATIQN, Under a law like this, any ten gentlemen who possessed a sufficient quantity of the public confidence could begin a new medical school whenever and wherever it was thought best, the public would be protected from charlatans, and medical stu¬ dents would have some assurance that the money and time they spent would be of some value to them afterwards. The plan is perfectly practicable; and it is absurd to say that it is unjust to vested interests, &c. The higher courts of New York found, a few years ago, that admission to the bar in that State had become so easy and that the number of young men desiring to become lawyers was so much in excess of the legal business and legitimate increase of the legal profession that they must take measures to restrict the supply; and they did this by a prearranged order that only graduates of specified law schools should after a certain date be eligible for exami¬ nation. The other law schools in the State promptly closed their doors, and the pro¬ fession cheerfully upheld the courts in this wise but certainly unusual exercise of their authority in this matter. Medical men, unlike lawyers, are not, ipso facto, officers of a department of the State government ; but they are, or should be, equally guarded by the State governments from the competition of incompetent men and from the injurious effects of overproduction by the medical schools. MEDICAL SCHOOLS FOR THE COLORED RACE. I trust that the foregoing observations will not lead any reader to believe that I am opposed to a wide diffusion of medical knowledge or to the imposition of any but educational restrictions on the production aud licensing of medical men or women, white or black. On the contrary, I welcome every honest attempt to supply a thorough and systematic training to every person properly prepared to receive it and properly endowed to use it for the public good. Therefore I am glad to mention that the Shaw University, in North Carolina, felt justified in opening the Leonard Medical School for Colored St udents in Novemlfer, 1881, and that the State legislature has given the school an excellent site, whereon private gifts have enabled the university to erect both a dormitory and a building for teaching purposes. The school has adopted a graded scheme of instruction extending through four years and comprehending four lecture courses of five months each. Howard University Medical School, in this city, continues to give instruction, with¬ out regard to race or sex, to such persons of good moral character as choose to ma¬ triculate. The seventh annual commencement of the Meharry Medical College was held in the chapel of the Tennessee Central College on the evening of February 22, 1883. Addresses were delivered on “The circulatory system,” by F. R. Robey; on “Va¬ riola,” by C. K. Wright ; and on “ The duties of the physician,” by Prof. E. L. Gregory. Dr. Hubbard, dean of the faculty, presented the class to President Braden, who delivered diplomas to the following graduates: Lee Roy Fearn, F mtsville, Ala.; Zebulon Wallace McMorris, Newburg,. S. C. ; Isaiah Eugene Million, a. b., New Or¬ leans, La. ; Franklin Reese Robey, Mobile, Ala. ; Cea Kenchen Wright, Atlanta, Ga. Near the close of the war many of the colored people crowded into Nashville. Their friends helped them in their poverty, feeding the hungry and clothing the naked. Schools were also opened for their instruction in the churches and other buildings hastily prepared for this purpose. In one of these church schools originated the Central Tennessee College. The primary instruction given at first was confined to the primer and spelling book. This was all that was needed. The school grew in numbers. Other buildings were secured. A charter was obtained in 1866 with the present name, and in 1867 the Freedmen’s Aid Society took the school under its foster¬ ing care, and has supported it till the present. As the pupils advanced in their studies and were expected to prepare to teach, the normal department was organized, because it became a necessity ; then followed for similar reasons the theological, pre¬ paratory, and collegiate courses of study. All did not feel that their life work was MEDICAL EDUCATION. CLXXV ganized, and in 1879, through the munificence of Rev. Samuel Meharry and his- bro tilers,' Rev. A. Meharry, d. d., and Hugh Meharry, esq., the beautiful and com¬ modious four-story brick building now occupied by the Meharry Medical Depart¬ ment was erected. This school has conferred the degree of M. d. on 23 young men. Nearly all of them are engaged in the successful practice of their profession. to be either teaching or preaching and some began to inquire whether it was not possible for them to have a medical training. As the difficulty of securing proper medical attention for the colored was very great and the mortality among them alarming, the necessity for educated physicians became apparent. In 1875, about ten years after the opening of the primary school, the medical department was or- CLXXVI REPORT OF THE COMMISSIONER OF EDUCATION. They have been kindly received by the white physicians, whose uniform testimony is that these colored physicians, sent out by this school, give evidence of very thorough and intelligent preparation for their work, the practice of medicine. This is the only thoroughly organized medical school in the Mississippi Valley south of the Ohio River where colored persons can pursue this study; and, when it is re¬ membered that in this same territory there are over four millions of colored people, there is great reason that this school should be rendered most efficient by liberal endowment and thorough equipment for its important work. First floor. The building is constructed of brick, is 40 feet wide and 60 feet in length, and is four stories in height, including the basement. The ground floor will be used as a labora¬ tory for practical work in chemistry : the second story, for office, museum, and dwell¬ ing apartments; the third contains a lecture room of sufficient size to accommodate one hundred students, recitation room, and cabinet of materia medica; the fourth story is fitted up for dormitories. An additional building has been erected for practical-demonstrations in anatomy. The colored graduates from Howard, Lincoln University, and the Meharry school are doing good work in many parts of the Union and are well received by the medi¬ cal profession in general. MEDICAL EDUCATION. CLXXVII IMPROVED MEDICAL SCHOOL BUILDINGS. Collateral to the improved methods iu medical education are the improved build¬ ing*) in which it will hereafter be presented. The former senseless adhesion to some outward architectural form invented in other ages and adapted to purposes abso¬ lutely alien to modern materials and requirements is gradually but surely giving way to architecture wherein the purposes of the structure determine its arrangement and the necessities of its construction dictate its artistic form. The most recent, as it is the most perfect, of these medical buildings is that recently finished for the medical school of Harvard University, at the corner of Boylston and Exeter streets, in Boston. The building is for the most part 122 feet from east to west and 00 feet from north to south; its walls are brick, with cut stone caps and sills and terra cotta panels; warmth and ventilation are secured by steam radiators, which heat the air before it is distributed throughout the building, and by a series of flues which carry the vitiated air into a heated central shaft having a strong upward current. The perspective view and floor plans, kindly supplied by Messrs. Hoyghton, Mifflin & Co., of Boston, will afford a good idea of the structure. It is four stories high above the basement; the principal entrance is on the north side from Boylston street, E— XII CEXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. and leads directly into a quadrangular hall, which, with the main stairway, extends to the fourth story. In the “plan of the first floor, A represents the janitor’s rooms; B, a coat room ; C, the reading room ; D, conversation room ; E, the anteroom to F, a lecture room ; G, the library; and II, the faculty room. The second floor is entirely devoted to instruction in chemistry aud physiology. A is the physiological laboratory, 40 by 30 feet, with instructors’ rooms at the right; A' is the room where mechanical repairs and contrivances for this laboratory are made; B is the lecture room, with 200 seats for these subjects, having, underneath the rising seats, snjaller rooms opening into A; the chemical anteroom is at C, with instruc¬ tors’ rooms adjoining; D is the laboratory for medical and E that for general chemistry; F is a laboratory for special analyses; over A7 and F are similar rooms in the half story, used as library and experiment rooms. The third floor contains A, the Warren Anatomical Museum room, 40 by 80 feet ; A.7, the curator's office; B7, the ante room to B, the anatomical and surgical amphi¬ theatre, with seats for 300 auditors; C and C7, offices of the professor aud demon¬ strator of anatomy; D and E, other lecture rooms, between which D7 is a storage room for wall charts and other illustrations. Rooms marked A7 and B7 are under the higher part of the amphitheatrical seats in B, shown in B, fourth floor. MEDICAL EDUCATION. CLXXIX The fourth story, besides the upper part of the amphitheatre B, has A, the labo¬ ratory of pathological anatomy and histology; A', the laboratory of experimental pathology; C, anteroom to D, the operative amphitheatre; and E, the room for practical anatomy; the small rooms between E and A are for use in special anatomi¬ cal or pathological studies. The stairways to the amphitheatres and laboratories are entirely separate from the main or central staircase, so that all crowding, confusion, and delay are avoided. The building will be supplied with a profusion of the best cases, instruments, materials, and facilities for use in the lectures, experiments, demonstrations, and practical work. CLXXX REPORT OF THE COMMISSIONER OF EDUCATION. TABLE XIV.— UNITED STATES MILITARY AND NAVAL ACADEMIES. In Table XIY of the appendix will be found the statistics of the examinations of candidates for admission to the United States Naval and Military Academies for the year 1882. Table XY. — Statistical summary of all degrees conferred. Grand total . . Total in classical and sci¬ entific colleges. Total in colleges for wo¬ men. Total in professional schools. Alabama . Classical and scientific col¬ leges. Colleges for women . Professional schools . Arkansas . Classical and scientific col¬ leges. California . Classical and scientific col¬ leges. Professional schools . Colorado . Classical and scientific col¬ leges. Connecticut . Classical and scientific col¬ leges. Delaware . Classical and scientific col¬ leges. ol2, 620 c8, 021 d904 63, 695 536 el 19 42 27 27 184 155 29 296 296 4, 070 171 3,479 171 591 55 42 3 21 3 21 41 41 191 191 1, 19ft 12 353 32 64 16 16 1,153 12 348 31|15 45 18| 1 18 1 16211 1 137 H 1931 5, 145 23 188! 1,743 6 4 .... 3, 402 i; 25 218104 999 103 219 15 2 15; 2 26| 2 261 2 a Includes 361 degrees not specified. c Includes r47 degrees not specified. 618 of these were ordained priests during the d Includes 214 degrees not specified, year; there were also 552 graduates in schools t Includes 13 degrees not specified, of theology, upon whom, in most cases, diplo¬ pias were conlorred. COLLEGIATE AND PROFESSIONAL DEGREES, CLXXXI Table XV. — Statistical summary of all degrees conferred — Continued. All courses. Letters. Science. tH K C-, 0 0 t-j £ •3 Theology. Medicine. Law. <© c r: O O 0 Honorary. In course. Honorary. | In course. Honorary. | | In course. 1 [ Honorary. | In course. 1 Honorary. | In course. 1 Honorary. In course. Honorary. In course. J it O O W Georgia . . 1 140 6 3 1 152 7 Classical and scientific col- 680 1 22 6 1 23 7 leges. Colleges for women. . . cl47 118 3 Professional schools . 129 129 Illinois . 77 5 16 184 2 135 ~i Classical and scientific col¬ 7t421 23 93 4 85 16 1 5 16 62 135 1 leges. Professional schools . ' 122 9 122 21 _ — Kansas _ _ _ 55 3 26 2 22 1! 7| Classical and scientific col¬ 55 3 26 0 2* iL 7, leges. Kentucky . . . » . . £462 8 101 34 1 1 6 265 ~i 20 l 1 Classical and scientific col¬ 135 .7 681 1 71 1 6 37 leges. Colleges for women. _ ■£79 3sj 4 1 Professional schools _ 248 1 . I ...J 228! 1 20 1 1 Louisiana . . 117 3 38 3 2 65 i1! 1 Classical and scientific col¬ 94! 15 3 65 leges. . Colleges for women 23 3 23 2 . 1 _ _ Maine . 190 11 322 7 34 6 2 28 . 2 Classical and scientific col¬ 174 11 112 7 28 6 2 28 2 leges. for women 16 10 G — r — — _ — = — - T-- = a Includes 48 degrees not specified. 6 Includes 22 degrees not specified, c Includes 20 degrees not specified. ^Includes 33 degrees not specified. t Includes 23 degrees not specified. /Includes 10 degrees not specified. g Includes 2 degrees not specified. h Includes 25 degrees not specified. i Includes 41 degrees not specified. CLXXXII REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Statistical summary of all degrees conferred — Continue#. All courses. Letters. Science. | Philosophy. H Theology. Medicine. Law. . In course. | Honorary. In course. Honorary. In course. | Honorary. 6 CO 0 0 Honorary. In course. 1 i ' O , fl ; 0 K In course. 1 Honorary. In course. Honorary. | In course. 1 l . cz O 0 w 418 8 85 3 9 4 2 290 30 3 L Classical and scientific col- 98 8 85 3 9 4 2 3 leges. 320 290 30 I _ _ Massachusetts . 835 17 456 6 107 8 1 4 25 3 164 71 7 Classical and scientific col- 718 16 391 6 105 8 1 19 3 123 -- 71 7 leges. 70 1 65 2 1 3 !.... 6 41 _ Michigan . 10 92 1 4 55 1 47 2 6 3 199 170 Classical and scientific col- doQ7 10 92 4 55 1 47 2 6 3 179 170 leges. 20 -1 20 _ Minnesota . 62 1 37 1 16 . 1 5 4 Classical and scientific col¬ 54 1 37 12.. 5 leges. nnllfioffis for wrnnPTi _ 4 4 Professional schools.. _ 4 4 Mississippi... . e73 5 44 G ’ 7I . 1 2! j— 4 5 1 j i. Classical and scientific col¬ 35 5 17 6 _ 7 4 5 1 leges. .... 1 Colleges for women . 638 27 2 _ Missouri . c537 29 70 3 77 =s\ ~i\ 6 * 3! 327 5| 41 17 Classical and scientific col¬ t?173 24 43 3 67 .. 5 1 6 3 7 41 17 leges. Colleces for women _ e44 27 10 Professional schools ....... 320 5 320 5 Nebraska . 30! 1 7 13 r 1 2 71 8 . 1 Classical and scientific col¬ 22 1 7 13 2 1 leges. . Professional schools . . g 8 _ ***** ' 'N’mv TT ampshtre; 140 12 81 8 16 2 43 77 2 1 Classical and scientific col¬ 135 12 76 8 16 2 43] 2 leges. Colleges for women 5 5 . 1 M’p.w .Trrrttv 248 i 11 211 4 24' 1 1 4 0 2 . j Q Classical and scientific col¬ 218 11 194 4 24* 1 1 2 3 leges. Oollf^o’ps for women 21 17 4 Professional schools 9 9 _ . _ _ _ _ . — — - a Includes 18 degrees not specified. d Includes 4 degrees not specified. ^Includes 9 degrees not specified. e Includes 7 degrees not specified, c Includes 11 degrees not specified. COLLEGIATE AND PROFESSIONAL DEGREES. CLXXXI1I Table XV. — Statistical summary of all degrees conferred — Continued. All courses. eg hS O Si 5 in 0 M2 q fi g Theology. 0 3 > < v4 © o © q 0 a a © w 0 © q >> U c3 c 3 6 (fi 0 M | Honorary. © 00 O © q O © ; P \ 0 — I c © O © U c& 0 q 0 w © m 0 © a Sh O q 0 w 6 rP 0 © q | Honorary. 1 New York . al, 931 58 462: 17 168 1 55 9 1 5 637 18 924 “1 3 263 10 Classical and scientific col- al, 371 55 455 17 168 1 51 9 5 16 18 396 263 10 leges. 11 7 4 6549 3 621 528 3 _ _ clll 15 7 0j 3 7 10 1 6 1 5 d07 15 69 3 7 10 1 0 1 5 leges. ell 1 Ohio . ~d\, 118 45 289 14 88 39 2 13 22 612 5 67 2 Classical and scientific col¬ d503 40 278 14 83| 39 2 10 19 83 3 2 leges. Colleges for women. ...... . 16 11 5 Profession^} schools . 599 5 3 3 529 2 67 Oiiraov _ 33 6 15 9 1 3 9 lj 1 Classical and scientific col¬ 33 6 15 9 1 j 9 1 1 leges. Pennsylvania . al, 337 48 400 16 91 ~~ 20 3 5 11 21 756 37 _ 8 Classical and scientific col¬ /706 48 388 16 91 20 3 21 163 37 8 leges. flnllftorfia for women _ _ d27 12 5 604 11 593 T _ .Rhode Island . 63 ’ 9 59 3 4 2 ~ 4 Classical and scientific col¬ 63 9 59 3 4 2 4 leges. SOTTTH CaROT.TX' A . . . gw 1 4 57 1 8 2 19 1 Classical and scientific col¬ 653 4 37 1 5 2 1 leges. Colleges for women . . «233 20 3 Professional schools _ 19 19 _ Tennessee . . | 2625 26 ;j 204 j 3 1 33 7 . . 16 ~\5 j 16 280 1 51 6 Classical and scientific col¬ 466 26 ; 112 3 33 7 15 16 248 1 51 6 leges. Colleores for women _ _ 2127 92 16 Professional schools _ 3^ 1 32 == : - — - ===== = a Includes 17 degrees not specified. /Includes 7 degrees not specified. b Includes 18 ordained as priests during the year, g Includes 21 degrees not specified. c Includes 23 degrees not specified. h Includes 11 degrees not specified. d Includes ID degrees not specified. i Includes 19 degrees not specified.. e Includes 13 degrees not specified. CLXXXIV REPORT OF THE COMMISSIONER OF EDUCATION. Table XV - Statistical summary of all degrees conferred — Continued. co w au e? t3 O U ►4 ►4 Letters. Science. £ 0 co O U 3 P4 <1 Theology. H y, 3 3 El 3 Law. In course. Honorary. In course. Honorary. In course. Honorary. In course. Honorary. | In course. 1 Honorary. | In course. 1 Honorary. In course. Honorary. | In course. Honorary. 1 Texas . «68 4 45 1 I 14 2 1 1 1 1 3 | 1 I i * * Classical and scientific col- 45 ' 4 29 14 2 1 3 leges. Colleges for women . a23 16 Vermont . 126 10 34 — 6 = 1 2 — — — = 4 85 — — 4 1 Classical and scientific col- 123 10 31 6 1 2 4 85 1. 4 leges. Colleges for women . 3 3 0 _ _ Virginia . 6225 28 84 12 54 1 i = 10 12 =j 49 G Classical and scientific col¬ . 169 28 64 12 43 ~ _ 10 12 49 6 leges. Colleges for women . 656 20 .... 11 West Virginia . c46 3 16 7 2 = 2 1 Classical and scientific col¬ 25 3 16 7 2 2 1 leges. Colleges for women . <221 I"'' Wisconsin . el62 20 96 7 37 4 1 2 7 25 2 Classical and scientific col¬ 153 20 90 7 37 4 1 7 25 2 leges. Colleges for women . 67 6 Professional schools _ 2 2 District op Columbia . 131 ~~7 14 3 4 1 5 1 35 ' 73 2 Classical and scientific col¬ 75 7 14 3 4 1 5 1 28 24l 2 leges. 4oj Professional schools 56 7 L— Washington Territory . 7 4 3! ~ 1 | Classical and scientific col¬ 7 4 3 .. I leges. 1 1 1 a Includes 7 degrees not specified. d Degrees not specified. 6 Includes 25 degrees not specified. e Includes I degree not specified, c Includes 21 degrees not specified. In connection witla tlie summary of degrees conferred in 1882 by the very numerous institutions empowered to do so under tbe laws of tlie several States, I would refer to a correspondence between this Office and an accomx>lished young American lady, Miss Florence Kelley, who has been studying at the University of Ziirich. It appears that several persons practising medicine in the United States assert that they are grad¬ uates in medicine or surgery from that university, and, in fact, that some of these are unsuccessful candidates for those de grees. I am also informed that the worthy “Pedell” of the university, Herr Henke, has in press and shortly to appear a com¬ plete and authentic list of rectors, professors, instructors, and graduates in all facul¬ ties of the university since its foundation in 1833 to and including 1883. Attention is also invited to my remarks under the head of Review of Progress in Medical Educa¬ tion, pp. clxv et seq. PUBLIC LIBRARIES. CLXXXV Table XVI. — Summary of statistics of additional public libraries for 1882. States and Territories. Number of libraries. Number of volumes. Volumes added during last library year. Volumes issued during last library year. s a o a cS a o p. o p © < Total yearly income. Yearly expendi¬ ture. Rooks, periodicals, and bimiing. 1 Salaries and inci¬ dentals. 2 1,361 al00 3 G 995 a300 «29, 4S7 a$7 195 f(rofound and beneficial effect on the upper grades of the school system. This connection betw'een library and school, both in Chicago and elsewhere, is the true solution of the whole matter, the school training the reader to use the book for his own information, and the library training him to use the book he reads for the benefit of himself and others. Table XVII. — Summary of statistics of training schools for nurses. - . - * - - - - - ‘ ' ' V - T - Name. •a ? Number of in¬ structors. Present number of pupils. Graduates in 1882. Total number of pupils since or¬ ganization. Graduates since organization. 1 16 4 42 26 2 Connecticut Training School for Nurses, New Haven.. 7 23 11 200 70 3 10 30 6 4 Boston City Hospital Training School for Nurses . 9 50 9 159 21 5 Boston Training School for Nurses (Massachusetts 45 15 222 89 General Hospital). 6 Training School for Nurses (New England Hospital), 16 7 150 55 Boston. 7 Training School for Nurses (Northwestern Hospital for 4 Women and Children), Minneapolis. 8 Training School, Orange (N. J.) Memorial Hospital . 1 7 0 7 0 9 Brooklyn Training School for Nurses (Brooklyn Hos¬ 17 24 rj pital). 10 New York State School for Training Nurses, Brooklyn 6 7 7 54 54 11 Training School for Nurses (Brooklyn Homoeopathic 7 12 1 24 8 Hospital). 12 Buffalo General Hospital Training School for Nurses.. 8 18 6 45 11 13 Charity Hospital Training School, New York . 15 42 30 166 120 14 Mount Sinai Training School for Nurses, New York. .. 28 0 37 15 Training School for Nurses (Bellevue Hospital), New 6 64 20 168 168 York. 16 Training School of New York Hospital . 8 26 9 115 61 17 Rochester Hospital Training School for Nurses . . 18 House and Hospital of the Good Shepherd, Syracuse.. 19 Training School for Nurses (Cincinnati College of Medicine and Surgery). 20 Nurse Training School of the Woman’s Hospital, Phil¬ 7 26 5 169 80 adelphia. 21 Training School for Nurses (Hospital for Women), Philadelphia. 22 Mary Fletcher Hospital Training School for Nurses, 6 21 Burlington, Vt. 23 Washington (D. C.) Training School for Nurses . . . 7 23 0 40 3 Total . 97 475 124 1, 622 779 In addition to the 23 training schools for nurses mentioned in the accompanying summary of Table XVII, I am informed that nurses’ training schools are contemplated in connection with hospitals in Worcester, Mass. ; Baltimore, Md. ; Indianapolis, Ind. ; Detroit, Mich. ; Paterson, N. J. ; Cincinnati, Ohio; Philadelphia, Pa.; Providence, R. I. ; and Charleston, S. C. NURSE TRAINING SCHOOLS. CLXXXIX Perhaps a little care should be exercised lest the support aud enthusiasm which en¬ courage the beginning of these schools should wane and the enterprises fall through from after lack of interest. Still, the need of trained nurses is so very great, even in private cases, that all qualified persons now living can find remunerative work, and a judicious increase in the number of schools for their instruction will meet with public support and approval. In connection with this subject, it is timely to invite attention to the propriety of establishing “ directories” for nurses, such as those in Boston, Philadelphia, Washing¬ ton, and other cities, where families and physicians may apply for them and where unemployed nurses may leave tlieir addresses and references. Nor should the importance of nurses’ homes be forgotten. The women engaged in this laborious, monotonous, and almost sacred duty must of necessity be chiefly drawn from the unmarried and unprotected portion of their sex. A home, where they can find peace, rest, cheerful company, and healthy regimen during the intervals between their engagements, and where pupils may lodge while under instruction, is of the greatest value to them and to the community they serve. I am happy to report that the Washington Nurses’ School has at last been able to open a “ home” of this kind at 1321 II street n. w. This school has graduated its second class of thoroughly trained nurses, and with the increased facilities now at its command will doubtless extend its work and usefulness. cxc REPORT OF THE COMMISSIONER OF EDUCATION. Table XVIII. — Summary of statistics of institutions J or the deaf and dumb. States and Territories. Number of institutions. Instructors.] Number under instruc¬ tion during the year. Total number who have received instruction. Total number. Number of semi-mutes. 3 © H Male. 6 a a Alabama . 1 5 a3 48 28 20 175 Arkansas . 1 3 1 73 45 28 115 California . . . 1 8 0 124 77 47 252 Colorado . 1 3 2 43 17 26 60 Connecticut . . . 2 17 1 223 132 91 2, 363 Georgia . 1 5 63 86 51 35 330 Illinois . c2 34 3 607 340 • 267 1,729 Indiana . . . 1 18 6 405 224 181 1, 395 Iowa . . . 1 17 O 276 171 >105 643 Kansas . 1 7 0 171 89 82 306 Kentucky . 1 9 2 145 78 67 810 Louisiana . . . 1 4 1 43 25 18 Maine . 1 4 0 26 14 12 37 Maryland . 3 17 1 136 80 56 433 Massachusetts . 3 22 1 206 102 104 446 Michigan . 3 19 2 307 171 136 1, 036 Minnesota . 1 • 8 3 116 63 53 315 Mississippi . . . 1 5 1 70 40 30 123 Missouri . 3 13 3 279 165 114 861 Nebraska . 1 8 0 107 70 37 173 New York . 6 96 dl5 1, 353 757 596 4, 328 North Carolina . 1 8 1 114 59 55 349 Ohio . - . . 2 28 7 540 290 250 2, 012 Oregon . 1 3 el 39 19 20 61 Pennsylvania . 5 34 5 575 331 244 2, 275 Rhode Island . 1 3 0 33 16 17 41 South Caroling. . . . . 1 3 48 17 31 175 Tennessee . . . . . 1 7 102 64 38 Texas . 1 7 0 110 77 33 243 Virginia . 1 7 1 96 54 42 530 West Virginia . . 1 5 2 66 41 25 196 Wisconsin . 3 15 2 255 152 103 733' Dakota . . ... _ ...... ............ _ _ 1 1 1 11 g 3 District of Columbia . n J! 3 111 94 17 446 Total . 455 £774 6,944 3,961 2, 983 22, 991 a Deaf-mutes. & One is a deaf-mute. c One of these represents the Chicago system of deaf-mute schools, to which belong, besides the Deaf-Mute High School, four primary schools. d Five of these are deaf-mutes. c A deaf-mute. f This includes the National Deaf-Mute College, an organization within the Columbia Institu¬ tion. g Ten are deaf-mutes. SCHOOLS FOR THE DEAF AND DUMB. CXCI Table XVIII. — Summary of statistics of institutions for the deaf and dumb — Continued. States and Territories. O . o £ rp rfi O c jp ct ci rt o ti 3 o O o & ■ o £ Libraries. Property, income, &c. Number of volumes. Increase in the last year. 'p OQ of $ g ^ bird 3 O ^ & £ be rS P a ,rH > State appropriation for the last year. Income for the year from tuition fees. Expenditure for the year. 500 a$50, 000 a$15, 000 a$18, 848 1 0 32 000 55, 000 4 aSOO a300, 000 a40, 000 a41 600 0 40 0 43, 000 $200 10, 000 28 2,300 110, 390 35, 504 3,684 46, 666 1 000 30, ooo 15, 000 20 607 15 6, 070 312 423, 976 90, 000 89, 051 3 006 458 110 55, 000 o 54 831 473 171, 669 53, 375 Kansas ....... _ .............. 500 54, 000 25, 000 0 25, 000 Kentucky . . 7 1, 000 0 200, 000 27, 000 0 27, 000 Louisiana . 2 350 0 28, 000 10, 000 0 10,000 Maine . . . d nnn Maryland . . . 3 4, 750 80 a335, 700 & CO o o 250 a35, 051 Massachusetts . . . 1 1, 320 136 101, 800 13, 527 4, 411 31, 697 Michigan . 4 1, 961 0 449, 122 40, 000 14,167 60, 159 Minnesota. . 4 1, 200 50 200, 000 32, 000 600 32, 000 Mississippi . . . . 1 700 80, 000 14, 172 135 14, 172 Missouri . . . . . . 4 1, 008 135, 500 45, 000 46, 250 "Nebraska. . . . . 1 700 61, 000 16, 000 • 0 New York . 87 6, 246 175 1, 114, 914 220, 680 cl02, 453 380, 476 North Carolina . . 1,400 50 ftlOO, 000 a36, 000 0 a36, 000 Ohio . . . 40 2, 000 500, 000 114, 000 111, 892 Oregon . 1, 200 5, 190 Pennsylvania . 14 5, 100 30 517, 500 164, 800 11, 713 101, 791 Khode Island . . 0 250 d500 3, 000 0 3, 000 Snirfli Carolina. _ _ a 35, 000 ad, 000 a628 a9, 616 Tennessee _ 300 50 150, 000 22, 500 Texas . . . . . 6 610 70, 000 24,960 0 27, 920 Virginia . 3 500 10 a250, 000 a33, 480 0 a32, 301 West Virginia ..1 . 0 632 50 a80, 000 a27, 000 0 «27, 054 "Wisconsin . 6 600 150 124, 000 34, 000 1, 502 32, 460 Dakota, . 0 0 5, 000 3, 350 0 1, 350 District of Columbia . 36 3, 000 100 700,000 e53, 500 2, 178 58, 029 Total . . 267 48, 291 1,493 6, 912, 381 1,263, 173 141, 921 1, 443, 386 a Including: department for the blind. b For salaries ; $150 per capita for support, c Includes some appropriations from counties. d Value of apparatus. e Congressional appropriation. CXCII REPORT OF THE COMMISSIONER OF EDUCATION. The condition of deaf-mute education is satisfactory and has not been affected by any ' unusual occurrences during the year. An institution has been established in New Jersey. Increased attention is being paid to giving facilities for education to colored deaf-mutes. Provision was made for them in North Carolina as early as 1867 and in Maryland iu 1872. Departments for the colored pupils exist in the Tennessee and Mississippi institutions. Georgia and South Carolina are more recently assum¬ ing their burdens of this character. The one hundredth anniversary of the birth of Rev. Thomas H. Gallaudet occurs • in 1887, and it is proposed that the deaf-mutes of the country erect a statue to the man whose life and family have been closely identified with their education. Phila¬ delphia and Washington (Kendall Green) have been suggested as suitable places. A new feature of the Nebraska Institute is the attempt of its principal, Mr. J. A. Gillespie, to cultivate the power of hearing in cases where there is any to be devekqied, so that semi-deaf persons may distinguish sounds and even spoken language. METHODS OF DEAF-MUTE INSTRUCTION. The different methods of instruction in language are often mentioned and dis¬ cussed, but are rarely defined so as to be intelligible to the common reader. Prof. Edward A. Fay, editor of the American Annals of the Deaf and Dumb, has stated the essentials of each method with unusual clearness, and the following defini¬ tions of the manual, oral, and combined methods are taken from one of his editorials: By the manual method is meant the course of instruction which employs the sign language, the manual alphabet, and writing as the chief means in the education of the deaf, and has facility in the comprehension and use of written language as its principal object. The degree of relative importance given to these three means varies in different schools ; but it is a difference only of degree, aud the end aimed at is the same in all. If the pupils have some power of speech before coming to school or if they possess a considerable degree of hearing, their teachers usually try to im¬ prove their utterance by practice ; but no special teachers are employed for this pur¬ pose and comparatively little attention is given to articulation. By the oral method is meant that in which signs are used as little as possible ; the manual alphabet is generally discarded altogether, and articulation and lip readiug, together with writing, are made the chief means as well as the end of instruction. Here, too, there is a difference in different schools in the extent to which the use of signs is alldwed in the early part of the course; but it is a difference only of degree, and the end aimed at is the same iu all. The combined method is not so easy to define, as the term is employed with reference to several distinct methods, such as (1) the free use of both signs and articulation with the same pupils and by the same teachers throughout the course of instruction ; (2) the general instruction of all the pupils by means of the manual method with the special training of a part of them in articulation and lip reading as an accom¬ plishment ; (3) the instruction of some pupils by the manual method and others by theoral method in the same institution ; (4) — though this is rather a combined system — the employment of the manual method and the oral method ill separate schools under the same general management, pupils being sent to one establishment or the other, as seems best with regard to each individual case. f Elnnentary instruction. — Alexander Graham Bell, pii. d., has made an interesting and successful experiment in the instruction of a congenitally deaf boy five years of age. The plan adopted was to familiarize the child with written language by means of play. The child’s school room was turned into a play room, aud language lessons were given through the instrumentality of toys and games. Words were taught first. The names of playthings were put on them and a search instituted for their counter¬ parts in a collection of names on cards. Afterward the child was required to ask for playthings and food by presenting cards, with the proper names on them. Words signifying action were added later. Sentence exercises were soon begun in the forms of impromptu conversations aud regular sentences. The impromptu conversations were written on a blackboard, with the words which should be emphasized in speak¬ ing written large. After the writing, pantomime was used sparingly to explain it. The regular sentence exercises consisted of imperative sentences written on the DEAF-MUTE INSTRUCTION. CXCIII board, and their commands obeyed first by the pupil, afterward by the teacher, when the pupil pointed to a sentence. The child soon wished to write as well as point out the sentence, and instruction in writing was commenced. At first partially erased sentences were traced over. Then copies of sentences were made. The need of spell¬ ing was soon felt, and a glove with the letters located upon it was put on his left hand. He was soon taught to find particular letters and to point out in order those that formed individual words. Professor Bell soon could communicate with him by touching the places on hi^ hands corresponding to those on the glove where letters were located. From this time onward the child was required to communicate by language, and progressed rapidly in its skilful use. He was afterward admitted to the primary department of the Columbia Institution and was distinguished for free¬ dom and accuracy in the use of language. It is thought this trial will afford encour¬ agement and aid to parents in giving home instruction. “If pupils could commence their school course,” says Professor Bell, “with even an imperfect and rudimentary knowledge of English, the labor of the teacher would be enormously reduced and the progress of the pupil immensely accelerated.” Preparation for college. — It is important for the instructors of deaf-mutes to be well informed as to the nature of the preparation they should give pupils intending to pursue a higher course of studies, and such information is suggestive to many who are brought into other relations with such pupils. Prof. A. G. Draper, a. m., pre¬ sented a paper on this subject at the tenth convention of American instructors of the deaf and dumb, held at Jacksonville, Ill., in August, 1882. He says that the first and foremost requisite is the ability to use and to understand the English language. This may be increased by substituting, as far as possible, the use of connected lan¬ guage in place of sign language. Proficiency in arithmetic is a second essential, because its principles underlie all mathematics and its study develops the power of attention, and ideas of order, value, and proportion. Lip reading should be familiarized before entering college, as afterward the required work does not allow leisure for the acquirement of elementary skill, though constant opportunities for intercourse exist. A trade should be le*arned, as a resource against misfortunes that may deprive one of other fields of labor. The use of tobacco should be prevented, as it is an obstacle in the path of mental and physical improvement. Bodily exercise should be taken, for by strengthening the muscles of the deaf-mutes “we shall store up the energy, courage, and temper without which their best gifts will be of little worth.” Finally, moral instruction should be faithfully imparted, especially by personal efforts and example. E — XIIT CXCIV REPORT OF THE COMMISSIONER OF EDUCATION. Table XIX. — Summary of statistics of schools for the blind. States. o5 o o r? CZ2 O g 1 yA % m O « © s® CO 'Sj % o A s £ Number of blind employes and workmen. -2 'ft ft o g o « © os' s fee Amount of State or mu¬ nicipal appropriation for the last year. Receipts from other States and individu¬ als for the last year. Total receipts for the last year. Total expenditure for the last year. Alabama . i 3 0 20 38 200 50 (a) (a) | 6$3, 848 6$18, 848 (a) i 11 19 44 173 750 $20, 000 $11, 000 o 11, 587 $11, 788 California . i c3 0 31 114 (a) (a) (a) (a) (a) Colorado . (d) Georgia . 1 15 4 61 217 1, 000 100 75, 000 22, 000 375 e22, 375 . 11,373 Illinois . 1 *» 1 128 605 465 5 157, 575 60, 100 2, 583 62, 683 62, 503 Indiana . 1 24 4 128 700 2, 070 100 354, 617 29, 000 210 29, 210 28, 696 Iowa . 1 34 8 141 482 1, 200 200 250, 000 25, 300 1, 300 31, 508 33, 425 Kansas ... ...... 1 8 53 139 340 100, 000 41, 972 0 41, 972 41, 972 Kentucky . 1 25 8 77 441 1, 200 50 100, 000 18 870 28, 859 20, 084 Louisiana . 1 c3 6 23 57 250 40 /3, 000 £710,000 0 6, 600 7, 200 Maryland . 2 24 9 83 374 603 41 339, 400 17, 000 4, 225 25,148 24, 614 Massachusetts . . 1 6! 20 123 1,055 5, 383 793 314, 499 30, 000 18, 865 79, 306 69, 668 Michigan . 1 25 0 63 73 1,164 850 105, 040 29, 800 0 46, 158 ‘ 41, 869 Minnesota . 1 11 1 36 76 425 25 20, 000 (n) o 8, 443 Mississippi . 1 14 3 35 490 44 45, 000 10, 000 o elO, 000 Missouri . 1 j 21 3 90 589 1, 500 300 250, 000 28, 000 0 28, 000 26, 000 Nebraska . 1 | 7 25 52 250 50 15, 000 7, 800 7,800 4, 962 New York . 2 1 82 2 382 1,815 1, 100 732 199 70 557 Ml, 389 133,884 112, 127 North Carolina. 1 11 7 60 500 50 (a) (fit) 38, 000 (a) Ohio... . 1 52 8 180 1, 138 500 500, 000 29 681 hb, 132 34, 813 32, 950 Oregon . il 8, 000 8, 000 Pennsylvania. . . i 61 27 170 1, 130 1, 500 187, 000 43, 500 4, 777 59, 743 70, 160 South Carolina. . i 3 2 12 56 (a) (a)' Z>9, 628 (fit) Tennessee . i 11 3 58 222 1, 141 46 110, 000 j60, 300 jQ 0, 300 j32, 289 Texas . i 24 3 84 485 701 20 75, 000 18, 710 0 18,710 19, 910 Virginia . i 9 2 32 253 200 20 (a) (a) 0 634,680 (a) West Virginia.. i 4 0 32 72 150 25 (a) (a) (fit) Wisconsin . i 21 0 83 318 1, 200 100 155, 000 8, 800 *8, 800 17, 602 Total . 30 599 140 2, 254 j 10, 674 24, 282 2, 909 3, 908, 330 580, 390 82, 704 858, 612 677, 635 a Reported "with statistics for the deaf and dumb (see Table XVIII and summary). b For both departments. c Instructors only. d School not opened as late as October, 1882. e Total of items reported. / Value of furniture. g In State warrants. h Includes income from other sources. i Temporarily closed. j For two years. The subjects which, appear to have recently elicited especial attention from edu¬ cators of the blind are the industries most suitable to their pupils, the adoption of a single kind of printing, the regulation of the association of the sexes, the medical care to be bestowed, and the removal of prejudices against sending children from home to an institution commonly but erroneously called an asylum. They find the same need of the cooperation of parents, of prompt and regular attendance, and of an appropriate arrangement of studies which is felt by teachers in ordinary pub- INSTRUCTION OF THE BLIND. CXCV lie schools. The mind of a blind child is developed by the usual methods of educa¬ tion, but these must be employed by patient, skilful, and sympathetic teachers in order to produce immediate and permanent results. The attendance upon schools for the blind is much smaller than it should be. The Michigan school had 73 pupils in 1882, and its superintendent, Mr. J. F. McElroy, estimates the number of blind persons in the State who are of proper age and condi¬ tion to be educated at 350. It is estimated that only 25 per cent, of the blind in Arkansas who are of suitable age to be admitted to the State school are or have been in it. The reasons given for this are the ignorance of the people as to the existence of the school, the supposition that the school is not free but expensive, the idea that the school is a sort of poor- house, the reluctance of parents to be separated from their unfortunate children, and the failure of the State to supply full accommodations and to enable the officers of the school to offer its privileges to all those who are deserving of them. It seems to be always in order to urge those having the care of young blind children to treat them in such a way as to prepare them for school duties when they are of sufficient age to leave home. The age at which they should enter a school of the usual character depends much upon the circumstances of the family. A rule given by a good authority is that, if they can be under good influence at home, can have the care of mother or sister, can exercise freely in the open air, can be taught ele¬ mentary studies, it is better for them to remain at home until they are twelve years old ; but, if they cannot receive proper care and be taught to some considerable extent, they should enter at the age of nine or ten. Dr. S. G. Howe was emphatic in cautioning parents against too much indulgence of sightless children. His ideas are shown by the following quotation : Do not prevent vour blind child from developing as he grows up, in courage, gener¬ osity, self reliance, and manliness of character, by excessive self indulgence, by spar¬ ing him thought and anxiety and hard work, by giving him undeserved preference over others. Much may be done for his advantage by judicious firmness, by reso¬ lutely insisting that he shall learn to do everything for himself and for those about him which it is possible to do without actually looking at things. Keep him out of doors and running about as much as possible. Bear in mind that he is exercising for health and strength, and that his object is to be in the open air and to keep warm by exercise, not by extra clothing. But the benefit accruing to your blind child from such continued exercise and work in the open air is not con¬ fined to his bodily growth and health ; for the effort to do something useful, to bestir himself and to keep himself warm, is good exercise for his moral nature; for every habit of meeting and overcoming little difficulties increases courage and self reliance. Hon. F. J. Campbell, ll. d., principal of the Royal Normal College and Academy of Music for the Blind, Upper Norwood, London, Eng., puts great emphasis on phys¬ ical training. In his report for 1881 he says : By careful examination it will be found that the blind men who are leading lives of usefulness are those who have not allowed their blindness to debar them from physical activity. Professor Fawcett in his able addresses on blindness has repeatedly borne testimony to this fundamental truth. The pupils of the Royal Normal College who have been most energetic in regard to their physical development have achieved the best results when they have gone forth to test their value in the open market. Owing to the lack of physical training, young blind persons come to us awkward and helpless, although they have been several years under mechanical training. The disposition to give blind children suitable medical attention and opportunities for physical culture is manifest in many schools. The strength and vigor of blind youth are not up to the average. The same causes which operated to produce blind¬ ness have also resulted in other evils, sometimes scarcely less deplorable. The object of physical culture is to increase the strength and fortify the health. The aim of the medical efforts is to remove pain and disease, and in some cases to restore sight. The trustees of the Iowa College for the Blind appointed two physicians, expert “ophthalmologists,” to examine and operate upon the eyes of the members of the college. They reported that none had been made worse by their interference and that many successful operations had been performed. They found over 40 per¬ sons needing their special attention, half of them for increase of vision and half for CXCVI REPORT OF THE COMMISSIONER OF EDUCATION. the purpose of personal comfort and for relief of pain. Nearly as many more could be benefited by medical treatment and the adjustment of glasses. The regular course of instruction pursued in the literary, musical, and industrial departments has not undergone any marked change. The studies in the literary departments are like those of elementary public schools and are graded as closely as circumstances will allow. The instruction in music is continued with profit to pupils and with pleasure to their friends. Occasionally it seems necessary to neutralize the effect of some un¬ fair criticism of the blind in their work as tuners of instruments by stating their pe¬ culiar fitness for that occupation and the success they have obtained in it. The loss of 6ight seems to quioken the senses of feeling and hearing and to bestow faculties peculiarly serviceable to tuners, so that manufacturers and eminent musicians have frequently shown preference for blind tuners. The industrial departments include the trades mentioned on page 76 of the abstract, and new occupations are being sought by the heads of these departments. Broom making and caning still appear to give the best results. The profits from the former industry to the Kansas institution for the two years ending June 30, 1882, were $820.06, besides $815.25 paid the boys for labor. Silk culture has been tried at the Arkansas school. The superintendent, Mr. Otis Patten, reported results as follows: Two things are proved by our experiment : First, that silk culture can be carried on by intelligent blind persons directed by the seeing where sight is indispensable ; and, second, that they can do it without special instruction in the institution. An in¬ telligent blind person can take the manuals prepared for the purpose, and with a see¬ ing person to read for him can get a knowledge of the subject. I would not advise anybody to embark in the business who has not the proper food on his own grounds. Some of our girls who were in the class mentioned in the essay intend to pursue the business when they go home. We do not think it necessary to repeat the experiment in our institution, but will read to our girls enough to interest them in silk culture. The introduction of Kindergarten methods or the addition of the Kindergarten itself is advocated earnestly by many of those in charge of the education of the blind. It is argued that a large part of these unfortunates are among surroundings of vice and destitution and should be removed from them at the earliest moment practicable, before corrupt tendencies and vicious propensities are hardened and crystallized into permanent habits. Mr. M. Anagnos, superintendent of the Perkins Institution and Massachusetts School for the Blind, would have a separate school for this purpose, with suitable grounds, ample endowment, and nothing to compromise its educational character. The pupils should be received when from five to nine years of age, “re¬ tained until the age of twelve, and taught and trained objectively according to the simple and rational methods developed in Frobel’s Kindergarten.” The trustees of the institution favor such a school. They say in their annual report for 1882 : For such children the Kindergarten system, with the genial warmth of kindness radiating from its principles, with its methodically arranged gifts and games, its block building, weaving, sewing, and modelling, affords the best and most efficient means of training. It is calculated to awaken, strengthen, and regulate their facul¬ ties of imagination, volition, and action, which are weakened by their infirmity, depressed by the wretchedness of their surroundings, and benumbed by the frost of their privations. It promises to raise them up from a state of misery, sloth, and tor¬ por, to that of comfort, activity, and diligence. It will create a new era in the his¬ tory of the education of the blind by laying the foundations and increasing the possi¬ bilities of a higher standard of attainments than has hitherto been reached. Mr. B. B. Huntoon, superintendent of the Kentucky institution, speaks of his ex¬ perience with the Kindergarten as follows : The Kindergarten department, under the charge of a skilled teacher from Mr. Hail- mann’s training school in Detroit, has answered every expectation formed of its great practical usefulness in a school for the blind. In training the senses, in stimulating thought, and in developing the mind, it seems to furnish the methods needed to make broad and strong the foundations of an education. Some of the results of the education of the blind are shown in the following quota¬ tion from the report of Mr. William Chapin, superintendent of the Pennsylvania in¬ stitution : Of the 32 institutions for the blind in America sustained mainly by the States, 10 were originated by blind graduates : 4 from the Pennsylvania institution, 5 from INSTRUCTION OF THE BLIND. CXCVII the Ohio, and 1 from the Massachusetts institution. This is a gratifying record of the talent, energy, and perseverance of these persons under trying difficulties. Referring to statistics reported to a convention of American superintendents in 1878, of the graduates of these institutions 16 became superintendents of institutions for the blind and 5 of orphan asylums; instructors in literature, music, and handi¬ craft, 502 ; clergymen, 34 ; piano tuners and repairers, 125 ; students and graduates of colleges, 36 ; agents and lecturers, 71 ; editors, lawyers, and physicians, 30 ; store¬ keepers and traders, 277. Classifying these and others, it appeared that the number engaged in literary or mental wrork was 710 ; in music and tuning pianos, 527 ; in handi¬ craft, 1,111 ; total, 2,348. These numbers would be considerably enlarged up to the present time. Mrs. Asa D. Lord, matron of the New York State institution, reviewed the work of institutions for the blind in an excellent paper before the convention of instructors of the blind held in August, 1882, at Janesville, Wis. A few clauses from her remarks give a concise view of the situation : The coming year, the first of the last half of the century [of instruction for the blind], will mark a new era in the progress of the education of the blind. We stand on high vantage ground. Our buildings in the main are ample, well furnished, and well adapted to their uses. We have improved and vastly increased appliances to facilitate our -work, for which, I trust, we are truly grateful. Our pupils, as in the past, are the beautiful, the deformed, the strong, the weak, physically, morally, and intellectually. It is our work to take these contrasting and widely diversified powers and develop from them men and women who shall be fitted to take honored and useful places in society, not only in the estimation of men, but in God’s sight. VISIT OF DK. WILLIAM MOON. The intention of Dr. William Moon, of Brighton, Eng., to visit this country for the purpose of extending his wTork for the blind, was announced in my last annual report. An authoritative account of this visit has been published, from which the following paragraphs are taken : In the month of April, 1882, at the request of Sir Charles Lowtlier, Dr. Moon, ac¬ companied by his daughter, paid a visit to several cities of the Uritqd States to see what could be done by way of establishiug home teaching and free lending libra¬ ries for their blind. The visit was most successful ; throughout the whole of his tour Dr. Moon was warmly received by the various authorities of the institutions he visited, and at Philadelphia the Bible Society displayed the deepest interest in circulating copies of the Bible in his type, through the agency of home teaching and free libraries. Mr. Rhoades, the treasurer of the Bible Society, through a requisition signed by Mr. Chapin, principal of the School for the Blind, Mr. Hall, superintendent of the Work¬ shop for the Blind, and Miss Lloyd, president of the Home for Blind Women, convened a public meeting which was held at the Bible Society House. At this meeting a home teaching society was formed and a committee appointed for arranging the details of the work. Teachers were shortly afterwards appointed, and Dr. Moon had the pleas¬ ure of seeing the work progressing before his return to England. At Mr. Chapin’s institution, as soon as the books arrived which had been pre¬ sented by Sir Charles Lowther, they were distributed among the inmates, and as many as 114 were able to read them in the short space of 8 days. Thirty of these readers were adults accustomed to work and unable to read any of the books embossed in the United States. This, it may be remarked, was not owing to any defect in the em¬ bossing, for the books are beautifully printed, and sufficiently raised for the use of children, both at the American Printing House at Louisville and at Boston, but owing to the complex form of the letters, which is avoided in Dr. Moon’s simplified alphabet. At the Workshop for the Blind and the Home for Blind Women, good prog¬ ress was soon made when the books were presented to those institutions, and Mr. Hall, the admirable superintendent of the workshop, who is himself blind and who could never read the American embossed books, was among the early readers of Dr. Moon’s type. Sir C. H. Lowther has kindly made a present of the entire Bible to this institution, and it was most gratifying to hear Mr. Hall’s w arm and grateful ex|)res- sions in reference to the benefits the inmates would receive therefrom. At Chicago Mr. W. H. Bradley and his son manifested great interest in the work of home teaching, and called a number of friends together and laid the matter before them. Twelve married gentlemen and their wives immediately gave their names as members of a committee and a sufficient amount wras subscribed for a complete set of Dr. Moon’s books to form a free library. A teacher was expected to be soon appointed, and the names and addresses to be obtained of the entire blind of the city. Before Dr. Moon left Chicago he had the gratification of knowing that several of the blind had CXCYI1I REPORT OF THE COMMISSIONER OF EDUCATION. learned to read and were anticipating with much pleasure the use of the hooks of the new library. , . At Boston and New York promises were received from friends that in the autumn of the year they would use their endeavors to carry out the same means fur the blind of these cities. The success of Dr. Moon’s efforts is indicated by the following extract from a letter from Mr. J. P. Rhoades, of Philadelphia, through whom much has been done to ad¬ vance the interests of the adult blind and the introduction of Dr. Moon’s system of printing : I am glad to say that the results of our efforts to reach the adult blind who cannot learn to read by the old system are highly encouraging. I have received numerous applica¬ tions from the blind living in various parts of the United States, and have mailed to them the alphabet and elementary reading cards. Many of these have informed me that after a few weeks’ study they have learned to read and are now using the books. We are reaching those who are isolated from all other efforts in their behalf, and who have no access to institutions designed for their benefit, and who never supposed it- possible to learn to read. Table XX. — Summary of statistics of schools for feeble-minded youth. £ II Number of inmates. in ■9| O a3 l'| •a ° Name. sg i •S-I I 1! 1 ! 1 II | 8 1 § • a & H & * £ w 1 Connecticut Pcli^ol for Imbeciles . 25 47 31 78 A 2 Illinois Asylum for Feeble-Minded Chil¬ 75 207 140 353 410 $00, 000 $00, 000 dren. 3 Indi ana Asylum for Feeble-Minded Chil¬ 12 4 8 12 0 10, 000 10, 000 dren. 4 Iowa State Asylum for Feeble-Minded 38 132 70 * 208 10 24, 000 24, 000 Children. 5 Kentucky Institution for the Educa¬ tion and Training of Feeble-Minded | 27 f (1 \ 70 7) 02 ^ 149 53 31, 748 34, 440 Children. 6 Private Institution for the Education a9 40 28 74 140 30, 000 of Feeble-Minded Youth (Barre, Mass. ) Hillside School for Backward and Fee¬ ■ 9 7 2 9 15 7 ble Children (Fayville, Mass.). 8 Massachusetts School for Idiotic and 10 77 54 131 24, 000 24, 000 27 1 Feeble-Minded Youth. Minnesota School for Idiots and Imbe¬ 12 10 43 8, 500 9 ciles. 10 New York State Idiot Asylum (custo¬ 18 0 140 140 1 20, 438 17, 798 dial branch). a2 11 12 Y 1 * 4- A 1 T) 1 11 J t i i (81) (302) 81 raiot; Asylum, itanuaii s island... . . New York Asylum for Idiots . . 07 302 750 57, 322 54, 859 13 Ohio Institution for the Education of 109 (4! 99) 499 201 92, 945 92,945 Imbecile Youth. 14 Pennsylvania Training School for Fee¬ 78 219 130 355 458 88, 500 88, 352 ble-Minded Children. Total . 497 ! (899) J 2, 434 2, 039 408, 953 450, 900 * 830 099 a Instructors only. INSTRUCTION OF THE FEEBLE-MINDED. CXCIX The education of feehle-minded children is undertaken "by public authorities not so much as a charity as a means of increasing the productiveness of a large class of de¬ fective citizens and decreasing the probability of the transmission of their defects to another generation. Many children of undeveloped intellect are in popular estima¬ tion included among those almost hopelessly idiotic. While the latter class may be improved by the carefultraining of their muscles and their habits of life and action, the most satisfactory results have been obtained with the more intelligent. Their training is painfully slow and must provide for the gradual increase of physical power, the stimulating of the senses, and the application of the mind to tasks judi¬ ciously assigned. Their education cannot come from instruction in the branches taught to stronger youth sd much as from simpler exercises calling will power into play and withdrawing the attention from personal feelings and wishes. Still, thci classification of feeble-minded youth for purposes of school work is very complete in several institutions. This is necessary in order to accomplish the most possible in this difficult work at the smallest expense. The English schools pay less attention to formal educational efforts than do ours, and some American instructors are inclined to imitate their example. Certainly the health of these youth is of primary impor¬ tance, as it js frequently on an equality with their mental condition. Recreation and labor are the means for strengthening both body and mind. The recreations must be of the simplest kind, and the labor adapted to the abilities of the child. The demand for farms and agricultural employment is made by institutions having only small tracts of land. Massachusetts has provided a farm to which the school can send a portion of its inmates who are best fitted for farm work. The Ohio institution finds its large tract of land of* great value to its pupils. There are some simple trades that may be followed by the feeble-minded, but their condition of mind and body di¬ minishes their ability to do farm work less than it does their efficiency in shops. The usefulness of institutions is increased when they are enabled to extend care to feeble-minded adults, for whom no provision exists outside the poor-house. It is pub¬ lic economy to remove such from a life whose probable tendency is toward an ulti¬ mately increased burdening of the community. It has been said that “the helpless condition and prospective fate of these children of misfortune, after they have received all the training, both mental and physical, that any school can give them, appeal strongly and constantly to the same spirit of public charity that founded the present asylums, for further protection.” cc REPORT OF THE COMMISSIONER OF EDUCATION, Table XXI. — Summary of statistics of reform schools. States. California . . Colorado . Connecticut . Illinois . . Indiana . Iowa . Kansas . Kentucky . Maine . . Maryland . . Massachusetts . Michigan . . Minnesota . . Missouri . Nebraska . . New Hampshire . New Jersey . . New Tork . . Ohio . . Pennsylvania . . Khode Island . . Vermont . . . "Wisconsin . . District of Columbia. Total . Number of © . © . Present inmates. © teachers, officers, and « §3 n g & CO ■s assistants. h Jj§ Sex. Piace. © K Ml Jo-jjj e 0 h M a 'S a s.s Is .2 'cs 1 © © 6 cS p-d S Ph fc S N O 1 19 2 190 42 119 65 al86 a4 1 10 4 80 0 79 1 77 3 2 17 40 289 256 406 181 539 48 2 16 13 157 103 338 55 351 42 2 3 7 228 244 372 144 457 59 2 13 15 50 30 205 65 240 30 1 9 9 54 13 72 57 15 1 14 6 114 75 210 37 178 69 1 9 8 30 33 110 107 3 4 31 47 224 252 443 251 491 203 14 32 54 882 695 976 213 5763 520 2 20 24 270 181 362 36 357 41 1 18 4 cl06 c97 c96 clO clOO c6 1 15 7 196 155 195 68 210 53 1 27 29 9 1 6 5 24 29 93 18 110 1 4 22 28 242 206 527 50 525 52 13 180 194 3, 468 3, 322 3, 942 1,913 55, 187 5157 6 5 <3 \ 49 2) 50 00 600 1, 168 369 5743 562 2 42 33 531 503 719 203 5531 5144 1 6 8 148 . 179 138 0 126 12 1 7 9 15* 38 70 16 85 1 2 34 24 166 232 324 101 416 9 1 21 8 99 94 143 55 88 67 f (3: \ 593 | 2) 599 j 8, 168 7, 379 11, 135 3,805 511, 841 51, 122 a Of those committed during the year. 5 This distinction not reported in all cases. c These figures are for two years. REFORM SCHOOLS. CCI Table XXI. — Summary of statistics of ref orm schools — Continued. States. Present inmates. 1 Number committed since establish¬ ment. Libraries. Annual cost of insti¬ tution. Total annual earn¬ ings of institution. Native. S- 3. Foreign. Number of vol¬ umes. Increase in the last school year. al61 a29 3, 121 400 $44, 900 Colorado . 77 3 80 0 0 12, 785 $38 Connecticut . . . 561 26 4,174 3, 200 300 97, 400 19, 500 Illinois . . 354 39 1, 373 1, 600 238 33, 807 4, 476 Indiana... . . . 6135 69 2, 210 500 100 44, 125 2, 600 180 90 945 650 40 32,000 Kansas _ _ _ 71 1 102 0 12, 000 Kentucky . » 240 7 1, 508 600 100 20, 158 6, 604 Main® . . . . 106 4 1, 711 1, 600 14, 600 5, 400 Maryland . 673 21 5, 039 1, 900 100 80, 573 13, 500 Massachusetts . . . 6633 692 11, 359 6, 465 150 118, 210 15, 220 Michigan . . . 327 ,71 2,740 1, 275 75 35, 500 8, 601 Minnesota . . . . c8 c98 573 1, 070 37, 679 Missouri . . . 4, 715 600 100 34, 000 6, 743 Nebraska _ _ _ 43 New Hampshire . 107 4 1, 100 300 100 17, 500 5, 000 New J ersey _ _ _ _ 397 180 1, 904 970 67, 583 21, 541 New York . . 61,778 6380 74, 308 10, 594 702 825, 883 (Z222, 631 Ohio . 11, 182 5,836 594 163, 659 d37, 121 Pennsylvania . . . 6616 635 17, 901 30, 323 80 142, 482 21, 128 Rhode Island . 125 13 3, 273 300 0 17,500 8, 495 Vermont . 646 18, 338 4, 196 Wisconsin . 411 14 2, 326 1,255 50 62, 602 1, 418 District of Columbia . a85 al4 812 600 50 34, 389 1, 739 Total . 67, 045 61, 130 153, 145 70, 038 2, 779 1, 967, 673 405, 951 a Of those committed during the year. c These figures are for two years. b This distinction not reported in all cases. d Includes total income of one institution. One of the questions naturally asked about the inmates of reform schools is as to their antecedents. Statistics hearing on this inquiry are collected by nearly all the schools. They show that the offender has almost always been idle ; that he has very frequently been the child of parents born in foreign countries ; that a large propor¬ tion of the boys have no father living ; and that, contrary to the prevailing opinion, their parents are not usually intemperate. The statistics of different States vary greatly as to the social condition of parents, and an equal dissimilarity exists be¬ tween city and country schools. After giving percentages of children coming from specified classes of surroundings, Mr. Israel C. Jones, superintendent of the House of Refuge on RandalPs Island, near New York City, comments upon the statistics as follows : It does not appear from the foregoing that intemperance is a prevailing vice with the parents, nor that the delinquency of the children is chargeable to their being orphans, for about 86 per cent, of the fathers and 94 per cent, of the mothers are found to be temperate people, and correspondingly few of the children have lost both parents. A noticeable feature that probably contributes to their delinquency is the thriftlessness of the parents, as indicated by the character of the homes and the lack of forethought in laying up any portion of their earnings against want. From 75 to 80 per cent, are known to live in crowded tenement houses, and about the same proportion are possessed of no property except their furniture, which is often scanty. CCII REPORT OF THE COMMISSIONER OF EDUCATION. The reform school of the present is a decided improvement on those which were first established, some sixty years ago. Tlfe changes effected have been stated as fol¬ lows in a pamphlet issued by the Colorado State Industrial School : In the earlier history of these schools all inmates were classed together. For their safe keeping it was thought necessary to fasten them in cells at night ; strong iron bars guarded the windows ; heavy doors, constantly locked and bolted, closed the passages ; and the premises were surrounded by high stone walls. Great improve¬ ments have marked the progress of reform schools. In the modern reformatory neither high walls, cells, bolts, nor bars are found. Nothing in the surroundings dis¬ tinguishes them from first class public schools. Neat fences inclose the grounds, which are beautified by trees, shrubs, lawns, and flowers. Well kept roads and walks lead to the various places of interest, and thus the very grounds are used to teach important lessons. A description of some of these institutions shows them to be inviting in appearance and attractive in surroundings. For example, the Ohio Reform School is a village of itself, excellently laid out and provided with conveniences. The buildings consist of the main building ; the Ohio, Hocking, Muskingum, Cuy¬ ahoga, Scioto, Huron, Miami, Erie, Maumee, and Union family buildings; shoe, brush, blacksmith, tailor, paint, carpenter, bake shops; carriage, nfoat, ware, engine, gas, ice, corn, and green houses ; water tower, hospital, mending room, knitting room, cham¬ ber of reflection, laundry, two horse barns, a piggery, cow barn, and numerous out¬ buildings. The family buildings are arranged in a segment of a circle around the main build¬ ing, with the exception of a double building,- called the Ohio, for the use of the very youngest boys, which is separated from the main and other buildings nearly half a mile, but is connected with the rest of the institution by a good board walk. These family buildings are named for the rivers in the State. The building for the young¬ est boys has three stories above the basement. On the first floor are two rooms for the elder brother and his family, two school rooms with folding doors between, which, when open, throw both into a sitting room for the boys in the evening. There is a wide hall separating the elder brother’s rooms from the school rooms. On the second floor are rooms for the teachers and two dormitories. On the third floor are rooms for the employes and two smaller dormitories. The basement serves as a play house and a place where the boys prepare themselves for school or detail. This build¬ ing accommodates about one hundred boys under twelve years of age. There is con¬ nected with it a kitchen, dining room, and workshop, so the boys have no communi¬ cation with the large boys, only coming over to chapel on the Sabbath. Of the other family buildings, four are 57 feet long by 36 wide and are three stories high above the basement. The remaining five are like the four, with the exception of being but two stories high above the basement. Each of these nine buildings makes a good, comfortable home for fifty boys. The treatment of the inmates of reform schools has improved as much as the build¬ ings in which they are accommodated and the methods of instruction. Home life more attractive than they have ever known awaits many of those committed. Kind¬ ness and patience awaken hope and confidence in many a dark and suspicious mind. The future welfare of the inmates is primarily regarded by most institutions, not only in ‘the studies and labors required, but also in the attention given them. This is indicated in a circular issued recently by the board of managers of the Connecticut State Reform School. The methods and advantages of the institution are described in the following terms: The institution is not a prison, but a school of detention and reform, where the in¬ mates receive such instruction and training as are best adapted to form and perpetu¬ ate a virtuous character, to establish habits of industry, and to advance them in those branches of knowledge which are taught in the common schools of the State. They are here provided with a home in every way pleasant and comfortable ; are furnished with steady employment that will aid them in earning an honest living after they leave the school. They have appropriate seasons for recreation and play, are well fed and clothed, and when sick have the best of care and medical attendance. They attend school regularly six days of the week, are taught by experienced and efficient teachers, and on Sunday enjoy the privileges of the Sabbath school and one regular chapel service, over which some minister of the gospel from one of the city churches presides. The Catholic boys of the school receive one hour of instruction each Sab¬ bath from the Sisters of Mercy. REFORMATORY INSTRUCTION. CCIII Mr. J. J. Barclay, president of tlie board of managers of the House of Refuge at Philadelphia, describes the life of inmates there as follows : Great care is bestowed on the training, health, and comfort of the inmates. The discipline is parental and calculated to prepare them for the duties of life. When sick they are placed in an admirable infirmary and attended by experienced and skilful physicians and an excellent nurse. They are employed about seven hours a day in the workshops or household duties, are engaged three hours in the school rooms under excellent teachers, and strenuous efforts made to instruct them in the elements of a good education. They are allowed ample opportunity for exercise in the open air and in the recreations suitable for the young. They are provided with a well selected library, affording them the means of acquiring valuable information and mental enjoyment. The daily routine of these schools is so planned as to avoid too rigorous exactions and to secure the full value of their time and strength to the inmates and less di¬ rectly to the institutions. A division of the day between study, labor, and recreation is effected so as to give a suitable proportion to each. An example of this and of the attention paid to other minor details may be taken from the report of the Girls’ In¬ dustrial Home, Delaware, Ohio. The matron says : The work hours are from 8 to 11 a. m., the school hours from 1.30 to 4.30 P. m. In the work and school room, the schedules require promptness to the minute, as indi¬ cated by the central bell. The time for recreation is so arranged as to allow all a liberal amount of exercise. Special attention is given to the housekeeping and laun¬ dry departments, so as to have the girls, if possible, when discharged from the home second to none in this very important branch of woman’s education ; also, the work in the sewing room is carefully watched, so as to secure both neatness and promptness in the use of the needle. To secure harmony and equality in the kitchen instruction, as well as to secure an economical variety of food, we have provided a regular bill of fare, by which all are equally governed. Mr. W. C. Sampson, superintendent of the Colorado State Industrial School, says that the course of industrial, mental, moral, and religious instruction in that institu¬ tion “is arranged to correct the bad and vicious habits already partially formed; to induce the love of system, regularity, and cleanliness in heart and person; to create a thirst for knowledge and habits of industry as a means of earning a competence, comfort, and happiness ; to elevate the low moral and religious standard to the Bible standard; and to thoroughly instil the love of country and good citizenship.” The necessity of not only industrial instruction but also of comparatively uninstructive labor is understood. The constant use of the head and the hands is effective in crowd¬ ing out and keeping out of a boy’s mind the thought and desire of wrong doing and deprives him of time for accomplishing mischief. ‘ 'An important auxiliary in the ref¬ ormation of boys, at least,” as is said by Mr. J. Hood Laverty, superintendent of the Philadelphia House of Refuge, “is regular, steady, concentrated work. Neither idle boys with dishonest tendencies nor girls with lewd inclinations can ever be re¬ formed until they are taught to love and adapt themselves to steady, continuous work of some kind, and to understand that all honest labor is not only respectable but yields pecuniary advantage.” Consequently, as much of the work of a reform school as possible is performed by the inmates, whether boys or girls ; with the latter, house work is given most prominence. The future of girls who are qualified to enter fami¬ lies, and do so, is much more secure than that of girls passing from school life into shops and factories. The trustees of the State primary and reform schools of ikas- sachusetts, in a recent report, say : The house work, at first irksome to a girl who has been leading a lazy life of self indulgence, becomes interesting when carried on 'with companions. Recognizing the difficulty which seems to belong to all institution life, the contrast of its shelter and security as compared with the unexpected trials and insecurities of a life of honest self support, it is the constant study of the trustees to make the family system of the school a preparation for family life outside ; to train the girls not only to submit to rules, but also to obey conscience when rules are withdrawn. They are taught the economies necessary to good housekeeping, they see the little vexations resulting from carelessness, and learn what is meant by “duty” and “individual responsi¬ bility” as they could not under the restraint found necessary for a more hardened class of offenders. CCIV REPORT OF THE COMMISSIONER OF EDUCATION. Tlie now acknowledged principle that industrial education should he a part of every system of reformatory training is stated by Mr. Z. R. Brockway, superintendent of the New York State Reformatory, at Elmira, as follows : No reformatory system is complete that does not train each subject for a specific industry for which he has natural adaptation, and actually induct him into it, main¬ taining supervisory control long enough to insure a good degree of permanence and success. In spite of all our elforts and because of the limits of the industrial organi¬ zation here, we are obliged to send men, naturally qualified for something better, to menial or cheap employment, with which they will not and ought not to be content. There is a most intimate connection between the conduct of reformed criminals and the readiness with which they can suitably support themselves. The shop work of the Connecticut State Reform School is reported by the superin¬ tendent, Mr. George E. Howe, as follows: We now have three shops where cane seating is done, two being in the main build¬ ing and one at the cottage building. The whole number of boys employed in these shops averages about one hundred and seventy-five in the winter season. In the sum¬ mer time there is a less number, as the boys are taken from these shops for the farm, garden, and other out-of-door work. In the manufacturing room, where overalls are made, we employ about ninety boys. Seventy-five boys, seated at as many sewing-machines, at active work, with a large class of the little fellows sewing on buttons, folding the goods, keeping the records of work, &c., makes a pleasant and interesting sight to behold. The boys in this department soon become experts at the machines, and a knowledge of this manufact¬ uring prepares them to obtain ready employment after leaving the school. We have a tailor shop in which twelve boys are employed in the manufacture of the clothing worn by the boys. The mending is also done in this shop. Only two boys work in the shoe shop. We manufacture but few of the shoes worn, but all of the repairing is properly attended to in this shop. The Toledo (Ohio) House of Refuge has introduced knitting as one of its industries, and the superintendent, Mr. A. A. McDonald, contrasts it with other employments very favorably. He says: In the [knitting] industry each boy has his machine ; he takes it apart, cleans it, puts it together, repairs it, and prides himself on keeping it in perfect order. It to him is a machine, and in viewing its parts his mind goes out to stronger and more com¬ plicated machinery ; he discusses its beauty and power ; he is improved and benefited. In operating a “ knitter ” every muscle of the body is brought into play, the mind is active in calculations and watchful in giving proper dimensions to articles manufact¬ ured. In every instance, without exception, each boy who goes into the knitting factory comes out of it in better health and stronger mentally and physically. In the latter industry [brush making] nineteen-twentieths of the boys never can reach beyond the hope of being able to sit in cramped positions and fill little perforated boards with bristles, in which “trade” no ingenuity is awakened, no lively interest manifested. The usefulness of reform schools is enhanced by facilitating the employment when they are discharged of those who have been inmates. There is great danger that the correct habits which have been slowly forming will not have taken a sufficient hold upon them to keep them from falling into temptation. It is not easy either to prepare such youth for an occupation or to find a place in which they may exercise such skill as they possess.* These difficulties have not been so great as to prevent the majority of tlibse that have gone out from becoming useful men and women. Ninety-two per cent, of the boys paroled from the Newark (N. J.) City Home are “ on the law and order side of life and are thrifty and industrious.” More than 73 per cent, of the 20,000 children who have been under the care of the refuge at Randall’s Island, near New York City, “ have owed to it their permanent change from the condition of out¬ casts to that of useful citizens.” Similar reports are made by other institutions, and there is abundance of proof that the usual result of reformatory education is to prepare inmates to meet successfully the duties of life in some honorable pursuit. The atten¬ tion given to industrial training is still insufficient, and it is to be hoped that legisla¬ tures may see the wisdom of promoting it by such means as they are able to commaud. REFORMATORY INSTRUCTION. CCV THE CONTRACT SYSTEM. A committee recently inquired into the truthfulness of charges that cruelty was shown to the inmates of the State Reformatory at Elmira, N. Y. They found the charges unwarranted ; they added to their report some remarks on the administra¬ tion of such institutions. They objected to the contract system of labor for the fol¬ lowing reasons : (1) The contract system introduces into the management of the prison the factor of private pecuniary interest. The State enters into a contract with private parties to furnish them with a specified number of laborers at a fixed price per day for each laborer. The contract is likely to be, and in fact is, one requiring, in order to its financial success, the employment of a large number of men, and at tho ruder, heavier, less intelligent, and less desirable forms and kinds of mechanical labor. The prison¬ ers have been employed in the manufacture of shoes of the coarser grade, brushes, stoves,, and various other forms of hollow ware. These contracts must be strictly carried out. The pecuniary interest of the contractor must be a controlling consider¬ ation in connection with the discipline and treatment of the prisoners. No legal skill or adroitness can so frame the contract as to exclude from it the element of private interest and include in it a paramount regard for the well being and reformation of the prisoners ; and, if a contract could be so framed, no sane business man would take it. No contractor, not even the very intelligent and estimable gentlemen who have contracts with the State for prison labor at Sing Sing and Elmira, some of whom appeared before us and testified concerning the operation of the contract system, would enter into a contract with the State for the labor of prisoners upon any other basis than that of their own financial advantage. (2) Under the contract system the prisoners are brought under a divided control : the control of the State on the one hand and that of the contractors on the other hand ; and these will not always agree. The control of the State is, in theory, pa¬ ternal and reformatory ; that of the contractors is, in theory and in fact, purely legal, and looks alone to their business success. Such a conflict of interest and purpose cannot be otherwise than prejudicial to the discipline of the prison and to the refor¬ mation of the prisoners. The interest of the contractor and the terms of his contract may require that certain prisoners shall be employed at a particular kind of work as long as practicable, while the interest of the prisoner and the proper conditions of his reformation and transformation into an industrious and worthy citizen may require that he should be put at a different kind of labor, or even that he should be dis¬ charged from his imprisonment altogether or upon his parole. The interest of the contractor requires that his agents and subordinates in the prison should be selected with reference to their fitness and skill in supervising and directing the particular kind of work to be done under the contract, while the interests of the prisoners and the reformatory ends sought by the State require that the men who are put in imme¬ diate supervision of the prisoners should possess other and higher than mere mechan¬ ical and business qualifications. (3) A proper classification of the prisoners as to their moral and intellectual status and as to their fitness for particular kinds of labor cannot be made under the con¬ tract system. The contract calls for several hundred men to be employed, for in¬ stance, in the manufacture of hollow ware. Among the hundreds so employed there must be a large percentage of men whose love of honest remunerative labor will never be stimulated or strengthened by such employment. They will feel their work to be onerous and degrading, and will never voluntarily engage in it after their discharge. If put at employment suited to their capacity and peculiar adaptations and, so far as practicable, to their taste and preference, their self respect might be restored, their love of honest work encouraged, and their purposes of reformation confirmed. In¬ stead of smarting continually under a sense of injustice and spurning all induce¬ ments to the amendment of their lives, as is now too often the case, they would be made to feel that the State cherishes a genuine, kindly interest in their welfare ; and unless they can be made to feel that the State whose laws they have violated is benign and magnanimous, as well as great and powerful to punish, no genuine desire and purpose to lead a better life can be awakened in them. Mere power cannot subdue and reform the human will, and an exhibition of mere vindictiveness only begets the like spirit in its victims. (4) In order to secure the best reformatory results in prison management, it is im¬ portant that the State should maintain its proper immediate relations with the crimi¬ nals therein confined. The prisoners should be led to see and feel that they are in direct contact with the sovereign power which they have disobeyed. This may hum¬ ble, but cannot degrade them. They will respect the majesty of the law. They can¬ not despise, though they may defy it. But the contract system introduces an inter¬ mediary power, and that a purely self interested or mercenary one, between the pris- CCVI REPORT OF THE COMMISSIONER OF EDUCATION. oner and the State. The labor of the prisoner is let or sold by the State with a view to the largest pecuniary profit to the State. The prisoner thus finds himself in the situation of a hireling, not to say a slave, to serve mere mercenary ends : first, the pecuniary advantage of the State, and, second, the pecuniary interest of the con¬ tractor ; and the reformatory design of the prison becomes necessarily a subordinate and scarcely appreciable factor in the management. (5) The inevitable result of the contract system must be and is to prevent the introduction into prison management of those reformatory methods and influences which are required in order to carry out the design of this institution. Mere labor is not in itself and irrespective of other agencies reformatory in its nature. Nor is it rendered so by making it remunerative, especially if the remuneration is to some one other than the laborer. And yet the great State of New York, after proposing to itself the grand moral and benevolent purpose of reforming the younger class of its criminals and establishing a magnificent prison upon this reformatory basis, and after timidly experimenting for the short period of five years on the plan of employing the prisoners on its own account, suddenly and apparently from mere pecuniary considera¬ tions reverses its policy, abandons its great humanitarian purpose, and by the act of 1881, and against the earnest protest oi the superintendent and managers, adopts the contract system as a part of its reformatory scheme and resolves to transform this great charity into a money making institution. It may be claimed that the State was wrong in founding this prison for reformatory purposes ; but if, as we believe, the State was right in its original purpose, then, in our judgment, that purpose should be consistently earned out with all the energy and resources which the State is accustomed to bring to the execution of its will. The question of pecuniary profit or loss in the management of this prison should be in all cases treated as a matter of secondary consideration, and subservient to one controlling end of reforming the prisoners therein confined. And we are gratified to find that some of the best authorities on prison management in this country have given expression to similar views. PROTECTION OF FOREIGN-BORN CHILDREN. Connected with the general subject of juvenile protection and care is the preven¬ tion of the traffic in foreign children, and especially in children from Italy, by padroni, who gain a livelihood out of the earnings, beggary, and moral ruin of the children whose time and labor they control. Congress in 1874 passed an act making the importation or holding to involuntary service of persons kidnapped or inveigled in foreign countries, or guilty consent to such importation or retention, a felony punishable by fine and imprisonment. Almost at the same time the legislature of Pennsylvania passed a law whereby persons hiring, giving, or employing minors under eighteen years of age for public minstrelsy, begging, or other mendicant business, and persons sharing in any way in the profits of such business, arb guilty of a misde¬ meanor punishable by fine and imprisonment. The State of Maryland has passed an act similar in purpose to that of the State of Pennsylvania ; it is an excellent example for all other States to follow, for, though driven out of Pennsylvania and Maryland, there is nothing to hinder these cruel and lazy child-owners from carrying on their business in other parts of the country, and particularly in those places where neither a federal judge nor an Italian consul is to be found. This traffic deprives Italy of the civil labor and military service which that government under its laws has a right to expect from many of these deported youth; it deprives the children themselves of their home, their native country, and all regular instruction in morals, behavior, and letters, exposing them in a foreign land to all the moral and physical dangers of a strange climate, of exhausting and unimproving toil, of bad and insufficient food, and of foul lodgings among immoral as¬ sociates, while jealously preventing them from acquiring sufficiently the speech, the habits, or the self reliance that they could'so easily obtain by a suitable life in this country; finally, it afflicts the cities and large towns of this nation with numerous ill-used children, who often become thieves, desperadoes, and paupers as they grow older: the only persons benefited by all this suffering, injustice, crime, and squalor being the ruthless men or women who import these children, live on their earnings, and keep them from all hope or desire of anything better. ORPHAN HOMES AND ASYLUMS, CCVII Table XXII. — Summary of statistics of homes and asylums for orphan or dependent chil¬ dren, infant asylums, and industrial schools. States and Territo¬ ries. 1 Number in each State. Number of officers, teach¬ ers, and assistants. Total number of inmates since foundation. Present inra ates. Libraries. Income. 6 (H o H 3 Female. Number of volumes. Increase in the last school year. Part 1. — Homes and asylums. 5 23 1, 280 122 47 75 200 $6, 187 $5, 917 1 17 115 6 704 a"\ 158 307 753 2, 151 300 159, 393 152 605 Connecticut . 7 51 4, 373 404 210 194 1, 700 50 42, 096 39, 878 2 15 634 117 36 81 350 4, 772 4, 756 8 26 1, 244 259 120 139 600 268, 200 119, 947 Illinois . 12 130 7,513 1, 170 639 531 1, 802 250 130, 491 137, 382 Indiana. . . . 19 85 8, 153 ol, 177 611 521 895 50 51, 174 65, 055 4 38 1, 875 253 117 136 1, 200 1, 900 1, 870 2 4 2, 250 250 40 4, 200 3, 975 Kentucky . 12 68 3, 131 763 390 373 2, 310 80 69, 422 61, 142 8 33 3, 202 487 156 331 780 36, 830 38, 901 Maine . . . 3 11 2, 750 300 122 178 400 8, 859 7, 688 Maryland........ . 13 57 6, 037 704 354 350 5, 143 647 48, 782 57, 536 Massachusetts . 20 183 54, 780 al, 632 849 755 829 41 187, 707 185, 360 Michigan . 8 91 9, 619 1, 019 271 748 2, 100 625 64, 961 64, 338 Minnesota . . 2 7 390 a68 25 10 3, 000 3, 000 Mississippi . 2 18 770 114 41 73 1, 000 40 7, 895 8, 134 Missouri . . . ; . 13* 124 4, 815 879 420 459 680 5 28, 679 26, 783 Nevada _ _ _ 1 6 297 48 29 19 760 30 17, 000 New Hampshire . 3 15 387 78 36 42 670 9 8, 229 6, 886 New Jersey . 8 41 3, 739 448 240 208 2, 135 270 37, 841 32, 141 New York . 80 918 . 155,281 i *10, 587 5,438 5, 068 29, 632 1, 180 1, 180, 415 1, 099, 671 North Carolina . 2 13 715 239 113 126 500 50 15, 652 14, 883 Ohio.. . 34 518 37, 969 <*4, 574 2,637 1, 883 9, 271 276 371, 971 387, 423 Oregon . . . 1 2 320 23 14 9 92 0 4, 075 2, 035 Pennsylvania . 52 519 37, 669 a5, 977 3,679 2, 170 29, 836 1,448 1, 612, 465 1, 146, 825 Rhode Island . 5 27 3, 129 368 177 191 855 85 29, 818 29, 300 South Carolina. . . . 2 15 2, 154 159 139 20 893 67 29, 999 31, 836 Tennessee . 3 "13 800 177 60 117 200 40 10, 783 9, 657 Texas . . . 1 H Vermont . . . 2 25 2, 367 162 86 76 380 26 20, 898 20, 898 Virginia . . . 6 29 1, 436 173 57 116 335 100 9, 700 6, 782 "Wisconsin . 13 73 4, 208 594 314 280 2, 555 17 30, 620 36, 050 District of Columbia.. 5 54 4, 063 511 254 257 649 35 24, 348 35, 105 Indian . 2 14 1, 530 178 87 91 274 2 24, 500 14, 000 New Mexico _ 1 18 <*55 Total . 1 379 3, 390 i! 375, 584 L *34, 977 18, 075 16, 380 101, 427 5, 763 4, 535, 862 3, 874, 759 Part 2. — Infant asy¬ lums. California _ _ 3 18 <*427 15 12 7,352 5,118 Illinois . . . 2 .28 3, 500 48 30 18 5, 985 5, 985 a Sex not reported in all cases. CCVIII REPORT OF THE COMMISSIONER ‘OF EDUCATION. Table XXII. — Summary of statistics of homes and asylums, $c. — Continued. States and Territo- tories. 1 Number in each State. Number of officers, teach¬ ers, and assistants. Total number of inmates since foundation. Present inmates. Libraries. Income. Expenditure. Total. 6 It Female. Number of volumes. Increase in the last school year. Part 2. — Infant asy- 1 lums — Continued. Kentucky . 1 13 780 200 200 $5, 000 Louisiana . 1 14 a200 Maryland . 2 29 3, 400 138 60 78 $10, 300 10 300 Massachusetts . 3 19 1,316 al57 15 17 30, 032 21 986 Michigan . 2 12 2, 251 41 26 15 3, 800 3, 791 New York . 15 287 48, 030 a3, 404 1, 229 1, 189 514, 510 513, 9£3 Pennsylvania . 6 22 946 «138 28 6 4, 277 3 127 Wisconsin . 1 a39 2, 966 2, 966 District of Columbia. . 1 16 1, 773 115 65 50 5, 000 Total . 37 458 61, 996 ai, 907 1, 468 1, 585 584, 222 572, 256 Part 3. — Industrial schools. Connecticut _ 1 40 103 103 300 18, 004 14, 347 Illinois . ... . 3 33 4, 012 554 195 359 600 58, 193 57, 750 Indiana . 1 22 560 105 25 80 Kentucky . . 2 37 3, 240 206 0 206 175 175 Maine _ _ 2 14 1, 330 214 214 700 125 7,295 4, 910 Maryland . 3 21 2, 092 563 411 152 1, 632 212 35, 495 55, 371 Massachusetts . 4 31 660 777 410 367 200 23, 339 22, 242 Michigan . 2 3 aratus. Tq © m <2 o U & Fellowships, scholarships, and prizes. Aid for indigent students. Libraries and museums. Objects not specified. $1, 000, 000 $1, 000, 000 tlie South for the colored people. Universities and colleges . . 3, 522, 407 $1, 844, 145 $742, 215 $324, 738 $81, 604 $10, 975 $150, 938 367, 852 Schools of science . 639, 655 525, 224 48, 720 16, 658 7, 309 958 40, 786 Schools of theology . 637, 471 217, 134 43, 650 166, 718 63, 683 3, 150 1, 138 141, 998 Schools of law _ 175 175 Schools of medicine. _ _ _ 125, 125 25, 000 100, 000 125 Institutions^ for superior 373, 412 234, 550 45, 035 215 9, 085 54, 000 10, 200 20, 327 instruction of women. Preparatory schools . 170, 545 126, 120 1, 325 26, 040 475 16, 585 Institutions for secondary 625, 408 253, 372 105, 240 18, 181 4, 150 7, 090 237, 375 instruction. Institutions for the deaf 21, 184 1, 215 4, 000 15, 969 and dumb and the blind. Training schools for nurses 25, 299 7, 488 13, 000 60 4,751 Institutions for fechle® 622 622 minded children. Total . 7, 141, 363 3, 234, 870 1, 103, 185 491, 671 215, 611 79, 584 170,799 1, 845, 643 Table XXIV. — Summary of the Number of firms in — California . 4 Georgia . 1 Illinois . 13 Indiana . 2 Iowa . 1 Louisiana . 2 Maine . 1 Maryland ... . 4 Massachusetts . 30 Michigan . 5 Missouri . 6 New Jersey . 1 New York . 85 North Carolina . 1 Ohio . G Pennsylvania . 25 Texas . 1 Virginia . 2 District of Columbia . 2 Total number of educational publications. Number of works on — Archaeology, fine arts, and music. .. 70 Bibliography and literature . Ill Dictionaries and encyclopaedias ... 35 Education . . . 118 General science . GO Geography . * . 27 History....... . 121 Language . 104 Law . 49 Mathematics . 78 Mechanics and physics . . 23 Medicine and surgery . 102 Natural history . 35 Philosophy and logic . 13 Political and social science . 29 Theology . 83 Total . 1, 058 192 CCXII REPORT OF THE COMMISSIONER OF EDUCATION. Table XXV. — Summary of patents for improvements in school furniture. The following summary shows the patents granted by the Government for inven¬ tions of school furniture and appliances during the year : From Alabama . ’.. 1 California . 4 Connecticut . 3 Georgia . . 1 Illinois . 10 Indiana . 3 Iowa . 2 Kansas . 3 Kentucky . 3 Maine . 4 Maryland . 5 Massachusetts . 6 Michigan . 2 Minnesota . 1 Missouri.... . 1 Improvements in — Adding machine . 7 Air cooling apparatus . 2 Air cooling and purifying apparatus. 1 Alphabet blocks . 1 Apparatus for heating and ventilating buildings . 1 Arithmetical frame . 1 Arithmetic, apparatus for teaching ... 2 Artist’s box . 1 Artist’s case and easel combined . 1 Artist’s easel . 1 Automatic siphon . 1 Blotter . 1 Blotter, rotary . 1 Book, copying . 2 Book, letter copying . 1 Book protector . 3 Book-rest attachment . 1 Book support . 1 Calipers . 5 C alipers and dividers . 1 Clip for holding books open . 1 Compass alidade . 1 Cyclometer . 2 Desk and seat, school . 1 Desk, attachment for raising and low¬ ering . 1 From New Jersey . 10 New York . 36 Ohio . 11 Pennsylvania . . . ... 8 Rhode Island . 1 Vermont . 1 Virginia . 1 Wisconsin . ] Dakota . l Washington . 1 Wyoming . 1 Foreign . 5 Total . 12G Improvements in — Desk, school . 3 Desk, tracing . l Easel, adjustable . 1 Ellipsograph . 1 Eraser, blackboard . 1 Globe, educational . 1 Gymnastic apparatus . 1 Hydro-carbon burner . 1 Ink fountain and pen holder combined. 1 Inkstand . 5 Inkstand calendar . 1 Inkstand bracket . 1 Ink well . 1 Lead and crayon holder . 7 Lead-pencil . 3 Map rack . 1 Music, apparatus for teaching . 1 Music holder . 2 Music leaf turner . 5 Pantograph . 1 Pen . 2 Pen cleaner and paperweight com¬ bined . 1 Penholder . 5 Pencil sharpener . 3 Pencil sharpener and holder com¬ bined . 1 EDUCATION IN FOREIGN COUNTRIES. CCXI1I Polyscope . 1 Pyrometer . 1 Ruler, parallel . 2 Siphon . 3 Setting retorts for heating sulphuric acid . 1 Slate, folding . 1 Slate, school . 1 Spring hack for hooks . 1 Stenographic machine . 1 Surveying instrument . 2 Tellurian . 5 Thermo-electric battery . 1 Ventilator . 6 Writer’s hand support . 1 Writing, device for holding the fin¬ gers . - . 1 Writing implement . 1 W riting tablet . 5 Total . 126 EDUCATION IN FOREIGN COUNTRIES. I.— Eurofe. Austria-Hungary. — a. Austria, constitutional monarchy: Area, 115,903 square miles; population (December 31, 1880), 22,144,244. Capital, Vienna; population, 1,103.857. Minister of public instruc¬ tion, S. Conrad von Eybesfeld. The following information is taken from the Oesterreichische Statistik — Statistik der Unterrichts-Anstalten in den im Reichsrathe vertretenen Konigreichen und Landernfiirdas Jahrl881-’82; bearheitet von der k.-k. Direction der administrativen Statistik. Higher instruction. — The number of teachers of all kinds at the different universities of Austria in 1881-’82 was as follows: At Vienna, 319; Gratz, 122; Innsbruck, 89; Prague, 203 ; Lemberg, 60 ; Cracow, 96 ; and Czernowitz, 38 — total, 927. Of this num¬ ber 328 were regular or ordinary professors, 138 were extraordinary, and the rest were Docenten, assistants, special teachers, &c. Seventy of the 927 teachers belonged to the theological faculty, 134 to the law faculty, 342 to the medical, and 381 to the phil¬ osophical faculties. The students attending the universities numbered 10,594 in the winter and 9,766 in the summer semester. Of these, 11.8 per cent, attended the theo¬ logical faculty, 52.5 per cent, attended the law faculty, 23.8 per cent, the medical, and 11.9 per cent, the philosophical faculty during the summer semester. As to religious belief, 76.3 per cent, of the students were Roman Catholics, 2.9 Greek Orientals, 3.7 per cent. Evangelicals, 16.6 per cent. Israelites, and 0.5 per cent, belonged to other faiths. These religions had somewhat different proportions in the population at large. Thus, in 1880, the Roman Catholics formed 91.35 per cent, of the total popu¬ lation, the Greek Orientals 2.23, the Evangelicals 1.81, the Jews 4.54, and other con¬ fessions 0.07 per cent. Classified as to native language, 48.9 percent, of the students were Germans, 15.5 per cent. Czech-Slavonians, 15.7 Poles, 4.8 Ruthenians, 1.8 Sloven¬ ians, 2.8 per cent. Servians and Croatians, 3.2 per cent. Italians, 1.6 per cent. Rouman¬ ians, 4.5 per cent Magyars, and 1.2 per cent, belonged to other branches. There were six higher institutions for technical instruction, with 337 teachers and an attendance of 2,699 students in 1881-’82. The attendance on these institutions has been decreasing in the last few years. The superior agricultural institute in Vienna had 16 professors and 23 teachers and Docenten and 511 students in 1881-’82. The two mining academies at Leoben and Pribram have shown increased activity in the last few years. They had 29 professors and 188 students in the academic year 1881-82. Secondary and special instruction. — There were six commercial academies, with a total attendance of 1,284 persons at the close of the collegiate year. Between the year 1877-78, when the academies were increased to their present number, and. the year 1881-’82 the number of students increased 18.8 per cent. The academies- of art at CCXIV REPORT OP THE COMMISSIONER OF EDUCATION. Vienna and Cracow had 36 professors and teachers and 430 students in the academic year 1881-82. The 46 theological seminaries had 247 professors and teachers and 1,591 students during the same period. The Gymnasien numbered 129, the Realgym- nasien 35, the Realschulen 80, institutions for training male teachers 42, for females 28, making a total of 314 secondary schools in the year 1882. These institutions had 5,599 teachers, of whom 3,192 were in the Gymnasien and Realgymnasien and 1,412 in the Realschulen. The students numbered 75,565, 50,291 of whom were in the Gymnasien and Realgymnasien and 15,251 in the Realschulen. There were 15,788 public elementary schools, with 51,171 teachers and 2,506,118 pupils during the scho¬ lastic year 1881-82. During the same period there were 52 commercial schools, 345 in¬ dustrial schools, 191 singing and music schools, 68 agricultural and forestry schools, 5 mining schools, 4 veterinary schools, 14 schools of midwifery, 3 naval schools, 282 work schools for women, and 342 other special institutions. These various institutions had, in all, 5,917 teachers and 82,674 students in the year 1881-82. b. Hungaky, constitutional monarchy : Area, 125,039 square miles ; population (December 31, 1880), 15,042,102 (including Cvoatia-Slavonia, with military frontier, Transylvania, and the town of Fiume). Capital, Budapest; population, 300,551. Minister of public instruction, Dr. August von Trefort. Primary education. — According to Das ungarische Unterriclitswesen, 1882-83, the number of. children of school age in 1882 was 2,215,387, of which number 1,697,984, or 76.7 per cent., attended school. The review schools were not so well attended, the attendance reaching only 55 per cent, of their school population. Classi¬ fied as to nationality, 44.87 per cent, of the children of school age were Magyars, 14.60 per cent, were Germans, 17.66 per cent, were Roumanians, 15.88 per cent. Slovakians, 2.56 per cent. Servians, 1.87 per cent. Croatians, and 3.06 per cent. Ruthe- nians. As regards school attendance, 49.56 per cent, of the pupils were Magyars and 15.49 Germans, showing a larger proportion of these two nationalities attending school than would be expected from their proportion to the school population. The other nationalities showed a smaller proportion in attendance than in school popula¬ tion. The total attendance was far from being that required by law, school attend¬ ance being obligatory from the beginning of the eighth to the end of the thirteenth year. The number of elementary schools was 16,000, made up of 22,661 class rooms, of which only about three-fifths were in the condition required by law. In the last twelve years a great number of fine school-houses (nearly 300 a year) have been built of stone or brick at the expense of the state, and these and many others compare favorably with the school buildings of any other country. But in many small vil¬ lages, especially in Roumania, the school-houses are mere huts, totally unsuited to the purposes for which they are used. The regular teachers, male and female, num¬ bered 22,396, and the assistants 3,054. The expenses for primary education in 1882-83 reached 11,755,625 florins ($4,714,006). Secondary instruction. — There were 150 Gymnasien and 28 Realschulen in the kingdom in 1882, with 37,876 students. Of these 71.34 per cent, were Magyars, 15.37 percent. Germans, 6.4 per cent. Roumanians, 1.80 per cent. Servians, 0.44 per cent. Croatians, and 0.8 per cent. Ruthenians. The proportions of these nationalities to the pop¬ ulation of the country were different from those just given, and were as follows : Magyars, 45.11 per cent.; Germans, 13.15 per cent.; Roumanians, 16.98 per cent.; Slovakians, 13.08 per cent.; Servians, 3.01 per cent.; Croatians, 1.97 per cent., and Ruthenians 2.50 per cent. The outlay for secondary education was 3,465,997 florins ($1,389,865). The average annual expense of a student of a Gymnasium supported by the state was 98.7 florins ($40), and 76.3 florins ($31) in a Gymnasium belonging to a religious denomination. The cost of primary education per child was 6 florins, 40 kreutzers (about $2.60). Superior instruction. — Work on the buildings of the University of Budapest was continued in the year 1882-’83. There were 160 professors, of whom 63 were ordinary, 20 extraordinary, and the rest Docenten and special teachers. They delivered 590 lectures during the scholastic year 1882- 83. At the University of Klausenburg there EDUCATION IN FOREIGN COUNTRIES. CCXV were 60 professors, 43 of whom were ordinary or regular, who delivered 250 lectures during the year. The appropriation for the University of Budapest was 520,804 florins ($208,842), and for the University of Klausenhurg 189,275 florins ($75,899). Special instruction. — The central drawing institute at Budapest had 108 students in 1882-J83. It has recently opened a practical course in painting. A superior nor¬ mal school of drawing is annexed to this institute, which granted 17 certificates for teachers of drawing in Gymuasien, &c., in 1882-’83. Belgium, constitutional monarchy: Area, 11,373 square miles; population (December 31, 1880), 5,520,009. Capital, Brussels; population, 388,781. Minister of public instruction, P. van Hum- Meek. The following information is taken from the Annuaire statistique de la Belgique for 1882. Normal and primary instruction.— Up to December 31, 1881, the six normal schools for male teachers had 767 students and the eight normal sections had 785 students, making a total of 1,552. The six normal schools for young women had an attendance of 823 and the seven normal sections an attendance of 727 ; total, 1,550. The num¬ ber of diplomas issued from the schools for male teachers was 325 and from the schools for female teachers 311 ; total for the year, 636. There were 174 students in attendance at the normal schools and sections for sec¬ ondary instruction during the scholastic year 1881-82. Sixty-three of these were young women. The number of primary schools in 1881 was — Schools. Boys. Girls. Mixed. Total. domnmnal • _ _ _ _ .... _ ................. 1, 509 2 1, 430 6 1, 754 5 4, 693 13 A (1 opt ftd _ _ _ _ _ _ _ Tot til * __ _ fT_, _ _ _ 1, 511 1, 436 1, 759 4,706 The number of pupils was — Schools. Boys. Girls. Total. Gratui¬ tous. Paying pupils. Communal _ _ _ _ _ _ 188, 484 55 150, 833 746 339, 317 801 303. 239 699 36, 078 102 Adopted . . . . . . . . Total . 188, 539 151, 579 340, 118 303, 938 36, 180 For these schools there were 5,307 male and 2,990 female lay teachers, no nlale and 31 female teachers belonging to some religious order; total, 8,328. The number of protective schools for infants in 1881 was 701, with an attendance of 2,142 children (only three provinces recorded). The schools for adults numbered 2,445, of which 1,925 were for males and 512 for females, 8 being mixed schools. They were attended by 59,268 males and 17,650 females, 76,918 persons in all. Of these only 575 were paying students. There were 81 schools under the supervision of the department of justice (asylums, prisons, &c.), with a total of both sexes of 6,393 persons under in¬ struction. Of conscripts for the army 19.33 per. cent, could neither reafi nor write in 1881. In 1882 the proportion was 19.09 per cent. On June 30, 1882, a hill was introduced into the Belgian chambers by the govern¬ ment making elementary education obligatory throughout the kingdom. Secondary instruction. — Institutions for secondary instruction numbered 130, divided into royal athenaeums, 22; secondary schools for young men, 65; the same for young women, 26; and 17 subsidized communal colleges and athenaeums for young men. These secondary schools were attended by 22,947 students in 1881, 3,427 of whom were young women. CCXVI REPORT OF THE COMMISSIONER OF EDUCATION. Superior and special instruction. — At tlie state universities, viz, Ghent and Li6ge, there were, in the scholastic year 1881-’82, 706 and 1,203 students, respectively, and at the independent universities of Brussels and Louvain 1,341 and 1,592 students, respect¬ ively. The Royal Academy of Fine Arts at Antwerp was attended by 1,792 students in 1881. Besides the Antwerp academy there were 80 other academies and drawiDg schools in the kingdom in 1881, with a total attendance of 10,488 persons. The royal conservatory of music at Brussels had 515 students in 1881 ; that at Li6ge had 1,105 and that at Ghent 584 students. Besides these royal conservatories there were 87 other conservatories and schools of music, attended by 8,405 students. There were five agricultural, horticultural, and veterinary schools, with an attend¬ ance, in the year 1881-’82, of 225 students, and 33 industrial schools, with an attend¬ ance of 9,198 students. To these should be added the industrial and mining school at Mons and the superior commercial institute at Antwerp, with 84 and 119 students, respectively. The apprentice workshops numbered 52, with 1,029 pupils, of whom 7.48 per cent, were illiterate. The number of workmen turned out in 1881 was 541. Denmark, constitutional monarchy: Area, 14,553 square miles ; population (February, 1880), 1,969,039. Capital, Copenhagen ; population, 234, 850. Very little information is obtainable respecting the schools of Denmark for 1881-82. It is stated, however, that the educational system is especially well organized. Yet, notwithstanding this, there is a vast amount of ignorance among the people, as was shown by the examinations in reading, writing, and orthography of the recruits in 1881. Only about one-third could read correctly, one-third could read a little, while the other third read very badly. About one-fifth of the recruits were reported as able to write Danish — yet not in a very correct manner — as orthography seemed to be a great stumbling block. The university statistics, however, speak well for the higher education of the people. According to the Aarbog for Kj0benhavns Universitet for 1881, there were 1,057 students in attendance in the autumn of 1880 and 867 in the early term of 1881. Among the number were a few graduates of previous years (1863-1880), who were continuing certain branches of study. Connected with the university are the polytechnic institute (107 and 69 students in the terms mentioned), school of pharmacy (61 and 52), the agricultural, botanical, -and forestry departments (9 students each term), and a normal school with 11 pupils in 1880 and 9 in 1881. The courses in the university cover theology, jurisprudence, political science, medicine, philology, philosophy, mathematics, and natural sciences. At the entrance examina¬ tions in 1881, there were 223 students from the lower schools of Denmark who passed successfully. Of these 141 obtained first class certificates, 54 the second grade, 21 the third, while 7 were classed as “remarkably successful.’7 Six students entered the university who had not taken the lower school courses, so that there were 229 seeking university instruction. Copenhagen University is well endowed and has a fine library of nearly 300,000 volumes and 4,000 manuscripts. The surgical academy, two observatories, a botanical garden, and a museum furnish students with varied opportunities for getting an ex¬ cellent education. Finland, a dependency of Russia: Area, 144,222 square miles; population (December 1, 1881), 2, 081, 612. Capital, Helsingfors ; population, 43,142. A large majority of the people of Finland are Lutherans. In the year 1881 the numbers stood as follows: Lutherans, 2,040,535; Greek orthodox, 38,757; Roman Catholics, 2,320. The population of Finland is made up of Finns, 1,756,381 (in 1880) ; Swedes, 294,876; Russians, 4,195; Germans, 1,720, and 3,610 with no nationality given. The Finnish and Swedish tongues are both taught in the schools. Statistics of schools for 1881-82 are presented in the Arab ok for Finland. The primary grades numbered 668, teachers 858, pupils 37,166, or an average of 43 to each teacher. Seven lower elementary schools are also reported, with 21 teachers and 266 pupils. There EDUCATION IN FOREIGN COUNTRIES. CCXVII were 4 seminaries for instructing teachers of the primary grades, with 43 teachers and 479 pupils. Schools for girls numbered 41, teachers 404, and pupils 3,169. The 19 Realschulen had 868 pupils, under charge of 135 teachers. Four preparatory depart¬ ments, with 14 teachers and 201 pupils, lead up to the 23 lyceums. These had 3,713 students and 298 teachers. The Polytechnic Institute at Helsingfors reported courses in architecture, engineering, constructing machines, surveying, and chemistry. There were 26 teachers and 95 students at the first term of 1883. The university at Hel¬ singfors *has four departments, those of theology, law, medicine, and philosophy. The professors and lecturers numbered 67 in the early part of 1883, the students present 725 (including one woman, in the philosopical course); those on the rolls, 1,330. The receipts for the university were 980,700 marks; the expenditures, 839,300 marks. France, republic : Area, 204,177 square miles ; population (December 18, 1881), 37*672,048. Capital, Paris; population, 2,209,023. Minister of public instruction, Jules Ives Antoine Duveaux, August 7, 1882 ; Jules Ferry, February 21, 1883. No statistics of education in France later than those given in the Report of the Commissioner of Education for 1881 have been received. The law making primary instruction compulsory was finally passed March 28, 1882. Germany, constitutional empire : Area, 208,692 square miles ; population (December 1, 1880), 45,234,061, divided among the following 26 states, constituting tbe German Empire: Prussia, kingdom, 27,279,111; Bavaria, kingdom, 5,284,778; Saxony, kingdom, 2,972,805; Wiirttemberg, kingdom, 1,971,118; Baden, grand duchy, 1,570,254 ; Hesse, grand duchy, 936,340 ; Mecklenburg-Schwerin, grand duchy, 577,055; Saxe-Weimar, grand duchy, 309,577; Mecklenburg-Strelitz, grand duchy, 100, 269; Oldenburg, grand duchy, 337,478; Brunswick, duchy, 349,367; Saxe-Meiningen, duchy, 207,075; Saxe-Coburg, duchy, 194,716; Saxe-Altenburg, duchy, 155,036; Anhalt, duchy, 232,592; Schwarzburg- Sondershausen, principality, 71,107; Scliwarzburg-Kudolstadt, principality, 80,296; Waldeck, prin¬ cipality, 56,522; Reuss-Greiz, principality, 50,782; Reuss-Schleiz, principality, 101,330; Schaumburg- Lippe, principality, 35,374; Lippe, principality, 120,246; Liibeck, free city, 63,571; Bremen, free city, 156,723 ; Hamburg, free city, 453,869 ; Alsace-Lorrine, imperial territory (Reichsland), annexed from France in 1871, 1,566,670. Capital of the empire, Berlin ; population, 1,122,360. Taking the various states in alphabetical order the following are the latest avail¬ able educational statistics of the German empire : Alsace-Lorraine. — After the annexation of this territory to Germany in 1871 great attention was paid to education by the imperial government. The University of Strassburg was opened on May 1, 1872. In 1882 this institution had 104 teachers (64 of whom were ordinary or regular professors) and 849 students. The library, which was destroyed in the bombardment of August 24 and 25, 1870, was replaced as soon as possible by a new one of about 400,000 volumes. Higher and lower schools were established on the German system, but open to pupils of all religious beliefs without distinction. When General von Manteuffel became governor on October 1, 1879, the management of the schools passed to a department of the ministry of the interior. Since then a series of regulations creating supervisory officers of education in the different districts, organizing local school boards, and reorganizing Kindergarten and elementary schools has been issued. In 1882 a superior school council was es¬ tablished as the supreme supervisory body respecting educational affairs, presided over by the secretary of state. This superior council busied itself in 1882 with the “ overpressure” question, in which Alsace-Lorraine took an equal interest with other German States. According to Seyffarth’s dhronik des Volksscliulwesens, in 1881 there were 214,657 pupils in the public elementary schools, 6,137 in the free schools, 37,976 in infant schools, 2,607 in the review schools, 6,368 in the higher girls7 schools, and 913 in the middle schools (higher elementary schools), making a total of 268,658. These pupils were instructed by 2,725 male and 2,853 female teachers. Of the female teachers 61 per cent, and of the male 1.7 per cent, belonged to some religious order. Thirty-two per cent, of all the teachers (male and female) were clerical. There were 6 teachers7 seminaries for males and 3 for females, and 4 preparatory schools, with 872 students in 1880. There were 12 Gymnasien, 3 Realgymnasien, 1 Oberrealschule, CCXVIII REPORT OP THE COMMISSIONER OF EDUCATION. 9 Realschulen, and 5 Realprogymnasien. In 1878 these institutions were attended by 6,213 students and bad 324 teachers. Anhalt. — The appropriations for the salaries of teachers increased 200 per cent, in ten years and amounted in 1883 to 665,3/6.64 marks ($158,360). In 1882 there were 100 teachers at the Gymnasien and Realschulen, 1 female and 15 male teachers at the seminary, 30 male and 17 female teachers at the four higher schools for girls, and 543 male and 91 female teachers at the elementary schools, a total of 797 persons. In 1881 the number of scholars in the primary schools was 37,147 (an increase of 8 per cent, in seven years). In 1882 two Realschulen of the first grade were opened. The higher schools for girls were raised in grade and the programs of the “middle” schools (burgher schools) were also enlarged. Baden. — The central authority on school matters is the ministry of the interior, which also directly administers the two universities at Heidelberg and Freiburg and the Polytechnic Institute at Carlsruhe. All other educational institutions are under the supervision of a superior board or council of education, which deals immediately with the secondary schools, as the ministry does with the universities. There were in 1882 7 Gymnasien, 5 Realgymnasien, 6 complete and 3 incomplete Progymnasien, 30 higher burgher or city schools modelled after the Prussian system, 37 industrial schools, 8 higher schools for girls, 3 teachers’- seminaries for men and 1 for women, 1 seminary for teachers of gymnastics, 2 institutions for the deaf and dumb, and 1 blind asylum.’ The primary schools numbered 1,592 and had 3,238 teachers and 245,650 scholars. Bavaria. — Mr. Joseph W. Harper, United States consul at Munich, prepared a report on the school system of Bavaria in 1882, which was transmitted by the Department of State to the Bureau of Education. The following is a summary of it : School attend¬ ance iscompulsory in Bavaria, and non-compliance with the law on the part of parents or guardians or of persons of school age themselves is punished by fine and imprison¬ ment. Teachers of elementary schools pass through a 3-year course in a preparatory school after leaving the elementary schools, then attend a teachers’ seminary for 2 years, and finally have a 4-year course of practical training and study, after which they are required to pass an examination. The minimum amount of pay for male teachers of elementary schools ranges from 857.20 marks ($204) a year in districts or communes of 10,000 inhabitants to 600 marks ($142.80) in communes of less than 2,500 persons. An assistant gets a minimum of 342.90 marks ($81.61), of which he must pay 205.80 marks ($48.98) for board and lodging. In addition to their salaries teachers receive a quinquennial advance of 90 marks ($21.42), beginning with the tenth year after leaving the seminary. Female teachers receive a minimum of 514.20 marks ($122.40) and have an increase of pay for long services, like the men. In the elementary schools both sexes receive instruction in common where there is only one teacher; where there are two or more the government decides whether the separation of the school shall b e made by class or sex. Where there are more than three teachers the highest class is divided according to sex. In all the larger towns a complete separation of the sexes has been effected. Children of poor parents are educated at public expense. The school age is from 6 to 13 years, inclusive, for elementary schools, after which there is a further compulsory attendance of 3 years at the Sun¬ day schools. The preparatory schools for teachers* had an attendance of 2,464 and the teachers seminaries 1,329 students in 1882. The agricultural review schools numbered 1,088 with 1,412 teachers and 14,633 scholars. There were 296 industrial review schools, with 22,269 students and 1,160 teachers; 4 superior industrial schools, with 309 students ; 5 Realgymnasien, with 480, and 46 Realschulen, with 7,065 students. The technological institute had 741 students. The universities had an attendance of 3,664 students. There were 14 institutions for the deaf and dumb, with 63 teachers and 573 pupils. The Bavarian teachers’ union numbered 10,084 members. Bremen. — The city possesses a high school, which comprises a Gymnasium, Real- EDUCATION IN FOREIGN COUNTRIES. CCXIX gymnasium, and a common preparatory school for both ; and 2 Realschulen, besides 1 each in Bremerhaven and Vegesack. The higher schools for girls are private institu¬ tions. The elementary schools are partly under church control, supported and super¬ intended by the state, and are partly state institutions ; of the latter 5 are public com¬ mon schools, with 3,500 scholars, and 6 charity schools, with 4,000 scholars. There is a teachers’ seminary for men; also, a private institution of the same character for women. Brunswick. — Brunswick had in 1882 1 superior institute of technology, 5 Gymna- sien, 1 Realgymnasium, 1 Realschule, 3 private schools of the grade of a burgher school (2 of which were Jewish), 1 school of agriculture, and 1 school of construction. There were two public superior schools for girls combined with seminaries for female teach¬ ers. The elementary schools were under the supervision of 44 superintendents and had a teaching force of about 700 persons in 1882. There were 3 seminaries for train¬ ing teachers, 2 reform schools, several orphan asylums, 1 institution for the deaf and dumb, and 1 institution for the care of idiots. Hamburg. — From the report of the hoard of education for the year 1882-’83 we take the following figures : In that year Hamburg had 61 public elementary schools, with 34^847 scholars and 540 male and 247 female teachers. Of the 34,847 children 33,819 were Lutherans, 352 Reformed,. 148 Catholic, and 29 Jews. The teachers’ seminary for men had 102 and the teachers’ seminary for women 66 students ; there were 2 pre¬ paratory schools for teachers, with 111 male and 94 female students: giving a total of 373 individuals studying the profession of teaching. The Wilhelm Gymnasium had 203 students, the Realschule 531, the higher burgher school 388, and the Johanneum school 633 students. Preparatory schools for these higher institutions had a total attendance of 534 scholars. The ^oorhouse school had an attendance of 95 ; the orphan asylum school, 462 ; the institute for the deaf and dumb, 65; and 47 other pub¬ lic schools had an attendance of 6,623 in all. The total public school attendance was 44,381 persons. There were 27 church, foundation, and association schools, with 7,780 children in attendance. There were 129 private schools of all kinds, with an attend¬ ance of 14,453. The total of all persons receiving instruction was 66,614. Liibeck. — At the close of the year 1881-’82 Liibeck and its suburbs had 76 schools, with 11,478 children and 211 male and 163 female teachers. This number includes the Catharineum, the higher burgher school, the business school, the navigation school, the industrial art school, all the public elementary schools, church and charity schools, and private schools of all kinds. Mecklenburg-Schwerin. — This duchy had 6 Gymnasien, 6 Realgymnasien, 1 Progym¬ nasium, 1 Realschule, and 4 higher burgher schools in 1882-83. In 1877 the number of public elementary schools was 1,389, together with 55 burgher and city schools. There was 1 institution for the blind, 1 for the deaf and dumb, and 1 for the feeble-minded. The business review schools numbered 45. The University of Rostock had 42 teach¬ ers and 236 students in the winter of 1882-’83. Mecklenburg- Strelitz had 3 Gymnasien, 2 Realschulen, 2 higher schools for girls, 1 sem¬ inary, and 233 county and 12 city schools. Prussia. — The number of elementary primary schools in Prussia in 1882 was 33,040. Sixty-nine per cent, of these schools had only 1 teacher each. As to religious belief 22,821 schools, having 2,723,911 children and 39,106 teachers, were evangelical; 9,452 schools, having 1,405,989 children and 17,429 teachers, were Roman Catholic; 250 schools, with 10,037 children and 310 teachers, were Hebrew ; and 517 schools, with 199,792 children and 3,072 teachers, were schools where children of different beliefs received instruction in common. The total number of children in school was 4,339,729, and the number of instructors 59,917. For preparing teachers there were 103 seminaries for males and 8 for females in 1882-’83 and the attendance was 9,955. In 1870 the number of seminaries was 79 for males and 3 for females, with an attendance of 5,000. Prussia had 249 Gymnasien, 33 Progymnasien, 89 Realgymnasien, 12 upper Realschulen, 78 Realprogymnasien, 16 Realschulen, and 23 higher burgher schools. The Gymnasien CCXX REPORT OF THE COMMISSIONER OF EDUCATION. and Progymnasien enrolled 77,260 students in 1879, all tlio Realschulen about 50,000. Of the 127,260 over 90,000 were evangelical, about 22,500 were Catholic, and 13,000 Jews. There were in 1882 17 agricultural schools of an intermediate or secondary grade (below the agricultural institutes connected with the university), and 53 of a lower grade. The statistics of the Prussian universities for the year 1882-’83 are as follows : Profess¬ ors. Total num¬ ber of teachers. Summer, 1882. "Winter, 1882-’83. Summer, 1883. Students. Other hearers. Total hearers. Students. Students. Berlin . G8 241 3, 900 1, 095 4, 995 4, 678 4, 062 Bonn . 55 110 1,061 41 1,102 973 1,165 Breslau . 55 123 1, 532 150 1, 682 1,495 1, 559 Gottingen . 59 119 1, 083 13 1, 096 1, 063 1, 104 Greifswald. . 35 66 659 11 670 662 *741 Halle . 49 107 1,377 37 1,414 1, 416 1,414 Kiel . 39 72 381 18 399 354 447 Konigsberg . 44 91 863 13 876 856 929 Marburg . 47 78 776 8 784 756 848 Miinster a . 17 33 326 10 336 304 328 Braunsberg a 7 9 a Academies having faculties of Catholic theology and of philosophy only. In 1881 there were 51 institutes for the deaf and dumb, with 301 teachers and 3,629 students. Saxony. — In 1881 the number of schools in Saxony was 2,205, with 6,551 teachers (only 350 of whom were women) and 488,680 scholars — 16.4 per cent, of the total popu¬ lation. The review schools numbered 1,832 and had an attendance of 71,114 persons. There were 12 Gymnasieu, with 355 teachers and 5,098 students ; 11 Realschulen of the first order, with 216 teachers and 2,779 students ; 22 Realschulen of the second order, with 236 teachers and 3, 023 students, and 19 seminaries, with 271 teachers and 2,596 students. The University of Leipzig had 177 professors and teachers and 3,317 students. The Polytechnicum at Dresden had 51 professors and teachers and 371 students. There were 557 pensioned teachers, including 4 women. The mining academy, at Freiberg, had 19 teachers and 122 students, and the 2 mining schools had 8 teachers and 87 students. These institutions, together with the forestry school, are under the minister of finance. Under the minister of war are the cadet school at Dresden, with 21 teachers and 160 students (in 1881-’82) ; the subaltern school, atMarienberg, with 13 teachers and 400 students ; the school for soldiers’ sons, at Struppen, with 2 teachers and 80 scholars, and 5 garrison schools, with 6 teachers and 106 students. The minister of the inte¬ rior has control of the art academy at Dresden, with 23 teachers and 123 students; the art industrial school, at Leipzig, with 13 teachers and 196 students; the art industrial school at Dresden, with 19 teachers and 212 students ; the technological in¬ stitute at Chemnitz, with 40 teachers and 447 students ; and 44 industrial and review schools, with 309 teachers and 6,127 scholars. The conservatories of music at Leip¬ zig and Dresden were attended by 985 students and had 101 teachers in 1881-’82. Besides these institutions there were 15 fitting schools for trade, with 94 teachers and 1,536 students, and schools for preparing boys for special vocations, such as sea¬ faring, architecture, agriculture, &c. Wiirttemberg. — On January 1, 1882, there were 4,158 primary school teachers in Wlirttemberg, of whom 2,890 were evangelical and 1,268 Catholic. In 17 cities there are EDUCATION IN FOREIGN COUNTRIES. CCXXI so-called elementary schools, which receive hoys of six years of age and give them in¬ struction until they enter the Gymnasien. These schools numbered 18 in 1881 and had 58 teachers and 2,482 scholars. There were 11 higher schools for girls, with 3,299 pu¬ pils, 108 male and 98 female teachers. The number of public secondary schools numbered 92, of which 4 were lower evangelical theological seminaries, 12 were Gymnasien, 8 lyceums, and 68 lower Latin schools. These institutions had 406 established principal teachers and 9,257 students. Of the latter, 6,716 were evangelical, 2,134 Catholics, and 396 Jews. There were 74 public Realschulen, including the burgher school at Stutt¬ gart, with 268 teachers and 6,629 scholars. The seminary for teachers of higher schools for girls at Stuttgart had 41 students and 14 teachers, 12 of whom were men. The art school at Stuttgart had 11 teachers and 69 students in 1881, and the con¬ servatory of music had 610 students at the same time. The Polytechnikum in Stutt¬ gart had 65 teachers and assistants in 1881 and 410 students. The school of archi¬ tecture at Stuttgart had 41 teachers and assistants and 448 students. There were 153 industrial review schools, with an attendance of 9,600 scholars and 735 teachers, and 28 industrial schools for girls and women, with a total attendance of 3,182 per¬ sons. The agricultural institute at Hohenheim had 21 teachers and assistants in 1881 and 72 students. The veterinary school at Stuttgart had 13 teachers and assist¬ ants and 60 students. The farm schools at Ellwangen, Ochsenhausen, and Kirchberg had 12 students each. The school of viticulture at Weinsberg had 15 students, 5 agricultural winter schools had 89 students, and the various other evening and win¬ ter agricultural schools numbered 883 and had an attendance of 20,100 persons. The University of Tubingen had 106 professors and assistants and 1,401 students in 1882. The Knabenhort. — The Prussian minister of the interior, in a circular dated April 10, 1883, called the attention of the provincial authorities to an association called the Knabenhort which has existed in Munich since 1881. The object of this association is to place boys of school age who are sons of poor parents in charge of suitable per¬ sons during part of the time they are not in school, and give them some useful occu¬ pation, such as wood working, &c., or amuse them in away to stimulate and develop their understanding and sensibilities. The boys in this way become accustomed to habits of obedience, order, industry, and cleanliness and are kept from the influences of bad company. Of the objects of the association, the first report says : The homes of many poor people are left deserted on work days until evening, and when their children come out of school there is no one to take care of them, so that they are exposed to the dangers which come from bad company or from being left to themselves. So also many poor widows heroically devote themselves to work for their own and their children’s support. They are compelled for the most part to work far from home during the day, and they return at night filled with anxiety lest some bodily or moral harm has come to their children during their absence. The conviction is constantly spreading that indifference to these circumstances on the part of the public will tend to aggravate the social evils which spring from them, and it is from such considerations as these that the Knabenhort was established. Notwithstanding its recent origin this association has received such support as to enable it to open two places for its purposes in Munich. In his circular the minister points out that the Kindergarten and similar schools exercise a very salutary influence, but that their scope is limited to infants not yet old enough to attend the public elementary schools, while the danger of leaving- pupils of the latter schools to themselves after school hours is equally to be avoided. Moreover, the expenses of such a society as the one at Munich are small, the subscrip¬ tion in that city being only one mark, and yet the Knabenhort has been able to take care of over a hundred boys in less than two years. The minister recommended the formation of similar societies whenever local circumstances made it desirable. The circular also states that the boys are admitted at 2 o’clock Wednesday and Sat¬ urday afternoons and at 4 on other work days. They only get bread to eat in tho Munich Knabenhort, because the popular schools of that city have kitchens attached, where the poor children can get both bread and soup. CCXXII REPORT OF THE COMMISSIONER OF EDUCATION. Similar institutions have since been started in Hanover, Fiirth, and Bamberg, ■while Nuremberg also reports in favor of a Knabenliort. As far back as 1829 Darm¬ stadt undertook to look after her boys out of school hours, and now between 400 and 500 boys are cared for. Erlangen, Baiimenheim, Augsburg, and Dresden have had like establishments under way in past years. In some of these “refuges for boys” soup and meat are given at noon. At Hanover each boy is given a plot of ground to cultivate. At present 25 boys are learning, under charge of 2 instructors, to hoe, chop, plant, water flowers, keep paths clean, &c. The fruits or vegetables raised may be carried off for home consumption. In wet weather indoor industries are taught, and already a straw matting has been made for the shop floor. Whether all these institutions are called “ Knabenliort”1 is not stated, but the plan is said to be the same. Great Britain and Ireland, constitutional monarchy: Area, 120,832 square miles; population, 35,241,482. a. England and Wales. ^Population, 25,974,439. Capital, London; population, 4,766,661. The following information regarding elementary education js compiled from the report of the committee of council on education for the year ending August 31, 1882, signed by Lord Carlingford and Mr. Mundella : Day schools. — Number of day schools inspected, 18,289; number of certificated teachers, 35,444, with a large number of assistants and pupil teachers; accommoda¬ tion for 4,538,320 scholars; enrolled, 4,189,612; average daily attendance, 3,015,151; present on the day of inspector’s visit 3,542,742; qualified by attendance for exam¬ ination, 2,943,114; presented for examination, 2,780,430, viz, 661,056 (being under 7 years of age) for collective and 2,119,374 (7 and above) for individual examination. Of these last, 1,378,175 passed the prescribed test without failure in any one of the three subjects, viz, reading, writing, and arithmetic. These figures show improvement upon the returns quoted in 1881, as follows: While the increase of the population during the year is estimated at 1.35 per cent., the ac¬ commodation has increased by 148,687 school places (or 3.39 per cent.); the scholars on the registers, by 144,250 (3.57 pej cent.); the average attendance, by 151,616 (5.29 per cent.) ; and the number of children individually examined, by 123,676 (or 6.2 per cent.). Since 1870 the provision in schools visited by the inspectors has risen from 1,878,584, or 8.75 per cent, of the population, to 4,538,320, or 17.24 per cent, of the population. Of this total increase of 2,659,736 school seats, no fewer than 705,868 have been required to meet the growth of the population. The rest, or nearly 2,000,000 seats, may be taken as the measure of the deficiency which existed at the passing of the education act. Night schools. — Number examined, 1,015 ; average attendance, 33,135. Training colleges. — Number, 41 ; attendance, 3,121. Income and expenditures. — The total income of day and night schools was 5,566,8047. The total cost of maintenance of day and night schools was 5,572,8207., an increase of 235,8417. over the same for 1881. School accommodation and attendance. — On the usual assumption that six-sevenths of the population are of the class whose children ought to attend public elementary schools, one-fifth of the whole population might be found in the registers of the schools, and seats should be provided for one-sixth of the population, which seats ought to be daily occupied. With the estimated population for 1882 (viz, 26,325,376), this would give 5,265,075 on the school registers and 4,387,562 in average daily attendance, where¬ as the returns show 4,189,612 children on the registers and 3,015,151 in attendance. The actual provision of school places, while somewhat in excess of the number re¬ quired, is not evenly distributed, so that in several counties there is marked deficiency of accommodation. 1 A Berlin society is to be started early in 1884 for the express purpose of establishing similar places for girls : that is, Madchenhort. EDUCATION IN FOREIGN COUNTRIES. CCXXIII The average daily attendance, it will be seen, falls below the required number by above one and a quarter million. Improvement in this respect will, it is thought, be very rapid under the new code, which makes it, more than ever, the interest of all con¬ cerned in the efficiency of each inspected school to increase the average yearly attend¬ ance by diminishing daily irregularities. Infants. — Of the day scholars on the school registers 416,126 were under 5 years of age and 898,483 were between 5 and 7. The provision which in many districts was specially needed, and has been supplied of late years, for the separate accommoda¬ tion of infants, will, it is to be hoped, materially increase the number of this latter class of scholars. The methods of instruction for children over and under 7 years of age are very different, and cannot be efficiently carried on in the same room. Every school, therefore, except the very smallest, requires a separate department for infants, and the new code contains special provisions for securing that proper arrangements are made for the purpose. Of the 863,817 infants in average attendance during the last year, 565,224 were found in infant schools, 139,746 in infant classes of mixed schools under schoolmistresses, and as many as 158,847 in similar classes under the very unsuitable charge of male teachers. Scholars over 7 years of age. — The following table shows the classification of children over 7 for each standard : Standard. Age at which standard should he passed. Scholars of this age on reg¬ isters of aided schools. Scholars ex¬ amined in the standard. Number over 10 years old ex¬ amined. I . 7 499, 082 569, 717 50, 338 II . . . 8 489, 745 505, 859 146, 808 Ill . . . 9 486, 475 444, 769 274, 241 IV . 10 456, 822 346, 539 338, 927 V . 11 415, 406 184, 093 183, 915 VI . . . . . 12 322, 950 * 68, 397 68, 396 Whereas, out of 2,119,374 scholars examined individually, as many as 1,062,625, being over 10 years of age, ought to have been presented in standards IV-VI, only 591,238 were so presented, while 471,387 (or 44.36 per cent.) were presented in stand¬ ards suited for children of 7, 8, and 9 years of age. There has been, however, a gradual improvement in this respect, which is due partly to the more regular attendance and increased proficiency of the children between 5 and 10 years of age and partly to the greater attention paid by teachers to the prog¬ ress of individual scholars, in consequence of a provision of the codes of late years which made the payment of certain grants depend upon the proportion of scholars ex¬ amined in the three upper standards. That proportion has risen from 17.96 in 1872 to 28.26 per cent. Class subjects and specific subjects. — For class subjects grants were made in respect of an average attendance of 1,878,987 scholars, of whom 1,514,446 were paid for passes in two subjects. The number examined in specific subjects was 185,157, of whom 137,671 passed successfully, 50,953 of them in two subjects and 1,287 in three subjects. In this class were comprised 59,812 girls examined in domestic economy. Miscellaneous. — Military drill is systematically taught to the boys attending 1,157 day schools. Cookery is taught in 347 schools, or in 48 more than in 1881. Savings banks have been established in 1,376 and school libraries in 2,603 schools. Singing is taught in 26,681 departments of schools, the instruction being given by ear in 22,352. 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 should be taken into account in determining the students’ places in the class list of candidates for teachers’ certificates. From the CCXXIV REPORT OF THE COMMISSIONER OF EDUCATION, record of the Christmas examinations it appears that 1,357 male students were examined in one or more subjects, the total number of passes being 1,915; the number of female students was 1,245; number of passes reported for them, 511. Languages now enter into the course of study in all the training colleges for masters and in several of those for mistresses. At Christmas last 1,122 papers were worked by male students and 465 by female students. Of the papers presented 1,122 were iu the French language, 463 in the Latin, and 2 in the Greek. Salaries. — The average salary of a certificated master, which in 1870 was 95?. 12s. 9 d., is now 119?. 15s. 6 d. ; that of a schoolmistress was 57?. 16s. 5 d. in 1870 and is now 72?. Os. 11 d. In addition to their other emoluments, 6,194 out of 14,255 masters aud 5,393 out of 20,094 mistresses are provided with residences free of rent; these averages are calculated upon the whole of the certificated teachers, whether principal or assist¬ ants. The number of female pupil teachers in 1869 was 7,273; they now number 19,433, an increase of 167 per cent. The male pupil teachers, who numbered 5,569 in 1869, have increased to 8,852, or by about 59 per cent. Pensions. — The education department has received during the school year 140 ap¬ plications on behalf of teachers in England and Wales satisfying the required condi¬ tions, and has awarded 5 pensions of 25?. and 5 of 20?., together with 12 gratuities to the amount of 360?. Education in London. — From the annual statement of the chairman of the board, Mr. Edward North Buxton, it appears that the number of places required in efficient ele¬ mentary schools, December, 1882, was 641,428, while the number provided was 539,044. A practical proof of the deficiency here indicated, Mr. Buxton observes, is found in the number of children who are still refused admission in the growing districts. He recommends, as in previous years, the purchase of sites for school-houses in anticipation of the demand in rapidly growing districts. The report of the by-laws committee for the half year ending midsummer, 1883, gives as the total accommodation 557,984 ; av¬ erage number on the roll, 530,697 ; average attendance, 431,467. As compared with 1871, these figures show that in all^flficient schools the number of school places has in¬ creased by 295,725 — that is, by 112.7 per cent.; that the number on the roll has increased by 308,179 — that is, by 138.4 per cent. ; and that the average attendance has increased by 257,166 — that is, by 147.5 per cent. Attention is drawn to the fact that the percent¬ age of average attendance as compared with the average number on the roll is higher in this report than in any previous report, not only for the whole metropolis, but also both in board and voluntary schools. This percentage for the whole metropolis is 81.3 ; for board schools, 82.0 per cent. ; and for voluntary schools, 80.2 per cent. The committee, however, would point out that the board must not expect this proportion to be maintained in future, for the following reason: The board schools have been in the habit every week of clearing their rolls of children who have been absent for two weeks. A regulation of the education department, which the boards have been com¬ pelled to follow, lays it down that the roll of all public elementary schools should only, except in certain specified cases, be cleared of children who have been absent for six weeks. In future, therefore, the number on the roll as compared with the average attendance will, at all events in the board schools, appear to be greater than has hitherto been the case. The whole number of schools under the board, viz, 324, shows the number of chil¬ dren in each standard in the weekending March 22, 1883, as follows: Total number in and percentage of each standard, the enumeration being taken just before the Easter holidays, when the attendance is always low: Below I. L IL III. , IV. V. VI. Beyond VI. 74, 858 65, 230 50, 842 43, 056 32, 721 20, 415 9,402 2, 222 25.1 21.8 17 14.4 1 ! 11 6.8 3.2 .7 EDUCATION IN FOREIGN COUNTRIES. CCXXV The report of the government examinations for the year ending March, 1883, shows for 110 schools the following results : Percentage of passes in reading . . . 91. 9 Percentage of passes in writing . . 89. 3 Percentage of passes in arithmetic . . 86. 0 The income of 120 schools, for which the reports of the government inspectors were received for the same year, was 226,824/. 10s. 7 d., all of which was absorbed in the expenditure. The gross average cost per child in average attendance in 110 schools reported upon for the entire year was 21. 15s. 10^d., and the net cost 1?. 11s. The fees charged in the schools average about 2s. 2d. per week. The gross amount collected from this source for the year ending September 29, 1882, was 100,000/. The expenditures of the board for the fiscal year 1881-’82 were 921,642/. 2s. lid. The rates for 1881-’82 were 6.15d. ; for 1882-’83, 5.93d. For the year ending September 29, 1882, there were in the service of the board 837 head teachers, 2,821 assistant teachers, 1,078 pupil teachers, and 468 candidates. The average salary of head teachers was 202/. 2s. 9d. ; that of assistants, 102/. 15s. 4d. A proposal of the school management committee recommending that the teachers be paid fixed salaries will undoubtedly be adopted by the board. The number of blind children on the rolls 22d of March, 1883, was 105. They re¬ ceived special instruction in 33 classes, which included from 1 to 13 children each. The number of deaf and dumb children on the rolls was 191 and their average | attend ance was 128. With reference to their instruction the superintendent observes : The oral system, which teaches all deaf children speech by means of speech, to the entire exclusion of manual signs, is undoubtedly the best system, and efforts are now being made to carry it out to its fullest extent in all the classes. It has been consid¬ ered desirable under the present arrangements to make the average as near as possible ten children in each class, and to keep the classes separate and distinct. The diffi¬ culty of obtaining qualified teachers in the oral system still continues, the few who I are trained at the Ealing College being eagerly sought after as private governesses. Twenty -three cookery centres were open during the half year; all girls in stand- ; ards V and VI in schools where domestic economy is taken as a specific subject have been required to attend a course of twenty lessons in practical cookery ; also, girls over twelve years of age, not in the upper standards, have to make twenty attend¬ ances at a cookery centre. The superintendent of method in infants’ schools points out the need of increased material and better accommodation for the training of young children. The reports of the instructor in drill and the superintendent of the physical edu- j cation of girls show progress in both these departments. In 1882 the number of schools saving penny banks in connection with the post office was 30. Industrial school cases. — Under this head Mr. Buxton observes: Since 1870 7,566 children and during the past three years 2,231 children have been sent to industrial schools. The convictions for juvenile crime are now only half what they were in 1870. The obvious connection between these figures justifies me in placing them together. It is now difficult for a child in the company of thieves, or otherwise likely to adopt a life of crime, to escape the knowledge of one or other of our industrial school officers; and if, on investigation, his case is found to be a suitable one, he is removed from a position where he is in danger himself and likely to become dangerous to the community, and placed where there is a reasonable chance of his becoming a useful member of society. During the past three years 4,580 of such cases have been considered by the committee, 3,675 have been taken before the magistrates, and 2.231 have been sent to industrial schools. * * * The appointment of a royal commission to inquire into the whole subject of industrial schools is a satisfaction to all of us, as we may confidently hope that the weak points of the system will be ex¬ posed without the destruction of so valuable an aid in arresting the sources of crime. 1 also trust that one result will be to give more prominence to the educational and less to the penal side of these institutions. E — XV CCXXVI REPORT OF THE COMMISSIONER OF EDUCATION. b. Scotland: Population, 3,735,573. Capital, Edinburgh; population, 236,002. The following summary is compiled from the report of the committee of council of education in Scotland for the year 1882, signed hy Lord Carlingford and Mr. Mun- della. Dag schools. — Number of day schools inspected, 3,073 ^number of certificated teach¬ ers, 5,728, with a large number of assistants and pupil teachers; accommodation for 619,086; enrolled, 555,660; average daily attendance, 421,265; present on day of in¬ spector’s visit, 490,372 ; qualified by attendance for examination, 413,266; presented for examination, 374,957, viz, 54,207 (under 7) for collective and 320,750 (7 and over) for individual examination; of these last, 243,814 passed the prescribed test without failure in any one of the three subjects. Since 1872 the provision in aided schools has risen from 281,668. or 8.3 per cent, of the population, to 619,086, or 16.4 per cent, of the population. Of the total increase of 337,418 seats, some 63,260 have been required to meet the growth of the population during the last ten years. The rest, or upwards of 274,000 seats, may be taken as the measure of the deficiency in inspected schools at the pass¬ ing of the education act. Night schools. — Number examined, 221; average attendance, 11,904. Training colleges. — Number, 7; attendance, 850. Income and expenditure. — The total income of day and night schools was 878,506k ; total cost of maintenance of day and night schools, 873,9187., an increase of 11,1447. over the same for 1881. School accommodation and attendance. — It is stated that, when the outstanding build¬ ing grants have been paid and several schools now in the course of erection without such aid are occupied, the school supply of the country will be virtually complete. School attendance is still far below the required number, for, whereas there might be 755,072 scholars on the registers and 629,227 in average daily attendance, the re¬ turns show only 555,660 children on the registers and 421,265 in attendance. This deficiency in school attendance has caused the department to make special in¬ quiries as to the manner in which the school boards carry out their compulsory pow¬ ers. They have also presented a bill in Parliament with a view of facilitating the ex¬ ercise of those compulsory powers. Infants. — Out of a total of 114,267 children from 4 to 7 years of age enrolled upon the school registers, there was an average attendance of 81,087 ; of these, only 25,987 were instructed in infant schools proper, 10,454 in the lower classes of mixed schools under schoolmistresses and as many as 44,646 in similar classes under male teachers, who, unless assisted, as they sometimes are, by competent female teachers, are obviously quite unsuited for such a charge. Scholars above 7 gears of age. — Whereas, out of 320,750 scholars examined, as many as 162,057, being over 10 years of age, ought to have been presented in standards IV-VI, only 114,699 (or 70.78 per cent.) were so presented, while the remaining 47,358 were presented in standards suited for children of 7, 8, and 9 years of age. Specific subjects. — Of 58,210 scholars presenter! in subjects beyond the standard ex¬ amination, 2,805 passed in three subjects, 24,190 in two subjects, and 23,088 in one. In this class were comprised 25,367 girls examined in domestic economy, of which number 20,078 passed. Miscellaneous. — Military drill is systematically taught to the boys attending 258 schools ; cookery is taught in 40 schools ; savings banks have been established in 94 and school libraries in 136 schools. In 3,082 departments of schools in which singing is taught, the instruction is given by ear in 1,222, or 39.65 per cent. Teaching poiver. — The number of students in training colleges who presented them¬ selves at the examinations of the Science and Art Department was : men, 298; women, 217. For the former, 299 passes are reported ; for the latter, 58. The extent to which the training colleges have contributed to the existing supply of certificated teachers EDUCATION IN FOREIGN COUNTRIES, CCXXVII in Scotland is shown by the fact that, of 3,211 masters employed in schools reported on last year, 1,929, or 60.08 per cent., had been trained for two years ; 323, or 10.06 per cent., for one year, and 98, or 3.05, for less than one year, while 861, or 26.81 percent., were untrained. In like manner, of 2,517 schoolmistresses, 1,734, or 68.89 per cent., had been trained for two years ; 122, or 4.85 per cent., for one year ; 8, or .32 percent., for less than one year, and 653, or 25.94 per cent., were untrained. Of the teachers, however, who, from whatever cause, have not attended a training college, a consider¬ able proportion cannot, except in a technical sense of the word, be classed as un¬ trained, having under the superintendence of some of the best teachers satisfactorily completed the pupil teachers’ course and served as assistants in large schools before passing the examination for a certificate and undertaking independent charges. 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 col¬ leges under inspection, is now producing very satisfactory results. All the training colleges for masters are now availing themselves of this provision of the code. Salaries and pensions. — The average salary of a certificated master, which was in 1870 110Z. 16s. 7 d., is now 136Z. 3s. 7 d. ; that of a schoolmistress was 55Z. 14s. 2d. in 1870 and is now 67Z. 10s. lOd. During the year the department has received 11 appli¬ cations for pensions on behalf of teachers in Scotland. Since the practice of granting pensions was resumed in 1875, 117 Scotch applications have been dealt with, and the department has granted 5 pensions of 30Z., 19 of 251., and 26 of 20Z., and 18 gratuities to the amount of 650Z. Ireland: Population, 5,174,836. Capital, Dublin; population, 249,002. From the report of the commissioners of national education in Ireland it appears that the number of schools on the operation list on the 31st of December, 1882, was 7,705. During the year 72 schools were dropped or ceased to exist as independent schools and 129 were brought into operation, giving a net increase of 57 schools as compared with 1881. The total number of pupils on the rolls between the 1st of January and the 31st of December who made at least one attendance was 1,083,298 ; the number of pupils on the rolls who made at least one attendance within the last fortnight of the results period was 678,970 ; the average daily attendance was 469,192, an increase of 15,625 as compared with that of 1881. School accommodation, allowing 8 square feet for each pupil, was adequate for an attendance of 670,178. Mixed schools. — The total number of mixed, schools under Roman Catholic teachers exclusively was 2,750, attended by 358,342 Roman Catholic pupils and 22,458 Prot¬ estant pupils ; the total number of mixed schools under Protestant teachers exclu¬ sively was 1,283, attended by 24,316 Roman Catholic and 128,812 Protestant pupils. The number of mixed schools under Roman Catholic and Protestant teachers con¬ jointly was 86, attended by 10,331 Roman Catholic pupils and 10,069 Protestant pupils. Total mixed schools, 4,119 ; total attendance, Roman Catholic pupils, 392,989; Prot¬ estant pupils, 161,339. Unmixed schools. — Of 3,501 schools showing an unmixed attendance, 2,907 were in charge of Roman Catholic teachers and attended by 462,481 Roman Catholic pupils and 594 were in charge of Protestant teachers and attended by 65,922 pupils. Model schools. — The number of model schools reported is 26, having an average daily attendance of 8,692 pupils. Workhouse schools. — The number of workhouse schools in connection with the board ou the 31st of December, 1882, was 160, having an enrolment of 14,382 and an aver¬ age daily attendance of 7,709. Examinations. — The total* number of distinct schools examined for results during the year was 7,648, including 64 evening schools. The number of pupils examined was 491,440, of whom 115,370 were infants. The number passed was 372,967, includ- CCXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. ing 104,752 infants. The number of pupils examined and passed in extra subjects was as follows : Music, examined, 53,474 ; passed, 40,099. Drawing, examined, 23,210 ; passed, 17,028. Other extra subjects, viz, mathematics, physical science, language, domestic economy, &c., examined, 27,782; passed, 17,950. Comparative view. — The percentages of passes gained in reading, writing, and arithmetic in Ireland, as compared with England and Wales and with Scotland, are set forth in the following table : Ireland. England and Wales. Scotland. / Heading . . . - . . . . 92. 9 89. 2 92. 3 AVritino- _ _ _ _s _ _ 94. 7 81. 9 89. 3 A rithmp.tif! _ _ - _ _ _ _ 76. 6 77.3 85.1 School farms and gardens. — The total number of school farms in connection with the board on the 31st December, 1882, was 73, of which 71 were examined during the year, and special results fees for agriculture -were granted upon the answering of the pupils. The total number of pupils examined in agriculture in this class of schools was 965, of whom 709 passed in the agricultural program. The commissioners had also 19 schools having school gardens attached, for the management of which and for the agricultural knowledge displayed by the pupils special agricultural fees were granted upon the reports of the district inspectors. The number of pupils examined in the school gardens last year was 257, of whom 118 passed. The number of pupils examined in agriculture by the district inspectors in the ordinary national schools at the results examination was 44,493, of whom 21,135 passed. The total number of pupils examined in agriculture during the year 1882 (including the pupils of ordinary agricultural schools and school gardens referred to above) was accordingly 45,715, of whom 21,962 gained passes for their proficiency in that branch. These figures show that a larger number of pupils were brought under instruction in agriculture in 1882 than in 1881. Teaching power. — There were in the service on 31st December, 1882, 7,497 principal teachers and 3,035 assistants, making in the whole 10,532 classed teachers, of whom 3,491 were trained. In addition to these there was a large number of paid monitors, temporary assistants, &c. The total number of teachers and students trained in 1882 was 161, viz, 70 males and 91 females. The total number trained from the commencement of the proceedings of the com¬ missioners up to 31st December, 1882, was 10,875. The total income of the teaching staff from all sources for the year ending March, 1883, amounted to 746, 586/, 4s. 9d., viz, 600,293/. 15a. 7 d. from the board, 11,906/. 7s. Id. from the rates, and 134,386/. 2s. Id. from payment by pupils (including portion of model school fees), subscriptions, and the estimated value of free residences, &c. Of the total sum 19.6 per cent, was locally provided and 80.4 per cent, was derived from the parliamentary fund. Pensions. — The number of teachers connected with the pension fund in the year end¬ ing the 31st December, 1882, was 4,927, and the amount paid in pensions Avas 9,552/. 17s. 9 d. and in gratuities 8,139/. 8s. 8 d. Income and expenditure. — The funds at the disposal of the commissioners for the year ending 31st of March, 1883, amounted to 829,938/. 2s. 5 d. The expenditures by the commissioners for the same timo were 803,109/. 8s. 3d., lea\dng a balance on 31st of March, 1883, of 26,828/. 14s. 2d. Progress of national education. — The per cent, for all Ireland of children 5 years old and upwards who could neither road nor write was, in 1881, 25.2, being a re¬ duction in illiteracy of 8.2 as compared with the year 1871, the greatest reduction EDUCATION IN FOREIGN COUNTRIES. CCXXIX attaiued in any consecutive decade. Tlie commissioners submit that this improve¬ ment affords the most satisfactory evidence of the progress of national education within the last ten years. The percentage of illiteracy of those who were 15 and under 20 years of age — a section of the population for whose education the national system might, to a certain extent, be held responsible — was, in 1861, 2?. 3; in 1871, 17.5; and in 1881, 12.4. Science and art dejiartment. — The following information is derived from the report of the Science and Art Department, whose operations embrace the United Kingdom : The numbers of persons who, during the year 1882, have attended the schools and classes of science and art in connection with the department are as follows, viz: 68,581 attending science schools and classes in 1882, as against 61,177 in 1881, and 909, 216 receiving instruction in art, showing a decrease upon the previous year of 481. At the Normal School of Science and Royal School of Mines there were 39 regular and 173 occasional students ; at the chemical department science schools, 78 students ; at the metallurgical laboratory, 31 students; at the Royal College of Science for Ireland there were 24 associate or regular students and 61 occasional students. The lectures delivered in the lecture theatre of the South Kensington Museum were attended by 5,207 persons ; the evening lectures to workingmen at the Royal School of Mines were attended by 1,732 persons, being 260 more than last year ; and 256 science teachers attended the special courses of lectures provided for their instruction in the new science schools at South Kensington. The various courses of lectures delivered in connection with the department in Dublin were attended by about 766 persons. The total number of persons who, during the year 1882, attended the different institutions and exhibitions in connection with the department has been upwards of 5,015,217. This total, compared with that of the previous year, presents an increase of 203,959 persons. The expenditure of the department during the financial year 1882-83, exclusive of the vote for the geological survey, which was 18,536Z. 17s. 4 d., amounted to 326,8267. 17s. 3d. Greece, constitutional monarchy : Area, 19,941 square miles ; population, 1,679,775. Capital, Athens; population, 63,374. Minister of education, Lombardos. No educational statistics are at hand for the year under consideration, but the fol¬ lowing items, from the pen of Professor Pio, of Denmark, give an insight into the school life of Greece. A great stumbling block to learning is said to be the use of modern Greek in conversa¬ tion and ancient Greek in official and social correspondence. Even adults find that this creates a difficulty, and for children it is especially hard to overcome. Compulsory education for children between 5 and 12 years of age is a feature of the law since 1834. Yet even the fine of 50 francs for any infringement of the law has no material effect, and it practically remains a dead letter on the statute books. The j^eople will not pay the fines, and the officials omit to enforce the penalty. Certain studies are required by law, but theory and practice seem to differ. The law specifies the following sub¬ jects for common schools: the catechism, elementary Greek, writing, arithmetic, weights and measures, linear drawing, singing, and, “ when convenient,” the elements of geography, history of the country, and the elementary training most needed in natural sciences. For boys there are these additional branches : gymnastics, practical agriculture, horticulture, arboriculture, beekeeping, and silk culture ; for girls, prac¬ tical instruction in handiwork. In reality no instruction is given in gymnastics, at least the writer of this article has seen nothing of the kind, either in the common or higher schools. In the district schools many of the abovementioned branches are taught ; in the village schools the limit is reading and writing (not very correct chi- rography either) and the fundamental rules of arithmetic in addition, subtraction, multiplication, and division. After 1834 many of the schools were subdivided into schools for girls and schools for boys, yet many mixed schools existed. As the years went on the people revolted against the coeducation of the sexes, so that by law of 1852 a separation took place, and a philanthroi-fic society took charge of educating girls. In Greece, the connecting link between the common (elementary), middle (Hellenic), and higher schools (gymnasia) is an established fact. In the Hellenic CCXXX REPORT OF THE COMMISSIONER OF EDUCATION. schools, which are similar in grade to the lower Gymnasien of Germany, instruction is given in ancient Greek, biblical history, ancient Greek history, with short exercises in more modern history, in geography, arithmetic, and geometry. French is taught from the second school year, while pupils fitting for the gymnasium take up Latin from the third year. The course of study in the gymnasium includes reading from Greek authors, with grammatical instruction (12 hours a week), Latin (4 hours a week), French, history, algebra, geometry, trigonometry, and mathematical geogra¬ phy ; also, natural history, physics, psychology, logic, and religious instruction. Ac¬ cording to the school law of 1836, German, drawing, painting, and music are also to be taught, but they do not enter into the course. In theory the Hellenic (middle) schools require a good deal of their pupils, but, on account of the scarcity of scholars, this course of study is rarely carried out. In a gymnasium the pupils are expected to be very thorough, and the requirements are considerable, but the culture of the teaching force is defective. Tuition fees are the order of the day in the lower grades, but in¬ struction is free in the middle and higher schools. In the matter of punishment a very humane course is pursued, the law forbidding corporal punishment. Unfortu¬ nately this phase of law does not seem to be appreciated by the school children, for they are reported as lacking greatly in discipline. According to official statements the illiteracy among the people, estimated on the basis of those supposed to attend the lower public schools, is as follows : In the district of Thebes, as in the Peloponne¬ sus, the percentage of population regarded as illiterate is 90 to 95 per cent. ; in other districts, 75 to 90 x>er cent.; and where more favorable reports are received — as in Attica — 55 to 60 per cent, can neither read nor write. The contrast in the education of the sexes is quite noticeable. For instance, in Attica and Ithacft, where more than half of the men have some education, there are few districts in which more than 30 per cent, of the women are educated, while often only 1 to 2 per cent, have been in¬ structed. As an offset to the statements of a lack of education mentioned above, re¬ ports indicate that private schools are flourishing. The philanthropic society asso¬ ciated in the work of providing a suitable education for girls has developed many private institutions. These are iaying a foundation for a higher order of culture than is found elsewhere. Favorable reports are received from the American school of classical studies at Athens, which was under the charge of Prof. William W. Goodwin, of Harvard Col¬ lege, during its first year. Italy, constitutional monarchy : Area, 114,296 square miles; population, 28,452,639. Capital, Rome; population (at end of 1880), 300,467. Minister of public instruction, G-. Baccelli. The latest available statistics published by the Italian government give some in¬ teresting information respecting public instruction in that country. . Cost of education. — From these statistics it appears that only about 12,500,000 lire1 ($2,412,500) were expended for public instruction during the first year of the existence of the kingdom. From 1867 to 1870 the average annual expenditure was about 15,000,000. Since then the increase has been rapid, as is shown by the following figures : Years. 1 Appropriations. Years. Appropriations. 1871 . Lire. 16, 300, 000 17, 400, 000 19, 200, 000 19, 700, 000 20, 500, 000 20, 700, 000 21,500, 000 26, 000, 000 1879 . Lire. 27, 900, 000 28, 400, 000 28, 300, 000 32, 100, 000 30, 400, 000 1872 . 1880 . . . 1873 . 1881 . . 1874 . . 1882 . 1875 . 1883 . 1876 1877 . Total . 308, 400, 000 1878 . The amount at present expended for public instruction by the communes and gov¬ ernment together is about 87,000,000 lire a year. 1 The lira = 19. 3 cents. EDUCATION IN FOREIGN COUNTRIES. CCXXXI The Italian appropriations for education are small compared with those of some other states of Europe, as is shown by the following table : Countries. Years. Francs. France . 1873 41,000,000 England . 1873 65, 000, 000 Russia . . 1873 43, 000, 000 Belgium . 1873 10, 000, 000 Italy . 1873 19, 000, 000 Countries. Years. Francs. France . 1882 114,000, 000 England . 1882 110, 000,000 Russia . 1882 72, 000, 000 Belgium . 1882 20, 000, 000 Italy . 1882 32, 000, 000 Primary instruction . — Before the unification of Italy primary instruction was only organized in Piedmont (law of 1848). The first general organic law dates from Novem¬ ber, 1859. This law makes instruction compulsory and gratuitous for all children from 6 to 12 years of age. It should be remarked, however, that its provisions were not carried into execution. It should also be noted that under the law the com¬ munes were to bear the expense of establishing new primary schools. For this reason the increase in the number of these schools was not very rapid, as is shown by the following table : Years. Schools. Years. Schools. Public. Private. Public. Private. 1861-’62 . 21, 353 23, 340 24, 999 25, 682 29, 909 31, 225 32, 782 33, 556 7,137 6,082 6, 805 5, 435 6, 414 7, 075 6, 876 8, 157 1872-73 . 34, 786 35, 683 38, 062 38, 255 39,702 7,392 7,637 8,952 9,156 7,906 7, 422 1 862-63 . 1873-74 . 1868-’64 . 1874-75 . 1865-’66 . 1875-76 . 1867-’68 . 1877-78 . 1869-70 . 1878-79 . 41,108 41,862 42,510 1870-71 . 1879-’80 . 1871-72 . 1880-’81 . The number of scholars attending these schools was : Years. Public schools. Private schools. Total num¬ ber of scholars. Boys. Girls. Boys. Girls. 1861-62 . 527, 729 357, 423 51, 821 71,701 1,008, 674 1862-’63 . . 574, 421 408, 915 52. 168 73, 720 1,109,224 1863-’64 . 597, 202 440, 627 57, 366 79, 548 1, 174, 743 1 865-’ 66 . 630, 230 468, 491 56, 068 59, 081 1,213,870 1867-68 . 806, 349 543,717 63, 128 71,338 1,484, 532 1869-70 . 825, 249 602, 940 64, 959 80,211 1,573,359 1870-71 . 843, 734 614, 850 64, 888 81,506 1,604,978 1871-72 . 881,371 664, 419 79,116 98, 041 1,722,947 1872-73 . 913, 073 708, 846 80, 247 95, 630 1,797, 796 1873-74 . . 931,911 725, 877 77, 246 106, 946 1,841,980 1874-75 . 949, 939 743, 861 88, 756 113, 198 1,895,754 1875-76 . 967, 317 755, 352 87, 152 121,796 1,931,617 1877-78.... . 1,006, 41b 824, 331 73, 509 98, 451 2, 002, 709 1878-79 . 1,048, 801 853, 479 63, 469 92, 228 2, 057, 977 1879- 80 . 1,035, 715 864, 100 1,899,815 1880-’81 1, 048, 781 879, 925 1, 928, 706 CCXXXII REPORT* OF THE COMMISSIONER OF EDUCATION. The number of pupils nearly doubled from 1861 to 1876, but 28,000 should be de¬ ducted from the total for the annexed provinces, Rome and Venice, and the general increase of population of the kingdom should also be taken into account. During the same period (1861 to 1876) the number of primary school teachers increased from 21,050 to 37,623 in the public schools and from 7,123 to 9,462 in the private. On J uly 15, 1877, the law on primary instruction was passed. It went into effect in 1877-78 and requires all communes of less than 5,000 persons to have at least one teacher to 1,000 inhabi¬ tants; communes of from 5,000 to 20,000 population, one teacher to 1,200 inhabitants; and all the more important communes, at least one teacher to 1,500 persons. In all other communes the law had to be applied gradually. At the end of the school year 1877-78, 7,533 communes out of a total of 8,279 were complying with the law making instruction obligatory. In 1881 about 700 additional communes came under the new law. The progress which resulted from the application of this law was slower than had been expected and is shown by the following figures: Years. Public schools. Number. Increase. 1876 . ' 38, 255 39, 702 41,108 41, 862 42,510 1878 . . 1,447 1,406 754 648 1879 . 1880 . 1881 . The private schools decreased during the two years 1878 and 1879 from 9,156 to 7,422 and the total number of primary schools increased only from 47,411 to 48,530. The following table gives the number of scholars: Years. Schools. Public. Private. 1877-78 . Boys . 1, 006, 418 1,048,801 Girls. 824, 331 853, 479 Boys. 73, 509 63, 469 Girls. 98, 451 92, 228 1878-79 . These figures represent the enrolment, not the actual attendance. The number of children who gradually absented themselves from school, especially in summer time, amounted to a third of the enrolment. The following figures showing the number of scholars in the primary schools 1o 10,000 inhabitants give some instructive information in this regard: Before the law of 1877 .. j After the law of 1877. .. j 543 721 747 768 It should be added that 7£ per cent, of the population cannot profit by the primary schools on account of the distance of the schools from their dwellings. There were, in 1878-79, 11,161 schools for adult males, 472 for females; 592 Sunday schools for males and 5,979 for females. These schools were attended by 460,818 males aud 207,308 females. The census of 1881 shows that in 18 principal towns the number of persons from 12 to 18 years of age who could neither read nor write varied between EDUCATION IN FOREIGN COUNTRIES. CCXXX1II 82.55 and 51.15 per cent, of the population. In 145 chief towns there were only 32 where the percentage of illiteracy was less than 30 ; in 13 the proportion was 80 per cent. ; in 12, 70 per cent. ; in 18, 60 per cent.*; and the rest varied from 50 to 30 or less. There is considerable improvement in this respect in children between 6 and 12 years of age, for the proportion of them unable to read or write has declined to 72 per cent, in the pontifical states and to 20 per cent, in Lombardy. Ten and twenty years ago the percentage was as follows : Age. I 1861. 1871. 6 to 12 . 82 72 73 .78* 63* 68 12 to 19 . 19 and above . . . . . The proportion of all persons over 5 years of age who could neither read nor write- declined from 75 to 69 per cent, during the decade 1861 to 1871. Classical and technical instruction in secondary schools. — Secondary classical instruc¬ tion lasts eight years, the first five of which are passed in the gymnasia and the re.- maining three in the lyc€es or colleges. The number of these institutions in 1880-’81, with their enrolment, was as follows : 113 government gymnasia . . . 12,876 157 communal gymnasia . 7, 822 57 endowed gymnasia. . . . . 2,996 230 ecclesiastical gymnasia . 11, 141 144 private gymnasia... . . . . . 6,289 701 gymnasia . . . . . . . . 41,124 The number of teachers employed in these various institutions was 3,674. The number of colleges or lyc6es in 1880-J81, with enrolment, was as follows: 83 government . . . . . 5, 989 34 communal . 1,121 13 endowed . 1 . 326 111 ecclesiastical . 2, 004 57 private - .- . 1,693 298 11,133 The number of teachers was 1, 601. The technical schools in 1880-’81, with enrolment, were as follows: 63 government schools . 6,852 210 communal schools . . . 11, 508 4 provincial schools . . . „ . . . 461 24 endowed schools . 854 82 private schools . . 2, 445 383 schools . : . . . 22, 120 These schools had a total teaching force of 2,704 persons. There were also 79 technical institutes, public and private, with 6,878, enrolled stu¬ dents and 1,169 teachers, and 26 naval schools (merchant marine), with 816 students and 183 teachers. There were therefore in 1880-81 a total of 1,487 secondary insti¬ tutions, with 9,331 teachers and 82,071 enrolled students. Superior and special instruction. — The 17 royal universities of Italy are those at Bo¬ logna, Cagliari, Catania, Genoa, Macerata, Messina, Modena, Naples, Padua, Palermo, Parma, Pavia, Pisa, Rome, Sassari, Sienna, and Turin. The total enrolment during the scholastic year 1880-’81 was 10,592 students. The largest numbers were enrolled at the universities of Naples and Turin and were 2,851 and 1,651, respectively. Then came Padua with 973, Rome with 754, Bologua with 743, and Pavia with 714 students. CCXXXIV REPORT OF THE COMMISSIONER OF EDUCATION. Pisa, Genoa, and Palermo Lad between 500 and 600 students each, and the rest a much smaller number. There are 4 independent universities in the kingdom, at Camerino, Ferrara, Perugia, andUrbino, which had a total of 265 students in 1880-’81. Besides these there were 21 superior institutes, academies, and special schools, with 1,948 enrolled students. This makes a total of 12,805 enrolled students in the higher institutions of learning in Italy in the year 1880-’81. Malta and Gozo, British colony: Area, 111 square miles; population, 149,782. Director of education, S. Savona. The following information is derived from the report of the director for 1882: The department includes (1) the primary or elementary schools in Malta and Gozo; (2) the lyceum and the female secondary or intermediate school at Valletta and the Gozo secondary school ; (3) the university. The primary schools are entirely under the management of the director of educa¬ tion, assisted by an inspector, who examines each school twice a year and visits the same at least once in every quarter. In the administration of the lyceum, the direc¬ tor of education is assisted by the speical council of the faculty of arts and sciences, and in all important matters connected with the university the director of education is advised by the special councils of ea6h of the four faculties, of which he is the pres¬ ident. The principal of the university is intrusted with the general supervision and the maintenance of discipline in the several schools of the university and lyceum. In the director of education, under the head of the government, is vested the supreme control of the education department, for which he is responsible to the governor. The government of Malta thus makes provision for the educational requirements of all classes of the people. Gratuitous elementary schools are open to the children of the poor in all the towns and in almost every village in Malta and Gozo. The lyceum of Valletta and the sec¬ ondary school of Rabato, Gozo, prepare the sons of the middle and higher classes for .the superior professional studies pursued in the university, for the civil service, the army, government and other appointments, and for commerce. The university com¬ pletes, in the arts faculty, the studies pursued in the lyceum; prepares students for the degree of m. a. and for entering upon their professional studies in the faculties of theology, law, or medicine; and, after an academical course of 4 years in any one of these faculties, confers upon successful students the degree of d. d.., ll. d., or m. d. Primary schools. — The rolls of the primary schools for the month of October, 1882, showed 9,891 pupils registered and 7,158 in average attendance. The unsatisfactory results accomplished in the primary schools led to the appointment of a special com¬ missioner to inquire into the causes. These were reported to be, in the main, want of trained teachers, adoption of Italian as the medium of communication, and inefficient and badly paid assistants. With reference to the first of the causes specified Mr. Sa¬ vona says : The chief cause of the unsatisfactory condition of our primary schools, as pointed out by Sir P. Keenan, was the want of trained teachers, suitably remunerated for the important work intrusted to them ; and, before that want is adequately supplied, it is vain to expect any real and permanent improvement in our elementary schools. Not only was the training of the teachers employed entirely neglected, but the rate of payment offered to them from the beginning was most inadequate to secure the services of persons possessing the literary qualifications required to teach, besides other branches, the two foreign languages (English and Italian;, through which it was attempted to give instruction to the children of the poor. Eleven pounds a year, rising to a maximum of 38Z., was the salary offered in 1851 to the schoolmistresses, and 181., rising to 45 1., was assigned to the schoolmasters that were called upon to devote 6 hours a day to the education of the people. These minimum rates were in 1861 raised to 2 ll. and 38/., and the maximum to 48 1. and 65 1., respectively. At the time of my appointment, little more than two years ago, there were 8 schoolmis¬ tresses receiving 21/. a year and 11 with a salary of 25/. ; whilst 7 schoolmasters re- received 38/. a year and 16 from 41/. to 45/. a year; this, too, at a time when police¬ men were paid at the rate of 30Z. to 38/., and clerks in the public service received 60 1. a year on first appointment, with the prospect of rising to 250/. and even to 5004, EDUCATION IN FOREIGN COUNTRIES. CCXXXV a year. As was natural, none but young men, who were unable, because not quali¬ fied, to obtain better situations, offered themselves to perform the duties of element¬ ary teachers, and to these teachers, without any attempt being made to train them for the duties of their profession, was intrusted the arduous task of developing the mind and heart and of moulding the character of the risiug generation, besides teaching them the English and Italian languages, arithmetic, writing, geography, the catechism, and the other subjects enumerated in the programs of the schools. Arrangements have been made by which a certain number of promising pupil teach¬ ers may be sent to England annually to be prepared for their work in some one of the inspected training schools. The first company sent under this arrangement, viz, four in 1881, will not return to Malta before January, 1884, and the result of this excellent measure will not be felt for some years yet. Salaries. — Teachers’ salaries have also been materially increased since the 1st of De¬ cember, 1881. The lowest salary now paid to principal teachers is for men 50/. a year, for women, 40?. a year ; average salary : for men, 64?. ; for women, 53?. The teaching staff numbers 77 principal teachers and 225 assistants. The director reports that the increase of salaries has had a most salutary effect on the schools. Netherlands, constitutional monarchy: Area, 12,648 square miles; population (December 31, 1S82), 4,172,971. Capital, The Hague ; population (December 31, 1882), 127,931. The following figures are taken from the Yerslag van den staat der hooge-, middel- bare en lagere scholen in het Koningrijk der Nederlanden over 1881-’82. Superior instruction. — The number of students at the three government universities in 1881-82 was as follows : Leyden . . . Utrecht . . . Groningen 18S0-:81. 1881-’82. 514 520 385 434 251 274 Total 1,150 1,228 In the figures for 1881-’82 students attending the universities gratuitously are not included. They numbered 179, of whom 101 were at Leyden, 44 at Utrecht, and 34 at Groningen. The number of students at the communal university of Amsterdam was 637 in 1881-82, against 632 in 1880-81. The independent university at Amsterdam had 15 students in 1881-82. There were 24 Gymnasien and 5 Progymnasien, with 334 teachers and 1,911 students. To these Gymnasien should be added 13 private institutions intended to prepare young men for superior instruction. These institutions were attended by 613 students in 1881-’82. Besides these there were also 14 seminaries of various denominations, which have theological and literary courses combined. These institutions had an at¬ tendance of 1,323 students. The total outlay for the universities in 1881 was 1,339,870 florins ($538,628). For the Gymnasien, Progymnasien, &c., there were expended dur¬ ing the same time 332,361.52^ florins ($133,609). The total amount expended by the state and communes for the universities, Gymnasien and Progymnasien, Latin schools, and seminaries was 1,918,391 florins ($771,193.) Secondary instruction. — There were 36 burgher schools and similar establishments in 1881, with 3,871 students against 4*034 the previous year. The teachers numbered 369. There were, besides, 46 drawing, industrial, and professional schools, with 2o2 teachers and 4,842 students, and 59 higher burgher schools, with 4,653 pupils. Twenty-one of these schools were open to girls and had an attendance of 150. T1 e number of higher burgher schools attended by both sexes was increased by 2, while the number of female students diminished by 5, compared with the previous year. The increase in the number of male students over 1880 was 144. The teachers of the higher burgher schools numbered 668. Besides the mixed burgher schools above mentioned there were 14 schools of the same grade for girls exclusively, attended by 1,089 pupils in 1881 against 1,002 in 1880. The teachers numbered 165, of whom 106 were women. This grade of schools received 992,704 florins ($399,067) from the state, the total expendi- CCXXXVI REPORT OF THE COMMISSIONER OF EDUCATION. ture being 1,965,118 florins ($789,977). Tlie Royal School of Midwifery had 11 stu¬ dents during tlie year 1881-’82. The Royal Veterinary School had 53 students dhring the same year. Primary instruction. — The primary schools showed an increase of 47 oyer the year 1880, and numbered 3,927. Of these, 2,799 were public schools, 86 were private sub¬ sidized schools, and 1,050 were private schools not subsidized. A comparison of the attendance in January, 1881, and January, 1882, results as follows : Boys. Girls. Total of both sexes. 1882. 1881. 1882. 1881. 1882. 1881. Public schools . 226, 766 226, 297 182, 574 181, 510 409, 340 407, 807 Private subsidized schools . 1,638 2, 004 2, 399 2,985 4, 037 4, 989 Private non-subsidized schools . 61,219 59, 037 77, 336 72, 782 138, 555 131, 819 Total . 289, 623 287, 338 262, 309 257, 277 551, 932 544, 615 The number of children of school age who did not receive instruction during the year 1881-’82 was 71,658, of whom 30,725 were boys. In 1880 the number of children receiving no instruction was 70,085. The school population in 1881-782 was 528,827 children between the ages of 6 and 12 years. The previous year it was 517,259. Non- attendance at school was due in great measure to the want of suitable school accom¬ modations in the large communes, and this defect will be soon remedied. It is ex¬ pected also that a salutary effect will be felt from the general interdiction of infant labor, which was forbidden in only 115 communes in the year 1881. The number of pupils attending evening schools exclusively was 10,866, of whom 8,610 were boys. This does not include 7,601 pupils of the review schools. The number of teachers in the year 1881 was 15,123, of whom 3,747 were women. The previous year the num¬ ber was 14,174. The normal courses were attended by 829 persons, 588 of whom were men. The state appropriation for primary instruction in 1881 was 4,665,228 florins ($1,875,422), an increase of 2,224,237 florins over the amount granted in 1880. The communes contributed 5,533,715 florins ($2,224,553). The total amount expended in 1881 for educational establishments, except military, prison, and protection schools for infants, was 14,168,734 florins, or $5,695,831. These infant schools and asylums numbered 802 in 1881, with 87,728 infants in attendance and 2,710 teachers. These figures, however, do not include many private institutions of this character, about which the government has no information. Norway, constitutional monarchy : Area, 122,869 square miles; population in 1879, 1,916,000. Capital, Christiania; population in 1875, 76,054. Minister of public instruction and worship, N. C. E. Hertzberg. The latest information with reference to the schools of this country is to be found in the Report of the Commissioner of Education for 1881. A catalogue of the famous Latin school of Norway, the Aars og Voss's latin- og realskole, presents the following statistics : This school is a private establishment situated at Christiania ; in 1883 it entered on its twentieth year of existence. In 1882-83 there were 47 male instructors and 3 women teachers connected with the school. Three divisions are reported : the common, with 5 classes ; the Latin, with 6; and the real, with 5. The pupils in regular attendance numbered 578 in 1873-74 and 782 in 1882-’83. Of the 782, 620 resided in Christiania, 50 came from other Nor¬ wegian towns, 107 from the rural districts, and 5 from other countries. There were, in the last year mentioned, 222 students in the Latin classes and 187 in the “real n classes. During the twenty years 2,777 pupils were reported, 2,022 in the last ten years. The studies for the common or lower division were religion, Norwegian and German, history, geography, natural soiences, arithmetic, writing, and drawing. In the Latin and “real" divisions the studies enumerated are religion, Norwegian, Ger- EDUCATION IN FOREIGN COUNTRIES. CCXXXVII man, Latin and Greek (or English and drawing), French, history, geography, natural sciences, mathematics, and writing. Portugal, constitutional monarchy: Area, 36,510 square miles; population, 4,160,315. Capital, Lis¬ bon ; population, 253,496. Minister of the interior, Barjona Freitas. Hon. John M. Francis, minister resident and consul general of the United States to Portugal, addressed a communication to the Department of State on the progress of education in Portugal, under date of December 29, 1883, which was forwarded to the Bureau of Education by the kindness of the Hon. Secretary of State. Mr. Fran¬ cis’s account is as follows : Portugal has made considerable and commendable progress in educational achieve¬ ment during the past fifteen years. A stimulus was given to this paramount interest of the state in 1869 by the testa¬ mentary appropriation of a large sum — 150,000L, I am informed — by the late Count Ferreira, of Oporto, for charitable and educational purposes in this kingdom. This included provision for the construction of 120 school-houses in needy districts. Then the government directed its efforts with more efficiency than ever before to the im¬ portant duty of making additional provisions for the education of the children of the state. Primary instruction , as now existing in Portugal, is based upon the decree of May 2, 1878, modified somewhat by subsequent legislation. The primary schools are intended for the instruction of both sexes and are divided into two classes, namely, primary and advanced primary. They are, for the most part, under district control and sustained by district contributions. Attendance at the primary schools is obligatory, unless evidence is adduced that the children receive instruction at home or reside at a greater distance than two kilo¬ metres [about a mile and a quarter] from the public school. In case of non-attend¬ ance without the above valid excuses, parents or guardians are subject to fine. The primary schools are intended for all children from 6 to 12 years of age. As a rule, every parish must have an elementary school ; but in cases where the children of adjoining parishes do not exceed sixty in number, then one school may be organ¬ ized for two or more parishes. The parochial authorities are required to furnish house, hooks, and furniture for the school and residence for the teachers, and to pay the latter 100 milreis annually in rural districts, L20 in towns, and 150 in Lisbon and Oporto. In addition to this compensation the teacher is entitled to 5 cents monthly for each pupil under his in¬ struction, 2 milreis for each pupil passing successfully the final examination in the elementary branches, ands, further, for every six years of acceptable service, an advance of 25 per cent, on the salary. There is also a pension system of small allowances for “ retired” teachers. In the primary schools boys are taught reading, writing, arithmetic, elements of grammar, of the metrical system, rudiments of drawing, and “'moral and Christian doctrine,” the last excepted in the case of children not Catholics ; the same tuition for girls, with the addition of needle work. Mixed schools are to be instructed by married teachers, a lady to teach needlework. Boys may be taught by teachers of either sex. In each district there must be an advanced primary school, to be sustained by the municipality thereof, teachers of these schools to be paid at least 180, and in Lisbon and Oporto 200, milreis per annum, receiving also 2 milreis for every pupil passing into a higher school. The “advanced primary” teaching for boys includes (1) reading and recitation iu prose and verse; (2) writing and written exercises ; (3) arithmetic and elementary geometry; (4) grammar; (5) legal system of weights and measures; (6) elements of cosmography, geography and Portuguese history ; (7) sketching ; (8) moral and sacred history; (9) elements of hygiene; (10) elements of agriculture; (11) gymnastics; (12) choral singing; (13) rights and duties of citizens. For the female sex, same as above from 1 to 9 inclusive, with lessons on the duties of a mother; also, embroidery, making patterns, taking measures, and lace and flower work. There must be a regular assistant for every 60 pupils. The municipalities are to appoint the teachers and pay them. There shall be in Lisbon and Oporto two normal schools for qualifying teachers of either sex. Each school shall have 40 pupils of either sex, who shall be entitled to 7 milreis monthly for maintenance, the same to be paid by the district. There shall be in other districts normal schools of the second class to the number of ten. The State will appoint and pay inspectors and subinspectors. CCXXXYIII REPORT OF THE COMMISSIONER OF EDUCATION. In towns having more than one school, the municipality is authorized to establish “central schools,” with three or four teachers for each one. The establishment of evening and Sunday schools for adults is enjoined upon the various municipalities as a duty. In every district there shall be a school committee to aid the municipality, and in every parish a parochial delegate. There shall be conferences of teachers in each district annually. The government will give annually prizes of 100 and 200 m'ilreis to students; it will provide books by public competition every five years. It will aid the parochial assemblies in the creation of a school fund to assist the municipalities in the payment of teachers, in the establishment of evening and Sunday schools, in the establishment of Kindergarten for children, to enlarge educational institutions, to establish libraries, and to bestow prizes upon deserving teachers and worthy pupils, to secure pensions for poor scholars who may enter the normal schools, to provide proper instruments for instruction in the natural sciences, &c. Secondary instruction is given in institutions of three classes according to the decree of June 14, 1880, namely, central lyceums, national lyceums, and secondary mu¬ nicipal schools. There is a central lyceum in Lisbon, in Oporto, and in Coimbra ; in each of the capitals of other districts there is a national lyceum. All these are sup¬ ported by the state. Other municipalities may, upon petition, open secondary mu¬ nicipal schools, they paying two-thirds and the state one-third of the cost of their support. The object of these lyceums is to prepare pupils for admission into schools of superior instruction. The course in the central lyceum embraces (1) Portuguese language ; (2) French language; (3) Latin; (4) geography, cosmography, universal and natural history ; (5) architecture, geometry, algebra, book-keeping; (6) elements of physics, chemistry, and natural history; (7) elements of civil legislation, of Portuguese law, and political economy; (8) drawing; (9) national literature ; (10) natural and moral philosophy and laws of nature; (11) algebra, geometry, and trigonometry; (12) physics and chemis¬ try; (13) Latin ; (14) Greek; (15) English ; (16) German. There are taught in the secondary schools (1) Portuguese ; (2) French ; (3) arithme¬ tic and geometry; (4) drawing ; and there may be one or two professional chairs. No pupil under 10 years of age is to be admitted to the lyceums. No school for private instruction by individuals can be opened without informing the supervisor of the- district. The teachers of central lyceums receive an annual salary of 600 milreis ; of the na¬ tional lyceums, 560 ; the rector of the central lyceums, 200 ; of national lyceums, 150; the teachers of secondary municipal schools, 200, with some additional fees for schol¬ ars and upon the successful examination of the latter. Superior instruction. — The centres of superior education are Lisbon, Oporto, and Coimbra. The university at Coimbra has faculties of law, theology, medicine, and philosophy or natural sciences. In Lisbon there are the polytechnic school, the army, navy, and medical and sur¬ gical schools, school for the superior course of literature, commercial and industrial school, general institute of agriculture, and an academy of fine arts. There exist in every diocese of the kingdom institutions for ecclesiastical learning. At Oporto there are a polytechnic academy, an agricultural college, and an acad¬ emy of fine arts. Near Cintra there is also an agricultural college, with an experi¬ mental farm. I have presented an analysis of the laws on the subject of education in Portugal. The system embraces a wide and extended field, with a great deal of machinery for its working, and, though it is imperfectly operated in many cases, the fact is con¬ ceded that decided educational advancement has been made in this kingdom since the enactment of these laws. No reliable statistics of the attendance of children at the public primary schools can be obtained. I have seen a statement that in 1875-’76 (before the adoption of the existing law enforcing attendance) there were in the kingdom and adjacent islands 141,466 children attending school. This, I am assured, was incorrect, and to my inquiries in regard to the number now in attendance I am told in the proper official department that no statistics can be furnished which would be other than vague estimates. It is a truth, however, that the want of school-houses is severely felt throughout the kingdom, that those exist¬ ing are uncomfortably crowded, and that in the city of Lisbon the want is pain¬ fully felt. However, gradually, but too slowly it is feared, buildings are provided for this purpose, to meet the growing necessity. The criticism I have heard pronounced upon the educational system of Portugal is that it expends its greatest forces upon higher education, and fails to provide as good schools as should be maintained for elementary instruction. As to expenditures for education by the government (not including the larger local contributions for this purpose), it may be stated that under the head of “ Public in- EDUCATION IN FOREIGN COUNTRIES. CCXXXIX struction” there were appropriated in the budget of 1883-’84 934,759 milreis for the following purposes : Primary instruction (district schools and teachers) . . . . 190, 177 Secondary instruction (certain specified advanced schools and teachers) . 179,649 Special instruction (galleries of fine arts, opera house) . 59, 94L Superior instruction (universities at Coimbra, Oporto, and Lisbon) . — 257,999 Academies (Academy of Sciences, School of Fine Arts, Government Printing Establishment, &c., all of which are specified in the budget) . 246,993 ROUMANIA, principality of Europe : Area, 48,307 square miles; population, 5,376,000. Capital, Bucharest; population, 221,805. In 1882-’83 there were 2,459 primary rural schools for both sexes reported. The pupils numbered 83,076, 8,544 of whom were girls; teachers, 2,101 males and 358 fe¬ males. In the cities were 146 boys’ primaries, with 475 teachers and 23,832 pupils; also, 125 schools of like grade for girls, where 12,989 pupils were taught by 342 teach¬ ers of their own sex. Among the higher grades there were 7 lyceums, with 160 pro¬ fessors and 2,108 pupils, and 19 Gymoasien, with 180 professors and 2,077 pupils. Nine seminaries had 1,512 pupils, under the care of 99 professors ; 8 primary normals, with 85 professors and 741 pupils ; 5 commercial schools, with 56 professors and 772 students, while in 12 secondary and professional schools for girls there were 1,316 pupils, taught by 144 instructors. The special schools numbered 31; professors, 217 ; students of both sexes, 2,316. The 2 universities, at Bucharest and Jaffy, had a total of 693 stu¬ dents and 87 professors. At Bucharest there were 4 women studying, 1 in the philo¬ logical department, 1 in the philosophical, and 2 in the medical department. In ad¬ dition to these public schools there were 205 private schools, with 1,120 male and female teachers and 13,124 pupils. Russia, absolute monarchy: Area, 8,387,816 square miles; population, 100,372,553. Russia in Europe : Area, 2,088,419 square miles; population, 85,058,415. Capital, St. Petersburg; population, 667,926. Minister of public instruction, Delyanoff. The state of education is such in Russia that but little information can be given iu reference to the country as a whole. At St. Petersburg there were 105 primary day schools and 8 schools taught on Sunday at the commencement of the year 1883. The pupils numbered 4,866. A handiwork school for boys was also reported. Generally speaking, education is at a low ebb in Russia. The upper classes a«re said to be at fault, and they are upheld by the clergy in preventing the spread of popular education. Still there is a tendency towards progress in certain directions. For instance, a proj¬ ect is on foot to establish a number of superior primary schools for girls. Among the lower or middle classes in the cities are many young girls who earnestly desire an elementary education. A few parents send their daughters to the Gymnasien and Pro- gymnasien, but the courses there are said to be too long and quite unsuited to these girls, who must necessarily labor for a livelihood. The plan at present is to have elementary grades especially adapted to the wants of this part of the population. In October, 1«82, a beginning was made, and the first superior primary school was es¬ tablished in St. Petersburg. The course of study covers 4 classes, and pupils are admitted between 9 and 11 years of age. The program of studies is as follows : religion, the Russian tongue, arithmetic, geography, calligraphy, natural and national history, drawing, geometry, singing, and needlework. These primary grades are to be attached to the so-called Empress Maria institutions. In Russian Gymnasien and Realsehulen socialistic doctrines prevail to such an extent that the Russian au- j, thorities have taken the matter in hand. A circular of the minister of education, Deljanoff, states that in 13 Gymnasien, 1 Progymnasium, and 16 Realsehulen evidences of the influence of nihilistic ideas are noticeable. For this reason many new reg¬ ulations have been made, so that directors and teachers may have better control of the pupils under their charge. Out of school, too, a certain watch is kept in regard to the movements of pupils. The police, parents, and teachers are expected to aid CCXL REPORT OF THE COMMISSIONER OF EDUCATION. the minister in his efforts to crush out revolutionary ideas. The only information obtainable for the year under consideration in regard to Russian universities is that reported on the foundation day of Dorpat University, which was celebrated on Decem¬ ber 23, 1883. Statistics at that date were as follows : In the theological faculty there were 191 students ; in the law department, 242 ; in the medical, 711 ; in the histori- co-philological, ISO; in the physico-mathematical, 109; total, 1,433. In the preced¬ ing year 1,331 students were reported. The increase of 102 students in the year speaks well for the college. Most of the chairs are filled, a statement which does not hold good in many of the Russian universities, as quite a number of professors have been called to professorships in other countries. Seuvia, principality: Area, 18,787 square miles; population (December 31, 1882), 1,810,006. Capital, Belgrade; population, 36,177. Minister of public instruction and worship, G. Pantelitcb. The minister of public instruction and worship is at the head of educational and church affairs in Servia. A director has immediate supervision of the school system. There is also a council of education composed of 12 ordinary and 20 “extraordinary” members ; the first of whom are appointed by the minister for 2 years and the second for 1, they being also eligible to reappointment. This body is recruited from the teaching force of the country. The council formulates school regulations and laws and, as a consulting body, aids the minister in executing the laws pertaining to schools and in^deciding all literary and scientific questions. The library and national museum are considered a part of the educational system; a director has charge of each at a salary of 18,031 francs ($3,479). In 1883 the museum was placed under charge of the professor of archaeology at the university. The university has a rector and 27 professors. In the budget there is an item of 214,229.30 francs ($41,346) for the university. Of this amount 2,000 francs ($386) are for scientific excursions, 5,052 francs ($975) for a botanical garden, and 46,500 francs ($8,974) to buy books, &c. The university of Belgrade has faculties of philos¬ ophy, arts and trades, and law. It does not, however, grant doctors’ degrees, but simply prepares young gentlemen for liberal careers. The number of students ranges from 150 to 200. The theological seminary, with 4 courses, 14 professors, and 186 pupils, is in the budget for 48,290 francs ($9,320). A school of pedagogy reports a director, 12 professors or instructors, 97 pupils, and 93,970 francs from the budget. About 15,000 francs ($2,895) are to be used for the in¬ struction of young teachers who are insufficiently prepared, this instruction to take place during the vacations. At the close of 1881 a school of pedagogy was to be opened at Nich. This normal school was to be divided into two sections, one section to instruct pupil teachers for the Servians in Turkey. The Belgrade Gymnasium has a director, 22 professors, and 455 pupils, and an in¬ come of 81,710 francs annually. The Gymnasium at Kraguyewatz has a director, 18 pro¬ fessors, and 225 pupils ; annual fund, 59,770 francs. A similar school at Nich, which is still incomplete, reports a director, 5 professors, and 73 pupils; annual income, 16,208 francs from the state. Two Progymnasien in Belgrade, each under charge of a director,' have 7 or 8 professors and over 150 pupils. The annual budget provides 30,790 and 27,750 francs, respectively. Eighteen Progymnasien, several of them still incomplete, with but two or three classes, receive 202,420 francs annually. A Progymnasium at Oujiza, having 7 professors, 73 pupils, and funds amounting to 16,909 francs, was to be changed into a Realschule. These Progymnasien have, by a recent law, courses of study very similar to the courses in the lower classes of the Realschulen. The special instruction commences with the upper divisions. The Realschule at Belgrade has 5 higher classes (the two lower classes have the same studies as the Gymnasien), 12 professors, and 47 pupils ; funds, 35,540 francs ($6,859). A school for the higher education of young girls has a pedagogical section. There is a directress in charge ; then there are 7 instructresses and 10 professors from the middle schools of Belgrade. The pupils number 250 ; funds, 49,428 francs. EDUCATION IN FOREIGN COUNTRIES. CCXLI Primary education is given in 614 schools, with 705 men and 112 women teachers. Pupils: hoys, 24,000; girls, 4,000. For teachers’ salaries the budget provides 760,000 francs annually. All other expenses are paid by the commune ; indeed, teachers are paid in part by the communal authorities, but under state direction. Spain, constitutional monarchy : Area, 195,767 square miles; population (June 1883), 16,858,721. Cap¬ ital, Madrid; population, 397,690. Education in Spain is passing through a period of reform, the object of which is to reorganize the system of public instruction so that it may compare favorably with educational methods in other countries. The present government is eager to break loose from precedent and has already taken the first steps in that direction. Its first general measure was the publication of the royal decree and ministerial circular of March 3, 1881, which set forth the views of the government on public instruction and reinstated the professors who had been removed from their chairs in 1875. Before carrying its projected reforms of educational methods into execution the government sought to find out the opinions of teachers on the subject, which was done by means of the decree and circular of July 15, 1881. In order to enable the public to form a correct idea of the legislation and other measures taken in other countries in regard to public instruction, the royal decree of September 12, 1881, supplemented the pre¬ ceding decree by creating a special library under departmental direction. Then came the decree of March 4, 1882, reorganizing the system of inspection of edu¬ cational institutions. The number of inspectors was increased, and they were re¬ quired to visit all the institutions in their districts and report on them. Following this came measures of a more special character and particularly those affecting pri¬ mary instruction, which has always been in a lamentable condition in Spain. The only innovation worthy of praise made in this branch of education during the last twenty-five years is the establishment of the Frobel school at Madrid, by decree of March 31, 1876. Other attempts at reform, although supported by official decrees, have been unsuccessful. A notable evil, which has always affected primary education, is the practice of al¬ lowing the small salaries of teachers to remain unpaid. The arrearages amounted to such a large sum in 1881 that the King himself took the initiative, and provision was made for paying salaries promptly when due. This was effected by the decree of June 15, 1882. On May 6, 1882, an educational museum was established, embracing collections of models and drawings of Spanish and foreign primary schools, furniture, and appa¬ ratus, scientific apparatus and material, objects and chains for illustration, and a library. On August 13 of the same year a fourth year was added to the course of the central normal school for female teachers, and on May 17 provision was made for the care and training of very young children in 1 ‘maternal” schools. The necessity of providing better educated teachers for primary instruction is recognized in Spain, and this necessity is greater there than in many other countries, because the propor¬ tion of children whose education ceases with the primary grade is larger. Little change has as yet been made in secondary education. By a decree of July 8, 1881, an industrial school was established at Toledo and a veterinary school at San¬ tiago. Four new professorships were established in the universities during the period 1881-’82, and the salaries of the professors were raised. In addition to the decrees mentioned above there were two, of March 17, 1882, and February 23, 1883, which, if carried out, will lead to great educational reforms. The substance of them is as follows: The public primary or infant schools are to be placed in charge of women, who are to be aided by assistants, according to the number of pupils. For more than 60 pupils at least one other teacher is to be employed, with title of professor; under 60 pupils the directress is allowed to designate one of her own sex to aid her. E — XYI CCXLII REPORT OF THE COMMISSIONER OF EDUCATION. These schools are to he free ; the school age is from 3 to 7. In benevolent institu¬ tions, in charge of sisters of charity or of any religious body, children up to 4 years of age are to be cared for. Above that age they are to be placed in the public schools. Directresses who are obliged to have an assistant are to receive extra com¬ pensation: not less than 275 pesetas (peseta = 19.3 cents) in schools where the salary is less than 1,650 pesetas, 325 pesetas where it amounts to that, and 375 when the pay is greater. To be a head teacher the proper qualifications must be shown as "required by law and the proper certificates obtained.. There are to be boards of directors of primary schools (Patronato general de las escuelas de parvulos), com¬ posed of a president and eight members, appointed by the minister of commerce and agriculture. Among the members are to be the directress of the central normal school, one other woman, and several professors already connected with the corps of primary school instructors. One of these professors is to be secretary of the board. The regulations of the board are to be considered by authorities, officials, and cor¬ porations as orders from the minister, while the board may act without referring to the minister. An annual report is to be published by the board. A special course for preparing primary school teachers, principals, or assistants is to be opened at the central normal school at the beginning of the next academic year. Professors for primary grades are to be appointed by the minister in accordance with any sugges¬ tion from the board of directors as a whole. According to the decree of February 23, 1883, local boards of primary instruction (juntas locales) are to publish each Decem¬ ber an annual census of all children of the ages specified by the law of September 9, 1857, who are found within their districts. The provincial committees and the boards of directors are to receive copies. In April and October of each year teachers of primary grades are to send in to the president of the local board of their commune, or district, a complete list of the boys and girls in attendance at school during the preceding term. This list is to cover scholarship, conduct, and general bearing of pupils, &c. Inspectors of primary grades are to be advised of the fines imposed in executing the law of 1857, and justices of the peace are also to forward the decisions pronounced during the year according to the provisions of the penal code. The inspectors are to give the board of directors, in June and December, a list of the children of school age, attendance, or reasons for non-attendance, with suggestions as to negligence of local authorities. Inspectors not attending to their duties and offering no good excuse are to be dismissed. The board of directors is to report to the minister any negligence on the part of the authorities in warning parents of the pen¬ alties attached to non-attendance of children at school. Teachers of either sex who increase attendance in their schools from term to term, keep their lists up to the maximum, show good reports as to punctuality, scholarship, &c., are to be rewarded as follows : by receiving a sum of money in proportion to their salary and to the reports made ; by honorable mention ; with right to an earlier promotion ; with greater increase of salary than would naturally follow ; and by report of their names to the to the minister for some honorary distinction. Special «neetings are to be held annually by local boards to decide as to the compen¬ sation of teachers. The minister is to reward teachers according to the representa¬ tions made by the general and provincial boards. Allowance is to be made in the general budget for such pecuniary rewards, and local and provincial committees or boards are requested to add whatever funds seem necessary and to distribute a few prizes to poor parents who have made sacrifices in order to send their children to school at the proper hour each day. Provincial and local boards and primary school inspectors who show great zeal in enforcing the attendance of pupils are to be espe¬ cially and honorably mentioned by the government. All public functionaries of the state, province, or municipality, with a salary not exceeding 1,500 pesetas a year, must show to their immediate chief that their children over 6 years of age have re¬ ceived the education required by the law in either public or private schools. Labor¬ ers of low grade, living at such distances as to make attendance at school almost EDUCATION IN FOREIGN COUNTRIES. CCXLIII impossible for the children, may be excused from this rule if their employers recom¬ mend it. Officials already in service are to show within three months after the pub¬ lication of this decree that they have carried out the provisions of the law of 1857. Employes carrying out the above to the best of their ability are not to be dismissed for any apparent fault until they have been allowed a hearing. Heads of depart¬ ments may recommend dismissal if they deem it advisable. Sweden, constitutional monarchy : Area, 170,979 square miles; population, 4,579,115. Capital, Stock¬ holm; population, 185,325. Minister of education and ecclesiastical affairs, Carl Gustaf Hammars* kjdld. The latest educational statistics from Sweden were given in the Report of the Com¬ missioner of Education for 1881.- The subject of industrial education is one of great interest in Sweden, as elsewhere, and the following items give the latest news in regard to this matter. At the ninth meeting of the Swedish Common School Teach¬ ers’ Association, which took place at Upsala, in August, 1883, about 1,300 teachers were present. The subject of industrial training was earnestly discussed, and it was stated that handwork had already become a part of the course in 500 schools of Sweden. There is also a seminary at Naas, where manual training is carried on to perfection. The object of such instruction is to produce orderly methods, skill in use of the hands, close attention to business and to inculcate habits of industry and produce a general interest in work for the work’s sake. Certain methods are adhered to very closely. Work in wood is a specialty, and 100 models are used in the different steps leading up to the end of the course. In connection with the teachers’ meeting, there was a display of articles made by different schools. The finest specimens came from Stockholm, in which city about 370 boys receive industrial training three times a week, 2£ hours each time. What Sweden is doing for the education of .woman may easily be learned from the following : Until the early part of this century the education of women had preserved an ex¬ clusively private character in Sweden. The rich families of the aristocracy intrusted the education of their daughters to governesses and the middle classes in easy cir¬ cumstances had recourse to private schools established in the cities or the country. These schools were always, in charge of women and were ordinarily combined with accommodations for boarding a greater or less number of pupils. A certain number of women received in this way a relatively good education, considering the deinands of the times, but the great majority, even among the educated classes, were content with very elementary instruction. According to the ideas then in vogue it was a waste of time for women to devote themselves much to study ; it was enough for them to know how to manage their domestic affairs properly and to appear well in society. In the private boarding schools the principal aim was to enable the scholars to carry on a conversation in foreign languages, especially French. Music, painting, and fancy work held a subordinate place. Religious instruction was generally given by a clergyman and embraced as a minimum the knowledge necessary for the confirma¬ tion of catechumens. The study of history, geography, and mathematics was of the most elementary kind and no attempt whatever was made to include natural sciences. Between the years 1820 and 1830 the need of public establishments for young girls began to be felt. In 1826 a merchant of Gothenburg, M. Jonas Kjellberg, be¬ queathed to that city the sum of 50,000 crowns (about $13,500), in memory of his wife, for the establishment of an institution for the higher education of women. That institution was opened in 1835 ; it has received additional gifts at different times from the Kjellberg family, and is still in operation under the name of “ The Kjellberg School.” In 1831 there was opened at Stockholm, through the efforts of Bishop Wallin, a new school for the education of women, which was designed to en¬ able young girls to acquire the same serious and substantial instruction boys received in the public schools. This establishment is still in existence, under the name of “The Wallin School.” It is a strictly private institution. All the measures tending to elevate the instruction of women could not, however, attain their complete devel¬ opment without government aid in providing capable teachers. A vigorous impulse CCXLIY REPORT OF THE COMMISSIONER OF EDUCATION. in this direction was given by a number of professors and men of learning interested in the education of women, who organized at Stockholm in the winter of 1858-’59 a course of higher instruction for adult females. Many of the scholars were already teachers and others wished to prepare themselves for that vocation. From that moment the government took the movement in hand. The first normal schools for female teachers of primary schools were opened in 1860, and the normal school for female teachers of secondary schools was opened at Stockholm in 1861. Now there are 5 government normal schools for female teachers Of primary schools and 7 for males. More than half the teachers of the primary schools are women, who, for the most part, have charge of the lower primary schools. The principal object of the superior normal school for female teachers is to train private teachers, that is, govern¬ esses, as well as mistresses of higher girls’ schools. At present it graduates twenty or twenty-five such teachers annually. The total number of girls’ high schools in Sweden is now between 60 and 70. Only one belongs to the government, namely, the practice school attached to the Superior Normal School for Female Teachers. The object of this school is to serve as a model for other high schools and to give an opportunity to the scholars of the normal school of attending the school exercises and of taking part in them, so as to get practice in teaching. Nearly one-half of these girls’ schools are municipal institutions to a greater or less extent. In localities where the district or community has not estab¬ lished such schools intelligent and educated or tolerably wealthy private individu¬ als have joined together for that purpose. Generally they contribute a. considerable sum at the outset to start the institution and guarantee additional amounts in case of need. The greater part of these schools receive aid from the district in which they are plaoed or from business concerns in the neighborhood, and some from the general council of the province. ' It is probable that they will gradually become purely community or district schools and will eventually be taken in charge by the municipalities. The other half of the girls’ high schools are exclusively private and are established wherever they can be supported by the tuition fees. With the excep¬ tion of the Kjellberg school at Gothenburg, all the institutions for the superior edu¬ cation of women receive tuition fees. In this respect they differ from all the other educational institutions of the country. An ij(lea of the scope of the education given in these girls’ high schools in Sweden may be obtained from the following program of subjects taught in one of them, which is substantially a representative one. The figures of the table give the num¬ ber of hours devoted weekly to each subject of study by each of the classes. Subjects. Religion . Swedish language. French language . . German language. English language . Geography . . History . . Mathematics . Natural sciences.. Calligraphy . . Drawing . Fancy work . Singing . Gymnastics . Classes. 1 3 3 4 5 6 7 8 o L_J - 4- 2 2 3 3 3 3 2 2 20 4 4 4 3 3 3 3 3 27 6 6 6 5 5 5 * 5 5 43 3 3 2 3 3 14 3 3 3 g 2 2 2 2 2 1 11 2 2 2 2 2 2 3 3 18 2 2 2 3 3 3 4 4 23 1 1 1 1 2 3 3 12 2 2 1 1 1 2 2 2 H 11 2 2 2 15 3 Q 3 2 2 2 15 1 1 1 1 1 1 1 1 8 u H H H H H H U 12 27\ 28J 28i 29 29 30£ 3Qi 30i 234 Total EDUCATION IN FOREIGN COUNTRIES. CCXLV These studies are all obligatory in the three lower classes; in the fourth, fifth, and sixth classes fancy work is optional ; in the seventh and eighth classes one of the foreign languages may be dispensed with, as well as geometry and drawing; singing and gymnastics are electives in these two classes. French is the foreign language most in demand. In the western p'art of the country, however, and in some cities, the schools commence with German, and one of them gives English a prominent place. The fact that German occupies the leading place in secondary schools for boys may account for its comparative popularity in girls’ schools, but in the majority of them French holds its sway and has increased in popularity in the last few years. The age for admission to these high schools for girls is generally fixed at 9 years, as in the boys’ schools. Most of the girls’ schools have a preparatory department, which embraces three classes for children from 6 to 9 years. It appears from the program of studies that obligatory instruction is, strictly speaking, limited to the first six classes ; consequently, obligatory studies are confined to a period ending with the fifteenth year of the pupil’s age. Switzerland, federal republic: Area, 15,992 square miles; population, 2,846,102. Capital, Berne; population, 36,000. Educational statistics of the different cantons for the year 1881 were not received in time for the Report of the Commissioner of Education for 1881. They are herewith presented. The totals, according to the Statistik fiber das Unterrichtswesen in der Schweiz, show that in the whole of Switzerland there were, on March 31, 1882, 434,080 pupils in the 4,386 primary schools. Of these, 14,892 were natives of other countries. German was the mother tongue of 311,271 ; French, of 97,113; Italian, of 19,864 ; ±he Romance tongues, of 5,832. There were 2,021 feeble-minded children not attending school and 7,876 children free from school attendance. In the 4,386 schools there were 8,362 classes, 6,462 of them mixed. About half the schools employ one teacher only. The teaching force numbered 5,840 men and 2,525 women, an average of 1 teacher to 52 pupils. Among the male teachers there were 15 belonging to some religious order and 30 lay brothers ; among the female teachers, 299 belonging to an order. The age of male teachers was between 15 and 80 years. Over 80 years of age there were 2 teachers ; between 71 and 80 years, 40 ; between 61 and 70 years, 306. The 12 oldest women were between 61 and 70 years of age. There were 90 between 51 and 60 years. Between the ages of 15 and 20 were 250 men and 335 women teachers. Two men had taught 60 years, 32 from 51 to 60 years ; 294 men and 8 women had taught between 41 and 50 years. There was 1 teacher to every 340 inhabitants. For teachers’ salaries (males) 7,608,694 francs ($1,468,478) were expended; for women, 2,074,560 francs ($400,390). Added to this there were 686,775 francs’ worth of produce for the men and 179,270 for the women, an average of 1,419 francs in value for each man and 901 for each woman. The canton of Berne paid out the largest amount for the support of teachers, viz, 2,375,214 francs; Zfirich, 1,381,258; Vaud, 1,200,395 francs. The high¬ est average salaries were paid in Zfirich, 2,228 francs for men, 1,805 francs for women. There were 17 teachers who are graduates of universities, 63 from Gymnasien, 6,971 from normal schools, and 85 from primary schools. The annual expenditure for the schools was 14,781,616 francs ($2,852,852) ; the value of school property, 137,534,597 francs ($26,544,177). In the 413 secondary schools (283 of which were mixed) were 11,155 boys and 8,976 girls; men teaching, 1,216 (958 lay teachers, 14 belonging to some order, and 244 lay brothers); women, 232 (200 lay, 32 sisters). The teachers’ salaries amount annually to 2,370,180 francs. The expenditures were 2,136,514 francs; the school property amounted to 9,077,720 francs. There were 102 middle schools, including Gymnasien, technical industrial schools, normal schools, and those for girls. The pupils in at¬ tendance numbered 9,492 boys and 2,093 girls. The “high schools” (universities), located at Zfirich, Berne, Basle, and Geneva, re- CCXLVI ‘•REPORT OF THE COMMISSIONER OF EDUCATION. ported 2,512 students. At Zurich are also a poly techni cum and a veterinary school; at Lucerne, a theological institute ; at Freiburg, a law school ; and at Lausanne and Neufchatel, academies. There were 104 women pursuing higher studies in connection with these ten schools. In the Kindergarten (which are obligatory only in the canton of Geneva) there were 10,864 boys and 11,242 girls; in private schools, 6,057 boys and 4,834 girls. The Fort- bildungsschule (or review school) is only obligatory in two cantons, Thurgovia and Soleure. A total of 516,925 children was reported on March 31, 1882, in some grade of school. The funds for school purposes vary in the different cantons ; in certain can¬ tons there is no school fund; in others the taxes leave a large amount above expen¬ ditures; in others still, private parties and communes raise from fourteen to fifteen million francs annually for school purposes. Hon. M. J. Cramer, minister resident and consul general of the United States in Switzerland, forwarded a communication on the Swiss school system to the State Department in December, 1882, which, by the kindness of the honorable Secretary of State, has been transmitted to this Bureau. In this communication Mr. Cramer gives the following translation of Article 27 of the present federal constitution of Switzerland in regard to public instruction : The several cantons will provide for sufficient primary instruction, which shall be under the exclusive supervision of the state. It is to be obligatory, and in the public schools gratis. The public schools shall be so conducted that they may be attended by the children of all confessions (denominations) without their liberty of faith and conscience being encroached upon. Against cantons which neglect to fol¬ low these provisions the confederation is to take the necessary steps. Mr. Cramer also quotes the following resolution of the Federal Assembly in regard to the preceding article, adopted on June 14, 1882 : The federal council is instructed to cause the department of the interior to collect without delay such information concerning the public schools in the several can¬ tons as is necessary for a thorough execution of Article 27 of the federal constitution, as well as for the adoption of laws in relation to it. In order to enable the depart¬ ment of the interior to carry out the provisions of this resolution, that department may appoint a secretary (of education) with a salary of 6,000 francs, whoso duties shall be prescribed by the federal council. This resolution gave dissatisfaction in many quarters, on account of the apparent abridgment of the rights of the individual cantons which it sanctioned. Accord¬ ingly a petition was drawn up against the resolution, as allowed by the Swiss con¬ stitution, and signed by 180,000 persons. When the vote was taken on November 26, 1882, the resolution was defeated by a vote of 316,852 against 171,970. « n.— Asia. British India: Area, 1,383,504 square miles; pop ulatiou, 253,906,449. The following information is from the reports of the director of public instruction for the Bombay presidency for 1881-82 and 1 882-’ 83 : The total number of all schools and colleges aided and inspected by government was, for 1881-’82, 5,704, having on the rolls March 31, 1882, 358,891 pupils, 1.57 per cent, of the estimated population (22,928,851). For 1882-’83 the number of schools was 6,138, having on the rolls March 31, 1883, 389,986 pupils, or 1.68 per cent, of the estimated population (23,184,835). The income of the department in 1881-’82 was, from provincial funds, 1,128,148 ru¬ pees (rupee =38.3 cents); from local funds, 1,295,109' rupees; total, 2,423,257 rupees. The total expenditure on schools and institutions connected with government, in¬ cluding the expenditure from private funds on aided schools and the cost of schools belonging to native states and inspected by the education department, was 3,497,508 rupees. The corresponding figures for 1882-’83 are : income from provincial and local funds, 2,618,091 rupees; expenditures, 3,811,222 rupees. Schools for girls. — The total number of schools for girls is now 326, with 19,197 pupils, but the director of public instruction has given these figures as exclusive of EDUCATION IN FOREIGN COUNTRIES. . CCXLVII 28 schools of the high and middle class and of many girls, whose number should have been stated, attending boys’ schools. In 1882-’83 schools for girls numbered 359, with 23,586 pupils. In 1881-82 the night schools numbered 134, with 3,919 pupils; in 1882-’83 the num¬ ber was increased to 176 schools, with 4,826 pupils. In 1882- 83 the number of pupils learning English was 26,732. The total number of Mussulmans at schools was 46,167. It is stated that the employment of special Mahometan deputy inspectors has produced good results. Physical training receives much attention. Most of the high schools are furnished with gymnasiums, and in some cess schools1 a beginning has been made in providing the means of physical training. In some villages small open places near the school- houses are hedged round for the gymnasium, and soft earth or sand thrown over the levelled ground. „ University examinations. — The number of candidates sent up for matriculation ex¬ amination in 1881-’82 was 1,374; number passed, 388, of whom 26 were Europeans. For the various degree examinations 643 candidates were sent up, of whom 221 passed, including 3 Europeans. The corresponding report for 1882-83 gives the number sent up for matriculation as 1,600 ; passed, 572, including 30 Europeans. Num¬ ber sent up for the various degree examinations, 683; passed, 308, including 6 Eu¬ ropeans. From report on public instruction in British Burmah for the years 1881-’82 and 1882- 83 : The total number of children of school age (4-19) in British Burmah, according to the recent census, is 1,327,080. The total number of schools under inspection in 1881-’82 was 3,286, having 89,050 pupils, a number equal to 2.35 per cent, of the whole population. The primary schools numbered 3,238 and were attended by 87,750 pupils, of whom 6,677 were girls. The large majority of pupils at primary schools, namely, Bl,334, were Burmese. In 59 of the schools English was taught; the rest were ver¬ nacular schools. In 1882-83 the total number of schools under inspection was 3,863, having 107,037 pupils, a number equal to 2.8 per cent, of the population and to 10 per cent, of the children between 5 and 15 years of age. Primary education was provided for in 3,857 schools, having an average attendance of 105,387 pupils. The average number of girls attending English schools was 1,050; the average number attending vernacular schools was not shown; but it is observed that of the total number of pupils on the rolls at the close of the year 8,196, or 7.8 per cent., were girls. Secondary instruction is carried on in high and ^middle schools that numbered 39 in 1881-82, having 1,074 pupils, viz, 981 boys and 93 girls. In 1882-’83 the number of secondary schools had increased to 43, attended by 1,074 boys and 115 girls. All these schools are classed as English except one. Under the head of special and technical schools an account is given of the three normal schools for training teachers, which, in 1881- 82, numbered 99 students, and 145 in 1882-83. In 1881-’82 an extension of this branch of education was undertaken by establishing a normal class for Burmese schoolmistresses in connection with the Ameri¬ can Baptist mission school at Rangoon. Out of a total of 5 higher grade and 71 lower grade certificates granted to normal students during 1882-’83, 3 of the higher and 10 of the lower were awarded to candidates from the girls’ class. The government high school at Rangoon is the only institution with a college de¬ partment. Seventeen undergraduates studied in this department in 1882-83 and two passed the first arts examination of the Calcutta University. In summing up the information with reference to the education of girls in 1882-’83, the chief commissioner says : From the statements it is observed that the number of institutions devoted to the education of girls increased from 21 in 1881-82 to 26 in the year under review. Of these 2 are classed as high, 8 as middle, and 16 as primary schools. There are besides 1 Schools supported partly or wholly by local tax. CCXLVIII REPORT OF THE COMMISSIONER OF EDUCATION. many schools which admit hoys and girls. Of these the number is not stated in the report. The number of girls under instruction is shown as 8,394, as compared with 6,770 in the previous year. One hundred and forty-five girls passed various exami¬ nations as compared with 121 in 1881-’82. The chief commissioner has been much struck by the great success which has at¬ tended the opening of separate classes for girls under female teachers at several of the municipal schools which he has visited in the course of his recent tours. At Henzada he found 70 girls attending a class which had very recently been opened. The number had become far too large to be properly managed by the single teacher in charge of the class. At Yandoon, also, he found a capital girls’ department under a female teacher. It is evident that, if only good female teachers can be provided, the Burmese are ready and anxious to send their daughters to school. The training of schoolmistresses is accordingly a matter which the chief commissioner would specially commend to the attention of the director. An excellent example has been set by Miss Rathbun at the American Baptist mission school in Rangoon, one of whose pupils is mistress of the Henzada school. The expenditure on education in 1881-82 was 497,794 rupees and in 1882-’83 594,892 rupees. China proper: Area, 537,590 square miles; population, 350,000,000. Education is considered of the utmost importance in China, as it leads to rank, wealth, and influence. Even many of the literati become teachers. Self supporting day schools are universal and primary instruction is found in the remotest village. The government appoints state examiners, but does not otherwise assist in educating the masses. There is an absence of statistical publications in regard to public instruc¬ tion, yet M. Martin, director of the university at Pekin, estimates the proportion of illiterates for the whole empire above 10 years of age as 1 to 6, and for the countries of Northern China as 57 to the 1,000 or 1 to 18. The governmental examinations admit about 2,000,000 candidates each year, and 1 or 2 per cent, of these pass successfully. The public examinations take place in October, and persons of all ages throng from every part of the empire to the large cities to attend them. They many times bring their own tents and utensils, as each person must be in a separate establishment, without commu¬ nication with the outside world, during the period of the examinations. Each person is to show by an essay that he comprehends the ancient authors, that he can express himself with poetical elegance, and write a fine hand. History and geography are not taken up. Thelaureates are admitted to the presence of the Emperor, which honor is felt in the family for generations, and the most distinguished receive employment under the administration. Others who are successful become licentiates (hsiu ts’ai). Each licentiate may open a school, and he is allowed to arrange the tuition fees. Those pupils •syho cannot pay him^fi tiaos (about half a dollar) a month are not consid¬ ered worth teaching. There are many private schools. There are also public schools, for which the Emperor furnishes the buildings and pays the teachers’ salaries. These imperial professors receive from 12 to 18 taels (tael=about $1.35) a month and two meals a day. Inspectors have the care of such schools, each of which consists of one class, with only 15 pupils as the maximum. If a private individual wishes to open a school for adults his salary is to be limited to 20 taels and only 6 pupils are to be allowed at a time. Preliminary instruction is very long in Chinese schools, from the lack of alphabet, declensions, conjugations, and grammar; in fact, with nothing but words or characters, which must be memorized in a certain order, with all the affixes and prefixes which throw light on the phrase or word. A stumbling block in education is that the language of the school is different from that of the people. When a young man knows about 12,000 characters and can compose literary or poeti¬ cal essays he is ready to go up to the examination for licentiate. The university at Pekin, founded about 20 years ago, contains about 150 pupils who enter for the pur¬ pose of acquiring a knowledge of foreign branches, and who are paid for so doing. Professors from other countries teach French, English, German, Russian, geography, history, physics, chemistry, astronomy, &c. EDUCATION IN FOREIGN COUNTRIES. CCXLIX Cochin China, French colony in Asia: Area, 21,630 square miles; population of French provinces proper, 1.563,130. Capital, Hu6; population, 100,000. Educational affairs are under tlie direction of a primary school inspector. As the people pre mostly Anamites, primary teaching- differs from that in the majority of the colonies. The primary schools number 443, with 473 instructors and 13,299 pupils (boys, 13,172; girls, 127). In these the Anamese tongue and the elements of French are taught. Iu the schools of first grade (so called) the children are taught to read and write in French, and also receive their first lessons in grammar, arithmetic, and geography. These schools number 7, with 47 professors (13 Europeans and 34 natives) and 1,062 pupils. They are located where the population is thickest. In the second grade schools the instruction is very similar to that of the French primary school; a 3-year course is given. Only two establishments — the College Chasseloup-Laubat at Saigon and the college at Mytho — have adopted this method. The professors number 35; the pupils, 279. Eventually these two colleges will be considered as the first two years of secondary instruction. Private schools are found in many villages. The pupils are taught to read and write the Chinese or Cambodian characters. These schools are kept up by gifts from individuals or the pupils pay a modest sum towards the expenses. About 414 private sqhools are reported, with 417 professors giving in¬ struction to 6,008 pupils (5,928 boys and 80 girls). The mission schools number 64; professors, 97 ; pupils, 3,384 (1,839 boys and 1,545 girls). Japan, absolute monarchy: Area, 156,604 square miles; population (1883), 36,700,118. Capital, Tokio; population, 823,557. Minister of public instruction, Fukuoka. According to a report on the Japanese school system, there were 5,615,007 children of school age in the monarchy in 1881, as a census of that date states. The school age, since the school law was revised in 1879-80, is 6-14. Attendance is obligatory in the common schools, which in 1881 numbered 28,901, including private schools organized like the public ones. There are 3 grades in these common schools, a 3-year course in the first two and a 2-year course in the last. The studies are : first year, morals, reading, writing, arithmetic, singing, and gymnastics; second year, elements of geog¬ raphy, history, drawing, natural history, and sewing (for girls); third year, elements of chemistry, physiology, geometry, national economy, or, in the school for girls, domestic economy. In certain sections of the country the elements of an agricult¬ ural, industrial, or commercial education enter into the course, which in that case is somewhat modified ; but in any case instruction must be given in reading, writing, and arithmetic. The program of studies in the middle schools varies somewhat according to the needs of the youth of the quarter. There were 172 middle schools reported, with two divisions, one for elementary, the other for higher instruction, in each school. The studies at the school in Osaka serve as a model, viz : Lower course, moral teach¬ ings, Japanese and Chinese literature, English, arithmetic, algebra, geometry, geog¬ raphy, history, physiology, zoology, botany, physics, chemistry, national economy, book-keeping, calligraphy, drawing, singing, and gymnastics. This course lasts 4 years. The higher course, lasting 2 years, continues morals, literature of China and Japan, English, book-keeping, drawing, singing, and gymnastics, and adds trigonome¬ try, mineralogy, Japanese code of laws, physics, and chemistry. The normal schools, 74 in number, have a threefold course, covering 1, 2£, and 4 years. There are also model schools connected with these teachers’ seminaries. The one year course embraces morals, reading, writing, arithmetic, geography, physics, pedagogy, school supervision and school practice, singing, and gymnastics. In the 2|-year grade the same studies are continued, and history, drawing, physiology, nat¬ ural history, chemistry, geometry, and book-keeping are added. In the 4-year course are found the additional branches of algebra, national economy, Japanese legal lore, and psychology. This plan of study may be changed according to the wants of an industrial, commercial, or agricultural education. CCL REPORT OF THE COMMISSIONER OF EDUCATION. The normals for women follow out the same courses, only that instead of national economy and law they tahe up domestic economy and needlework. In Tokio there are two model institutions for men and women desiring to become teachers. The one for males has two subdivisions, a 4-year course for those intending to teach in the common schools and another course (which is now undergoing some changes) for those who wish to be teachers of the middle grades. These courses take up the studies named above. The other, for women, which allows graduates to teach in any grade, has a 4-year course, covering morals, reading, narration, writing, arith¬ metic, geography, Japanese history, naturarhistory, physics, chemistry, drawing, ped- agogy, practice in teaching, needlework, etiquette, domestic economy, singing, and gymnastics. A six-class school for girls — a lower grade school — serves for a practice school; a five-class higher grade is also connected with it. A school for children from 3 to 6 years, similar to the Kindergarten, is also a part of this teachers’ seminary. Seven of these infant schools are now in existence. A certificate of graduation, showing how much of the course the normal pupil has un¬ dertaken, entitles the holder to a teacher’s posi tion in some of the grades according to the branches pursued. This certificate is good for 7 years, but may be extended 7 years orfor life. Examinations are also held for persons of 18 years of age or more who desire to take the position of teacher but who have not followed the normal courses. A successful pass¬ ing of such examination before the proper authorities entitles the candidate to a grade of certificate equivalent to the studies examined in. The teacher is then allowed to fill a position within the district for a longer or a shorter period, in any case not upwards of 5 years, although then a renewal is permitted if the position has been ac¬ ceptably filled. The university at Tokio and the polytechnic school represent the highest grade of instruction, in addition to some special schools. The four faculties embrace law, sciences, medicine, and literature. The legal studies include English, French, and Japanese law, but not the Roman law. The sciences include- mathematics, physics, chemistry, biology, astronomy, geology, civil and mining engineering. The medical department graduates physicians, pharmacists, and apothecaries. The literary course has four sec¬ tions: philosophy, politics, national economy, and Japanese and Chinese literature. Each course takes 4 years except the pharmaceutical, which requires 3 years, and the higher medical, which occupies 5 years. Two preparatory schools have special courses for the university. One, with a 3-year course, leads up to the legal, scientific, and literary departments; the other, four years in length, to the medical school. As¬ tronomical and meteorological observatories, a botanic garden, a chemical and a natural history museum, and two hospitals are all connected with the university. The technical high school, or school for engineers, has a G-year course, two of which are preparatory. The English language, geography, the elements of mathematics! mechanics, and physics, chemistry, and geometrical and machine drawing are taught as preparation for the special courses in the construction of machines and ships, in telegraphy, architecture, practical chemistry, surveying, and mining. The instruc¬ tion is both theoretical (two years) and practical (two years). Museums, labora¬ tories, foundries, &c., aid greatly in rendering the students proficient. Special schools are scattered among the cities and districts of Japan. Accord¬ ing to the needs of the people around, there are either medical, pharmaceutical, legal, agricultural, or commercial institutions, or, perhaps, schools for students of natura, sciences, mathematics, literature, drawing, architecture, seamanship, &c. Far more schools are devoted to medicine than to any other branch. A 4-year course leads to the degree of m. d. ; a 3-year course produces physicians of the second class. There are ♦ similar courses for those desiring to become druggists, but the studies are limited to 2 and 3 years. There are 2 special schools — one for languages and one for teachers of gymnastics — in Tokio. The first, in a 5-year course, gives instruction in French, German, Russian, Chinese, English, and the Corean tongues. The second pays more attention to physical development, yet it includes Japanese, Chinese, and EDUCATION IN FOREIGN COUNTRIES. CCLI English literature, arithmetic, algebra, geometry, anatomy, physiology, physics, hy¬ giene, and drawing. The course is of two years’ duration. There are also army aud navy institutes ; schools of agriculture, forestry, and veterinary science ; 3 commer¬ cial or trade schools; many private establishments; a school of technology (especially for chemical aud mechanical branches) ; various institutions for the deaf, dumb, and blind ; so-called “Japanese” schools, where the history, literature, poetry, and ancient art of Japan are taught ; German schools ; schools of etiquette and for woman’s handi¬ work, needlework, The school system is benefited materially by the numerous libraries, pedagogical museums, and collections of apparatus which are found in the capital and in the provinces. Students are sent at government expense to foreign lands to study edu¬ cational systems. Conferences are held in different districts, so that there may be an exchange of thought on school matters, and the minister of education gathers his aids around him from time to time for a like purpose. Japan is divided into 44 school districts, with the prefect at the head of the educational system in each, but each of these districts is subdivided and under supervision of an inspector, all of these offi¬ cials being subject to the commands of the minister of education. There are also school boards having certain duties in the communal departments. Religious orders have nothing to do with schools in Japan. With the exception of the governmental schools, the different sections are supposed to furnish funds for their own immediate schools ; still help is given if the district funds do not hold out. When new school buildings are to be erected, the government furnishes the ground, if possible; all school grounds are free from taxation. The Japanese school system is not yet fully developed and some reforms are soon to be made, but the prospects are said to be excellent. The greatest trouble so far seems to be in the lack of money in a few districts and in the lack of cultivation among the teachers. This last, it is thought, will be done away with as the teacher realizes more fully what is expected of him. III. — Africa. Egypt, a dependency of Turkey: Area, 1.406,250 square miles; population, 16,952,000. Capital, Cairo; population, 368,108. Minister of public instruction, KhaiTy Pacha. For the latest educational statistics, see the Report of the Commissioner of Educa¬ tion for 1879. Cape of Good Hope, British colony: Area, 239,305 square miles ; population, 1,155,168. Capital, Cape Town. Superintendent general of education, Langham Hale. Since 1860 the aided school system has been extending its operations in this colony. Theoretically it presents a very elaborate and complete gradation of schools, extend¬ ing from the elementary schools to the university and adapted to all the classes and races that make up the population of the colony. Practically, the results accomplished have not proved satisfactory, and in 1882 Donald Ross, previously well known as one of Her Majesty’s inspectors in Scotland, was appointed inspector general of colleges and schools, with instructions to investigate and report in full upon the educational affairs of the Cape. His preliminary report gave an interesting survey of the field and evinced a wonderful power in the observation, analysis, and classification oi practical details. His death, which followed almost immediately upon the comple¬ tion of this report, brought to an end one of the most promising investigations ever undertaken in the interests of education. For reasons that may be readily inferred from the condition of the colony, it is not easy to gather reliable school statistics. Mr. Ross concluded that one-sixth of the children of school age in the colony attend schools with beneficial results, while five-sixths are still outside the government system ; of the latter number he estimated that about 6,500, mostly children of the superior class, were under private instruction. CCLII REPORT OF THE COMMISSIONER OF EDUCATION. Of tlie total population the Europeans number about 250,000. It is estimated that one-half the children of this portion of the community are under instruction. Mr. Ross dwelt particularly upon the want of competent teachers, which the superin¬ tendent general had also long recognized as a great obstacle to the progress of the schools. The most satisfactory feature in the system at present seems to be the sup¬ ply of good buildings and apj>aratus, in which respect Mr. Ross was of the opinion that the colony surpassed what England had accomplished up to 1870. The following statistics are from the report of the superintendent general for 1882 : Number of aided schools, 960 ; annual enrolment, 75,314; daily attendance, 37,316; government expenditure, 88,8221. (this includes grants to university and colleges); local expenditure, 119,918?. IV.— North America. . Dominion of Caxada : Area, 3,470,392 square miles; population, 4,324,310. Capital, Ottawa; popula¬ tion, 27,412. Each of the seven provinces forming the Dominion of Canada has power to regulate its own local affairs, including education, so far as may be done without interfering with the policy and action of the central administration under the governor general. Public instruction in most of the provinces is under the control of a council of edu¬ cation and of one or more superintendents, according qp the religious element is or is not recognized. Full information upon this point is embodied in my annual report for 1876. a. British Columbia: Area, 341,305 square miles; population, 49,459. Capital, Victoria; population, 4,540. Superintendent of education, C. C. McKenzie. The report for the year ending June 30, 1883, gives total enrolment in common schools during the year as 2,632 ; average attendance, 1,345. Enrolment in high school, 61 ; average daily attendance, 38. Number of teachers in all the public schools, 62. Cost of education for the year, $60,758.75. Average monthly salary of teachers on perma¬ nent staff in 1882-’83, $60.86. Highest salary paid, $110 per month; lowest, $45. b. New Brunswick : Area, 27,174 square miles ; population, 321,233. Capital, Fredericton. Chief superintendent of education, Tlieodore H. Band. From the report for the year ending October 31, 1882, it appears that the total number of different pupils in attendance on the schools within the year was 64,267 ; increase, 1,644. The proportion of the population of the province enrolled at the public schools in the summer term, according to the census of 1881, was 1 in 6.18. The aver¬ age monthly percentage of pupils daily present during the term was 72.44. The pro¬ portion of the population at school during the winter term was 1 in 6.58 (census of 1881). The number of teachers employed during the summer term was 1,453 ; during the winter term, 1,371. The average rate of teachers’ salaries per annum from all sourced, comiuled from the returns of the winter term of 1882, was as follows : male teachers of the first class, $508 ; female teachers of the first class, $338.70; male teachers of the second class, $315.40 ; female teachers of the second class, $230.27; male teachers of the third class, $235.80 ; female teachers of the third class, $185.71. There were in attendance at the normal school 168 student teachers, of whom 28 be¬ longed to the French preparatory department. c. NOVA Scotia: Area, 20,907 square miles; population, 440,572. Capital, Halifax; population, 36,100. Superintendent of education, David Allison. The following information is from the report of the superintendent for the year end¬ ing October 31, 1883: Total number of schools in operation, winter term, 1,844; summer, 1,943; total number of registered pupils, winter term, 79,091; summer, 81,863; average daily EDUCATION IN FOREIGN COUNTRIES. CCLIII attendance, winter term, 4 2,508; summer, 43,165. Total number of teachers and licensed assistants employed, winter term, 1,911; summer term, 2,011. Total gov¬ ernment expenditure for education, $186,087.62. The total number of pupils re¬ ported in institutions for secondary instruction, viz, county academies and special academies, was 1,130; average daily attendance, winter term, 616 ; summer term, 517. In the normal school 125 students were enrolled, of whom 75 remained throughout the whole session. The number of diplomas awarded was 82. The number of teach¬ ers employed, 5. The total expense of the school was $5,132.83. The model school in connection with the normal enrolled in the winter term 711; in the summer term, 779; average daily attendance, winter term, 515 ; summer term, 452. Number of teachers, 12; expense of the school, $6,807.50. The number of pupils enrolled in the public schools of Halifax, exclusive of the high school, for the term ending October 31, was 5,128; average daily attendance, 3,925; number of teachers employed, 98. d. Ontario: Area, 101,733 square miles; population, 1,923,228. Capital, Toronto; population, 86,415. Minister of education, George W. Ross. The following information is derived from the report of the education department for 1883 and the statistical rejiort for' 1882: School population and attendance. — The number of children between 7 and 13 years of age reported as not attending any school for 110 days during the year is 87,444. The number between 7 and 13 not attending any school whatever was 8,086, or less than 2 per cent, of the whole school population. By the school act of 1881, now in force, the parent or guardian of every child between the ages of 7 and 13 is required to cause such child to attend a public school for 11 weeks in each of the two terms of the public school year, and the attendance must be during the whole time in each week, except in cases where half time is allowed. The average attendance, viz, the aggregate daily attendance divided by the number of legal teaching days in the year, being 222 days for rural and 211 for urban schools, was 214,176. The percentage of average attendance, as compared with total number attending school, is, for rural districts, 43; cities, 58; towns, 53; province, 45. The percentage of pupils under 5 to the total number attending school is 0.28; for pupils between 5 and 16, 96.96 ; for those between 17 and 21, 2.66 ; and for those over 21, 0.10. Nine per cent, of the pupils attended for less than 20 days during the year, 17 per cent, from 20 to 50 days, 25 per cent. 51 to 100 days, 22 per cent. 101 to 150 days, 23 per cent. 151 to 200 days, 4 per cent. 201 days to whole year. Teaching force. — -In the 5,203 schools reported, 6,857 teachers were employed, of whom 5,062 were male teachers and 3,795 female teachers. There were 733 more fe¬ male than male teachers. Highest salary paid to a male teacher in a county was $900 ; the lowest, $120; in a city, the highest, $1,100; the lowest, $400; in a town, the highest, $1,000 ; the lowest, $240. The average salary of male teachers in counties was $385 ; of female teachers, $248 ; in cities, of male teachers, $742 ; of female teach¬ ers, $331 ; in towns, of male teachers, $576 ; of female teachers, $273. The number of teachers who had attended the normal schools at Toronto or Ottawa was 1,873, an in¬ crease of 74. High schools. — Number of schools, 104; number of pupils, 12,473. The amouut re¬ ceived by the high school board from legislative grant for the salaries of teachers was $84,304 ; increase, $1,016. The amount of municipal grants in support of high schools was $196,438 ; decrease, $4,375. The amount received for pupils’ fees was $29,209 ; decrease, $1,621. Balances of the preceding year and other sources, $63,137 ; increase, $6,882. Total receipts, $373,150 ; increase, $1,900. Expended for salaries of masters and teachers, $253,863; decrease, $3,354 ; for building, rent, and repairs, $19,361 ; decrease, $4,341 ; for fuel, books, contingencies, $68,673 ^increase, $5,905 ; for maps, prize books, apparatus, and libraries, $1,821; decrease, $339; total expendi¬ ture for the year, $343,720; decrease, $2,129. The cost per pupil, based on total ex- CCLIV REPORT OF THE COMMISSIONER OF EDUCATION. penditure, was, for collegiate institutes, $29.30 ; higli schools, $26.61 ; collegiate in¬ stitutes and high schools, $27.56. Thirty-seven high schools charge fees, 67 are free, and 51 are united with public schools. Receipts and expenditure. — The total receipts for all public school purposes for the year 1882 amounted to $3,469,990. showing an increase of $2^0,751 over the total re¬ ceipts of the year 1881. Total expenditure for all public school purposes, $3,O20J974 ; increase, $182,702. The average cost per pupil, based on total expenditure, was $6.03 for rural districts, $8.81 for cities, $6.86 for towns, being for the whole province $6.42. Normal schools. — The report of the normal schools for the school year 1882-’83 shows that 200 pupils were admitted to the Toronto normal school, of whom 84 were men and 116 women. Certificates were granted to 60 men and to 95 women. The teach¬ ing staff numbers 8 persons. The Ottawa normal school admitted 138 students, viz, 65 men and 73 women. Certificates were granted to 53 men and 60 women. The teaching staff' numbers 7. Each of the schools has a model school attached. The expenditure for normal and model schools for 1882 was $44,904.36; for 1883, $45,340.40. e. Pbince Edwakd Island: Area, 2,133 square miles; population, 108,891. Capital, Charlottetown; population, 8,807. Chief superintendent of education, I. Montgomery. According to the report for 1882 the number of pupils enrolled in the public schools was 21,269 ; average daily attendance, 11,285 ; number of teachers, 468. Total ex¬ penditure for education, $130,446.96; rate for each pupil enrolled, $6.13; rate for each pupil in average daily attendance, $11.56. The average salary for teachers ranged for male teachers from $228.64 for teachers of the third class to $465.16 for teachers of the first class ; for female teachers, from $165.56 for the third class to $360 for the first class. The Prince of Wales College and Normal School was attended by 93 students, viz, 33 non-professional and 60 in training for teachers. /.Quebec: Area, 188,688 square miles ; population, 1,359,027. Capital, Quebec; population, 62,446. Superintendent of public instruction, Gedoon Ouimet. According to the report of the superintendent for the scholastic year 1881-’82 the number of schools (under control) was 4,457 ; number of pupils, 236,699; average at¬ tendance, 180,463. The following table shows the classification of schools in the province, with tho teaching force and enrolment : Schools. Professors. Pupils. Ylni versifies _ _ _ __ _ _ 3 129 1, 075 36, 022 323 Schools of the second degree . . . 231 1,349 20 "NTormal schools _ _ _ _ 3 Special schools. _ _ _ ............................................... 20 113 1, 351 200, 354 Primary schools _ 4, 609 5, 600 Total . 4, 866 7, 211 239, 125 Guatemala, republic: Area, 41,830 square miles; population (1883), 1,276,961. Capital, Santiago de Guatemala; population, 55,728. The following information is taken from An ales estadisticos de la Repxiblica de Guatemala for 1882, an official publication issued by the secretary of the bureau of statistics of Guatemala : The law on public instruction in Guatemala declares that primary instruction shall be obligatory for all children between six and fourteen years of age. The law fur¬ ther provides that an annual return shall be made of all children of school age and EDUCATION IN FOREIGN COUNTRIES. CCLV of tlieir attendance at school. The following table shows the number of children of school age and their attendance at school for the year 1882 in each department of the country, together with the population of the department. The total number of primary schools was 811 : Departments. Population in De- | cember, 1882. Child Boys. hen of selioo Girls. 1 age. Total. Proportion t o the number of inhabitants. Guatemala . - . 129, 564 8, 793 7,621 16, 414 lto 8 Araatitlan. . . . . . . 32, 387 2, 902 2, 538 5, 440 lto 6 Escuintla . . . 29, 890 1, 739 1,494 3, 233 lto 9 Sacatepequez . 38, 020 3, 239 2, 854 6, 093 lto 6 Chimaltenapgo . . 52, 650 4, 301 3,980 8, 281 1 to 6 Solold - - - - 79, 445 6, 265 5, 609 11,874 1 to 7 Totonicapam . 143, 192 10, 809 9, 153 19, 962 lto 7 Suchitepeqpez . . 39, 109 1,452 1,339 2, 791 lto 12 Ketalhuleu . . 22, 837 1. 239 1,029 2, 268 lto 10 Quezaltenango . . 95, 503 3,967 2, 843 6,810 lto 14 San Marcos . . . 73, 217 3, 992 2, 728 6, 720 1 toll Hueliuetenango . . 121,256 5, 885 4, 321 10, 206 1 to 12 Quiche . 75, 979 5, 381 3, 949 9, 330 1 to 8 Baja Verapaz . 44, 875 3, 614 3, 424 7, 038 l to 6 Alta Verapaz . . . 92, 515 2, 956 2, 897 5, 853 1 to 16 Peten . . 8, 229 621 505 1,126 lto 7 Izabai . . 5, 232 313 209 522 1 to 10 Zacapa . . . 38, 256 3, 486 2, 946 6, 432 ; lto 6 Chiquimula . 56, 083 4, 760 3, 641 8, 401 lto 7 Talapa . . . 31, 492 2, 447 1,931 4, 378 lto 7 Jutiapa . 41, 878 3, 630 2, 938 6, 568 l to 6 Santa Rosa . . . . . 31, 352 3,202 2,630 5, 832 lto 5 Total . !, 276, 961 84, 993 70, 579 155, 572 1 to 8. 2 Departments. Attending the schools. public ® h q •P g p a .2 ”33 to" Not attending school. ® g d Jf-S U OtM 0^0 Boys. Girls. Total. £§§ Boys, Girls. Total. Guatemala. . . . . 5, 558 2, 475 8, 033 1 to 2 3, 235 5, 146 8, 381 lto 2 Amatitlan . . . . , 622 415 1,037 1 to 5 2, 280 2, 123 4, 403 1 to 1 Escuintla . .667 293 960 lto 3 1, 072 1,201 2, 273 1 to 1 Sacatepequez . 1, 654 1,101 2, 755 lto 2 1, 585 1, 753 3, 338 1 to 2 Chhnalteuango . . 1,054 '633 1,687 lto 5 3, 247 3, 347 6, 594 1 to 1 Solola . 528 210 738 lto 16 5,737 5, 399 11,136 1 to 1 Totonicapam . 488 191 679 lto 29 10, 321 8, 962 19, 283 1 to 1 Sqchitepequez . . . 729 305 1, 034 1 to 3 723 1, 034 1,757 1 to 2 Retalhuleu . . 256 151 407 1 to 6 983 878 1, 861 1 to 1 Quezaltenango . 2,109 429 2, 538 1 to 3 1,858 2,414 4,272 1 to 2 San Marcos . 1, 414 863 2, 277 1 to 3 2,578 1, 865 4, 443 1 to 2 Hueliuetenango . . 1, 650 260 1,910 1 to 5 4,235 4, 061 8, 296 1 to 1 QuichO . 1, 051 311 1, 3G2 1 to 7 4, 330 3, 638 7, 9G8 1 to 1 Baja V erapaz . . 1,094 452 1, 546 1 to 5 2, 520 2,972 5,492 1 to 1 Alta Verapaz . 1, 003 497 1, 50d lto 4 1, 953 2, 400 4, 353 1 to 1 Peten . 484 119 603 lto 2 137 386 523 1 to 2 CCLVI REPORT OF THE COMMISSIONER OF EDUCATION, Departments. Attending the public | schools. Proportion to the total num¬ ber of children. Not attending school. Proportion to the total num¬ ber of children. Boys. Girls. Total. I Boys. Girls. Total. Izabal . . . 171 102 273 1 to 2 142 107 249 1 to 2 Zacapa . . . 769 177 946 1 to 7 2,717 2, 769 5, 486 1 tol Chiqutmula . 1,887 402 1 2,289 1 to 4 2, 873 3,239 6, 112 1 to 1 Jalapa . 1,340 439 1,788 1 to 2 1,098 1, 492 2, 590 1 to 2 J utiapa . 1,278 500 1, 778 1 to 4 2,352 2,438 4, 790 1 to 1 Santa Eosa . 958 371 1,329 _ 1 to 4 2, 244 2,259 4,503 1 to 1 Total . to O 1 ! “ 10,696 37, 469 |l to 4.1 58, 220 59, 883 oo c CO 1 to 1.3 Jamaica, British colony : Area, including Turk’s Island, 4,302 square miles ; population, 585,536. Cap¬ ital, Spanish Town; population, 6,000. Inspector of schools, Thomas Capper. The following information is derived from the annual report of the inspector of schools for the year ending September 30, 1882: Number of schools inspected, 677 ; number receiving aid, 627 ; number of pupils registered, 53,366; average attendance, 29,894; amount of grauts in aid, 18,225£. With respect to school attendance the inspector says : The regulation requiring all schools receiving government aid to be open for at least 180 days in the year has been very generally disregarded. The proportion of scholars on the books of schools under government inspection to the whole number of children in the island between the ages of 5 and 15 is almost exactly 30 per cent. But low as this percentage undoubtedly is, it must not be inferred from it, as some suppose, that 70 per cent, of the children in the island go without any education. The figures would be the same if every child in the island attended school regularly for three years, which, unfortunately, is far from being the case. To put it in another way, the children of Jamaica have on an average three years each in an elementary school, which, if they attended regularly and were well taught, would be quite suf¬ ficient to give them a better education than the great majority of them actually get. In the course of those three years, however, they only attend on an average five- ninths of the school days, broken up in most cases into detached portions, so as to produce the smallest possible good results. % As a means of improving the teaching force, regulations were published in August last under which certificates will be granted, on the results of an examination to be held annually, to teachers, and, after a probationary period of two years, to outgoing students of training colleges. To holders of these certificates an annual bonus will be paid of 51., 10 l., or 15 l., according to the class of their school at the annual inspec¬ tion. Provision is also made for the payment of a sum of 15Z. to such voluntary training colleges as apply for examination, for every resident student who passes. The standard to be attained is such that nearly all capable teachers in the island should be able to secure a certificate within two or three years. Mexico, federal republic : Area, 7 43,948 square miles ; population (1882), 10,046,872. Capital, Mexico ; population (1882), about 300,000. There are no statistics of primary education covering the whole country of Mexico later than 1875. A French gentleman, M. A. Dupin de Saint Andr<5, has made a re¬ port to the French minister of public instruction on education in Mexico, from which ‘the following details are taken : The reorganization, or rather the organization, of primary instruction in Mexico was effectedin 1867, since which time considerable progress has been made andnumerous schools have been established. In 1S75 instruction was made obligatory in 19 out of 29 states, viz, in Aguascalientes, Chiapas, Coahuila, Campeche, Guanajuato, Guerrero, Jalisco, Michoacan, Morelos, Nuexm-Leon, Oaxaca, Puebla, Sinaloa, Sonora, EDUCATION IN FOREIGN COUNTRIES. CCLYII San Luis Potosf, Tlaxcala, Vera Cruz, Distrito federal, and Baja California. In some of these states (Aguacalieutes, Campeche, Michoacan, Jalisco, Morelos, Nuevo- Leon, Oaxaca, Sinaloa, Vera Cruz, San Luis Potosf, and Guerrero) parents and guar¬ dians who do not send their children to school are fined and may he sent to prison. In others (Puebla and Coahuila) the delinquents are brought before the police magis¬ trates, while in Sonora, the federal district, and Lower California children who go regularly to school receive a reward, and. all public employment is refused to the fathers who neglect to comply with the requirements of the law. The program of primary instruction embraces reading, writing, Spanish grammar, arithmetic, weights and measures, morals, and politeness. In most of the schools instruction in geography, drawing, and natural history and in the rights and duties of citizenship are added to these obligatory subjects. Girls are taught sewing. In the City of Mexico the school programs are of wider scope and include geometry, algebra, general history, and Fren ch. In 1875 (date of the latest statistics) there were 8,103 primary schools in Mexico, conducted by the government, the municipalities, or by corporations and individuals. They are subdivided as follows : government schools, 603 ; municipal, 5,240 ; main¬ tained by corporations or private parties, 378 ; by the clergy, 117 ; private schools, 1,581 ; unclassified, 184. Instruction is gratuitous in all, except some of the private schools. The schools belonging to the clergy, as shown above, are not numerous. Clericalism is powerless in Mexico. This fact is all the more extraordinary because the country is Roman Catholic and the Indians are still the humble servants of the padres. But sangre azul Mexicans dislike the priests. They are anxious to rescue the country from their influence and hope to succeed in their project by increasing the number of governmental or communal schools. Divided as to sex and age, the Mexican schools are classified as follows : Primary schools for boys, 5,567; for girls, 1,594; mixed schools, 548; adult male, 124; adult female, 21 ; unclassified, 249 ; total, 8,103. The number of pupils in the 8,103 schools was 349,000. This is not a large number in proportion to the 800,000 children of school age in the country. But, although the Mexican Republic is three times as large as France, the population is scattered, the schools are not nearly so numerous as they should be, and the illiterate Indians have no conception of the value of edu¬ cation, These causes sufficiently account for the ignorance of which so much com¬ plaint is made and for which there is no remedy except the establishment of schools in all the remotest villages. In 1875 the confederation, the states, the municipali¬ ties, and the corporations expended $1,633,436 for primary education, of which nearly $417,000 came from the confederation, the corporations giving $173,000. The rest came from State funds and municipalities. The number of secondary and professional schools in 1875 was 54, with 9,337 pupils. This is exclusive of the ecclesiastical seminaries, which numbered 24, with 3,800 stu¬ dents. There were also 15 secondary schools for girls, with an attendance of 2,300 students. Yucatan, Mexican state: Area, 29,567 square miles; population, 302,319. Capital, Merida; popula¬ tion, 9,727. From a report presented by the president of the council of public instruction of Yu¬ catan to the governor of that state we obtain the following statistics : The number of primary schools in 1882-’83 was 227, an increase of 37 over the previous year. Of these, 170 were boys’ and 57 were girls’ schools. The total attendance wras 8,216, and of this number 6,041 were boys and 2,174 were girls. The previous year the attend¬ ance was 9,600, composed of 7,500 boys and 2,100 girls, thus showing a decrease. The annual expenditure was 71,220 pesos ($63,671), of which sum 43,068 pesos were ap¬ propriated from the public treasury and 28,152 pesos were contributed by the vari¬ ous municipalities. There are a normal school ; a literary institute for girls, which had an attendance of 177 pupilsin 1882; the Literary Institute of Yucatan, which gives both primary and sec- E— XVII CCLYIII REPORT OF THE COMMISSIONER OF EDUCATION. ondary instruction and was attended by 174 students in 1882 ; a public museum ; and a library of 1,340 volumes. The literary institute of Valladolid, wbicb gives primary instruction, bad an attendance of 57 pupils in 1882. The medical school at Merida had 50 students the same year, while the law school had 53 students. V.— South America. Argentine Eepublic: Area, 515,700 square miles; population, 2,830,000. Capital, Buenos Ayres; population, 295,000. Minister of justice, worship, and public instruction, Dr. Eduardo Wilde. The following information is taken from an official report on the condition of edu¬ cation in the Argentine Republic in 1882 by Dr. Benjamin Zorrilla, president of the national commission on education. The commission was established in 1882 for the purpose of examining and reporting upon the condition of education in the republic during that year. The first act of the commission was to take a school census of the city of Buenos Ayres, so as to determine the number of children of school age (5 to 14 years) in that city, the number attending the public and private schools, those receiving instruc7 tion at home, and those who receive no instruction whatever. The census showed that there were 44,170 children of school age whose parents are required by law to send them to school, and 19,543 children enrolled in the public schools in May, 1882, with an attendance of 16,958, which figures rose in October to 21,698 enrolled, with an attendance of 17,885. There has been a gradual increase in school attendance in the last few years. To go buck twenty -five years, there were 6,427 children at school in Buenos Ayres in 1856, according to information in the possession of the department of education. The census of 1869 showed that the total population of the province of Buenos Ayres, in¬ cluding the city, was 495,107, and that 28,373 children attended the public and private schools. In the city alone in 1882 there were 21,698 children enrolled at the public and 11,493 at the private schools, making a total of 33,191, or 4,818 more than at¬ tended school in the whole province in 1869. The population of the city in 1881 was 289,925, while in 1869 it was 177,790. A comparison of the enrolment and attendance in the years 1880, 1881, and 1882 at the public schools shows a constant increase. Thus in 1880 the enrolment was 16,637 and attendance 13,422; in 1881 the corresponding figures were 18,023 and 14,714; and in 1882, 21,698 and 17,885, which shows an increase of 5,000 children in the enrol¬ ment during those three years. The number of schools in 1882, besides normal schools, was 168, divided into 5 graded, 94 elementary, 53 infant, 14 night, 1 Sunday school, and 1 Kindergarten. The total number of teachers was 437. The sum of $137,000 was paid for the rent of 150 buildings for school purposes, including that occupied by the national educational commission. The number of private schools in Buenos Ayres was 118, of which 46 were for boys, 19 for girls, and 53 mixed. The attendance in September, 1882, was 6,777 boys and 4,716 girls, a total of 11,493. The number enrolled in the public schools at the same time was 21,698, so that the entire number of children enrolled in the schools was 33,191. There were, besides, 697 pupils of the public normal schools, 225 students at the national college in the first and second years (who still belonged to the school population), and 1,323 children who received instruction at home, making a total of 35,436 children receiving instruction out of the 46,000 of school age in the city. The number 46,000 represents the number of children of school age better than the census figure, 44,170, because many persons did not give the number of their own children or of others living in their houses who were of school age. The law of September 25, 1871, organizing public instruction, had gone into effect in all the provinces of the republic by the end of 1882. Under this law school com¬ missioners are appointed in each province, who are independent of the local govern¬ ments and who administer the funds appropriated for school purposes. The law specifies the sources from which the appropriation shall be made. EDUCATION IN FOREIGN COUNTRIES. CCLIX In the province of Buenos Ayres 70 new school buildings were in course of con¬ struction in 1882. The total number at the close of that year was 324, with 276 male and 294 female teachers and 22,498 pupils (of whom 12,102 were boys and 10,396 girls). The average attendance was 16,742. The number of schools in 1881 was 248 and of pupils 18,451. The province of Santa F6 made no returns for the year 1882, and therefore had no share in the national subvention for education. The census of 1869 showed 7,188 pupils of both sexes in the public and private schools of the province of Entre Rios, out of 27,709 children of school age. Since then the school attendance has not increased, while the number of children of school age has kept pace with the increase of population. The number of children attend¬ ing the public schools in 1882 was 3,777 ; the enrolment was 4,217 (2,399 of whom were boys and 1,818 girls). There were 64 schools, with 64 male and 57 female teachers. The average monthly pay of all the teachers was 44.64 pesos fuertes (about $45). The total school attendance did not exceed 7,000. The province of Corrientes, like San Luis, Santa F6, and others, has passed excel¬ lent laws on primary education, which have not been rigidly enforced, on account of the apathy and indifference of the public. In 1882 there were in that province 101 schools, with 151 teachers (88 male and 63 female) and an enrolment of 4,928 children (of whom 2,977 were boys and 1,951 girls). The attendance was 4,420. The total paid for salaries was 2,680 pesos fuertes a month. In 1869 the school attendance, pub¬ lic and private, was put down at 6,569. The returns for 1882 only give the public schools, but it is probable that there has been no increase in the attendance at private schools since the earlier date. Cordova is the second province of the republic in population. It has no law upon primary instruction but the legislature votes a certain amount of money for that branch of education every year. Its university and the Colegio de Monserrat receive much attention from the legislature and the public, but primary education is neg¬ lected. In 1872 the city of Cordova had 2 public schools, with 42 pupils ; in 1882 the number had increased to 20 schools, with 1,698 pupils. The province has a population nearly equal to that of the city of Buenos. Ayres, so that it may be assumed that it contains 46,000 children of school age. In 1872 the province had 39 public schools, with 1,559 pupils. In 1882 there were 102 schools, with 6,611 pupils. More children, therefore, attend the private schools of the city of Buenos Ayres than are taught in all the schools of Cordova. In the 102 schools there were 147 teachers (76 male and 71 female), the number of pupils enrolled was 6,611 (3,976 boys and 2,635 girls), and the attendance was 5,692. The legislature of the province of San Luis passed a new law on public primary education on March 14, 1883, some of the principal features of which are as follows : It makes primary instruction obligatory and gratuitous. An annual census is es¬ tablished to determine the number of children of school age and a fine is imposed upon the parents or guardians for non-enrolment and non-attendance of such children at school. Aprovincial educational commission is established, with a president, council, and other officers, and district inspectors are appointed under the commission. The duties and powers of the commission are to administer the school fund, appoint and discharge employes (discharges are to be made for sufficient reasons only), take the school census, draw up regulations and programs for the schools, visit and in¬ spect the schools twice a year (and oftener if necessary), suggest improvements to the executive, prepare an annual report, appoint and remove teachers, build or buy school-houses, propose new taxes to increase the school fund, receive gifts or lega¬ cies, demand dispossession of land necessary for school purposes, draw up annually a general budget for all school districts and forward it to the executive, keep an account of the receipts and expenditures of the commission, recommend the estab¬ lishment of public libraries, deposit the funds it receives in the national bank, collect the subsidies granted by the general and provincial governments for school CCLX REPORT OF THE COMMISSIONER OF EDUCATION. purposes, receive and distribute books and apparatus, &c., for educational pur¬ poses, and arrange for collecting taxes destined for tbe school fund. The members of the commission are responsible for the property administered by it. The commission has the right of representation in court. The president has control of the employes of the commission. His powers and duties are to preside over the commission, and he may vote in case of a tie. His signature, together with that of the secretary, legalizes the acts of the commission, and he communicates such acts to the proper functionaries. His duties are, further, to draw up and submit to the commission the regulations affect¬ ing the powers and duties of the employes thereof; to authorize payments and col¬ lect, distribute, and advise upon the various appropriations ; to execute the disposi¬ tions made by the commission for distributing school furniture, books, &c. ; to inspect the schools of the capital and to recommend improvements in instruction ; to conduct an official journal containing decrees, &c., on primary instruction ; to superintend school inspection ; to prepare an annual report and a budget ; and to become a party to any suit or action involving school funds or property. The duties of the inspectors are to inspect and report upon the competency of the teachers, prevent them from using other text books than those adopted by the commission, notice the attendance of the teach¬ ers and verify their returns of attendance of the pupils, keep the commission informed of the hygienic conditions of the schools and the condition of the buildings, furniture, &c., and attend to the fulfilment of the regulations of the commission and to the collec¬ tion of taxes for the school fund in each district. The law then specifies the sources from which money is to be derived for the school fund. They include certain fines and penalties, a percentage of gifts and legacies and of property left by persons dying intes¬ tate, proceeds of the sale of public lands, taxes on wills, the income from certain rights and privileges, and the subsidies from the national and provincial legisla¬ tures. The receivers of these moneys, appointed by the executive authority, render an account thereof to the commission of education, and they act in concert with said commission on all matters affectirig the disposition of such moneys. The salaries of the officers of the central commission, of the inspectors, and other employes are to be determined annually by the budget for that year and be paid by the commission itself. The teachers are required to present their pay estimates to the district inspectors every four months, and the latter send the same to the com¬ mission. Every person who has established or desires to establish a private school must prove to the inspector of the district that the branches which are required as a minimum in the public schools are taught in his school. This is to permit the chil¬ dren in private schools to be exempt from attendance at the public schools. Pri¬ vate schools are required to give the statistics demanded by the inspectors and the com¬ mission and to be subject to supervision and inspection by the inspectors as far as the morality of the instruction and the hygienic conditions of the school are con¬ cerned. The commission will establish two endowments for boys and girls in the normal schools of each school district. The beneficiaries of these endowments are bound to serve four years in the schools of the province. The number of subsidized schools in the province of San Luis at the end of 1882 was 78, with 116 teachers (55 male and 61 female) and 4,047 enrolled pupils, of whom 2,298 were boys and 1,749 were girls. The attendance was 3,653. The average monthly pay of the teachers was 27.87 pesos fuertes (about $28). The census of 1869 showed 2,216 children attending the public and private schools, so that the subsidized schools now have an attendance which is nearly double the total number of children who went to school fourteen years ago. The province of Mendoza passed a law on public instruction on November 30, 1880, which is like those enacted by other provinces in the last few years. The school sta¬ tistics for 1882 show 61 public subsidized schools, with 64 male and 55 female teachers and 4,458 enrolled pupils (2,665 boys and 1,793 girls). The attendance was 3,843. In 1869 the total attendance at public and private schools was 2,132. The province of Ban Juan enacted a law on primary education in 1873, and as considerable attention EDUCATION IN FOREIGN COUNTRIES. CCLXI is paid to the subject in that province many improvements have been introduced into the system which was adopted at that time. A proposed new law provides, among other things, that a school shall he established in every locality where there are 30 children of school age ; that public schools shall be open to both sexes ; that whenever the mean attendance at a school exceeds 30 pupils an assistant teacher shall be engaged ; that private schools shall submit to inspection and supply the statistical information re¬ quired by the general council within specified periods, under penalty of a fine. An additional fine will be imposed for refusing to supply the information desired or for giving false returns. Teachers will be required to obtain diplomas from a normal school or from the general council. In 1882 San Juan had 48 public subsidized schools, with 41 male and 77 female teachers and an enrolment of 5,031 children. In 1869 the census showed an attendance at all schools o^ 5,091 children. The province of Rioja is in an isolated situation, its soil is barren, and its mineral resources have only recently begun to be develojied. It could hardly be expected, therefore, to contribute much to educational purposes. Nevertheless its legislature passed a law in July, 1882, which is in conformity with the national school law. It appropriated 16,000 pesos fuertes, to be deposited in the national bank subject to the order of the school commission. The latter was created by the same law and was also intrusted with the money of the national subvention. In 1882 there were 69 public subsidized schools in the province, with 40 male and 45 female teachers and an enrolment of 4,120 pupils, of whom 2,295 were boys and 1,825 girls. The attend¬ ance was 3,796. The average monthly pay of the teachers was 14.92 pesos fuertes (about $15). In 1869 the attendance was 3,000. The group of the four provinces San Luis, Mendoza, San Juan and Rioja presents a more satisfactory state of things, as far as public elementary instruction is con¬ cerned, than the littoral provinces, except Buenos Ayres. The province of Catamarca was one of the first to respond to the national law by enacting one in conformity therewith, appointing commissions in the capital and the country districts and appropriating money for public instruction. But primary instruction made little progress under the original law, and a new law was passed in December, 1882, which reorganized the system of instruction and made additional appropriations to support the same. The number of public subsidized schools in the province in 1882 was 37, with 29 male and 21 female teachers and an enrol¬ ment of 2,443 children, of whom 1,601 were males and 842 females. The attendance was 2,077. The monthly pay of the teachers was 18.84 pesos fuertes. The public and private school attendance in 1869 was 2,622. None of the requirements of the law of September 25, 1871, had been complied with in the province of Santiago up to the beginning of 1882. No school commission had been appointed and no funds had been raised for educational purposes. But this state of things will not last long, and a law has been proposed which is fully in ac¬ cord with the circular of April 10, 1882, and makes appropriations for school purposes. In the early part of 1883 there were 34 public primary schools in the pro¬ vince, with 26 male and 16 female teachers. The enrolment was 1,117 boys and 566 girls. The attendance was 1,679. The average monthly pay of the teachers was 26.42 pesos fuertes. The province of Tucuman had not adopted a general law on primary education be¬ fore 1882. It regulated its schools in its own way, without reference to the national law on elementary education. The governor of the province, however, in his annual message to the provincial legislature, called attention to the importance of accepting the conditions of the law providing national aid for elementary instruction, and the pro vince will, in all probability, shortly join in the general movement which has given an impulse to that branch of education in the last few years. In 1882 there were 64 public elementary schools, with 58 male and 62 female teachers and an enrolment of 3,186 boys and 2,912 girls. The attendance was 5,118. The average monthly pay of the teachers was 20.35 pesos fuertes. In 1869 there were 3,219 children attending the CCLXII REPORT OF THE COMMISSIONER OF EDUCATION. public and private schools of the province. The legislature of the province voted 23,563 pesos fuertes for primary instruction in 1882, and the municipalities 34,440 pesos fuertes additional. The constitution and school laws of the province of Salta provide for an annual school tax, which equalled the general estimate of the province in 1883. A periodical representing the interests of education is published under the auspices of the council. In 1882 there were 64 subsidized elementary public schools in the province, with 43 male and 56 female teachers and an enrolment of 2,335 boys and 2,123 girls. The attendance was 3,990. The average monthly pay of the teachers was 35.82 pesos fu¬ ertes. In 1869 there were 2,885 children in the public and private schools of the province. In 1882 the province of Jujuy adopted the conditions of the national law on ele¬ mentary education, made suitable appropriations to supplement the national aid, ap¬ pointed a school commission, created a system of school inspection, and, in short, complied with all the requirements of that law. The number of subsidized public elementary schools in the province in 1882 was 28, with 19 male and 14 female teachers and an enrolment of 626 boys and 414 girls. The attendance was 1,035. The aver¬ age monthly pay of the teachers was 18 pesos fuertes. There is no record of the school attendance of 1869. The following table gives a summary of the foregoing information, together with some additional figures showing the condition of primary education in the colonies and the average monthly cost of each scholar in each province : Provinces and colonies. No. of schools. Number of teachers. Enrolment. Male. Female. Total. Boys. Girls. Total. Buenos Ayres (city) . 167 * 158 337 495 10. 010 11, 688 21, 698 Buenos Ayres (province) . 290 246 273 519 11, 134 9,848 20, 982 Cordova (province) . 80 59 49 108 2, 855 1,711 4, 566 Cordova (municipality) . 22 17 22 39 1, 121 924 2, 045 Corrientes . 106 99 64 163 3, 334 1, 966 5,300 Catamarca . . 37 29 21. 50 1, 601 842 2,443 Entre Bios . 64 64 57 * 121 2, 399 1, 818 4, 217 Jujuy . 28 19 14 33 626 414 1, 040 Mendoza . 61 64 55 119 2, 665 1, 793 4, 458 La Rioja . 69 40 45 85 2, 295 1, 825 4, 120 San Luis . 82 56 64 120 2, 235 1, 885 4, 120 San Juan . 48 41 77 118 2, 648 2, 383 5,031 Salta . 64 43 56 99 2, 335 2, 126 4, 461 Santiago del Estero . 34 26 16 42 1, 117 566 1, 683 ganta !F6 80 4, 585 Tucuman (province) . 44 33 17 50 1, 769 1, 174 2,943 Tucuman (municipality) . 10 17 39 56 952 1, 524 2, 476 Tucuman (monteros) . 10 8 6 14 465 214 679 Caroya (colony) . 2 2 3 5 134 95 229 Chubut (colony) . 1 2 1 3 12 22 34 General Alvear (colony) . 1 1 2 3 . 25 14 39 General Mitre (colony) . 1 1 1 2 44 46 90 Martin CravoAa, (island) _ 1 1 1 16 16 32 Reconquista (colony) . 2 1 1 2 75 45 120 Resistencia . 1 1 1 2 35 21 56 San Javier (Patagonia) . 1 1 1 2 31 19 50 Viedma . 1 1 1 2 46 63 100 Villa For’sa (Cbaco) . . . 2 1 2 3 88 62 150 Total . 1, 309 1, 030 1, 226 2, 256 50, 067 43, 104 97, 756 EDUCATION IN FOREIGN COUNTRIES. CCLXIII Attend¬ ance. Monthly Average Monthly expense of each pupil. Provinces anti colonies. pity of teachers, a for each teacher, a According to enrol¬ ment, a According to at ten fi¬ ance, a Buenos Ayres (city) . 17, 885 IQ, 520 39.43 0. 89 1. 09 Buenos Ayres (province).. . 16, 698 22, 252 42. 87 1.06 1. 33 Cordova (province) . . . . . . 8, 969 2, 638 24.42 0. 57 0. 66 Cordova (municipality) . . 1, 723 1, 155 29. 61 0. 56 0. 67 Corrientes . . . . . 5, 212 3, 667 22.49 0. 69 0. 70 Catamarca . . . 2, 077 942 18. 84 0. 38 0. 45 Entre Rios . 3, 777 4, 464 36. 89 i. 05 1. 18 Jnjny . ----- 1, 035 594 18. 00 0. 57 0. 58 Mendoza . . . 3, 843 2, 090 17. 56 0.46 0.54 La Rioja . . 3, 796 1, 269 14. 92 0.30 0. 33 San Luis . . . 3, 906 3, 224 26. 86 0.78 0. 82 San Juan . 3, 979 2, 036 17. 25 0. 40 0. 51 Salta . 3, 990 3, 547 35. 82 0. 79 0. 88 Santiago del Estero . . . Santa E6 1, 679 3, 097 2, 558 1, 110 26. 42 0. 66 0. 67 Tucuman (province) . 1, 072 2i. 44 0. 36 0. 41 Tucuman (municipality) . 2, 062 1, 155 20. 62 0.46 0. 56 Tucuman (monteros) . . . . . 498 266 19. 00 0. 39 0. 53 Caroya (colony) . 161 135 27. 00 0. 58 0. 83 Chubut (colony) . 32 130 43. 33 3.82 4.06 General Alvear (colony) . 19 130 43. 33 3. 36 6.84 General Mitre (colony) . . . . 67 100 50. 00 1.11 1. 49 Martin Garcia (island) . . . . 32 60 60. 00 1. 87 1. 87 Reconquista (colony) . 120 100 50. 00 0. 83 0. 83 Resistencia . 34 100 50. 00 1. 78 2. 94 San Javier (Patagonia) . . 42 100 50. 00 2. 00 2. 38 Viedma . 78 100 50. 00 0. 91 1. 29 Villa Eor’sa (Chaco) . 89 140 46. 66 0. 93 1. 57 Total . . . . 83, 358 72, 096 33. 43 1.02 1. 33 a The figures represent, pesos fuertes. One peso fuerte = $1,013. The population of the foregoing provinces and territories in 1882 was estimated to he as follows, according to the Almanach de Gotha: Buenos Ayres (city) . . . _ 295, 000 Buenos Ayres (province) ..... _ ... . . . 612, 000 Cordova (province) . 320, 000 Corrientes (province) . 204, 000 Entre Rios (province) . . . 188, 000 Santa F6 (province) . . . . . . . . . 187, 000 Tucuman (province) . . . . . . . . 178, 000 Salta (province) . . . . . 167, 000 Santiago (province) . 158, 000 Catamarca . 102,000 Mendoza . 99,000 San Juan . 91,000 La Rioja . . . . . . . . . . . 87,000 San Luis . . . . . 76, 000 Jujuy . . . 66,000 Territories . „ . . . . . . . 112, 000 Total . . . . . . . . 2,942,000 UCLXIV REPORT OF THE COMMISSIONER OF EDUCATION. Secondary education. — From a report presented to the national congress in 1883 by Dr. Eduardo Wilde, minister of justice, public worship, and instruction,* the fol¬ lowing statistics of secondai^ instruction are taken. In the report regrets are ex¬ pressed that in consequence of insufficient appropriations the efficiency of the teach¬ ing force in the national colleges and normal schools has been seriously diminished, both as regards the number and permanence of the force and its energy and enthu¬ siasm. Attention is also called to the insufficient number of school buildings and their bad condition. * In the 14 national colleges of the country there were 1,116 students in 1881 and 1,629 in 1882. In the 9 normal schools for boys there were 228 students in 1881 and 306 in 1882. There were 6 normal schools for girls in 1881, with 272 pupils, and in 1882 the number had increased to 8, with 335 pupils. Complaint is made that many students of the secondary schools do not complete their elementary education before entering them. Some of the teachers of the girls’ normal schools are foreigners. An idea of the character and scope of the instruc¬ tion given in the colleges may be obtained from the program of the National Col¬ lege of Corrientes : First year. The native language ; reading; vfriting; grammar; geography; arithme¬ tic (including decimals, powers and roots, &c.) ; sacred and ancient history; French. Second year. Native language; arithmetic (including elementary algebra and loga¬ rithms) ; practical geometry and lineal drawing ; geography and history (Argentine Republic and America) ; English and French. Third year. Exercises in composition, &c. ; algebra; book-keeping; French, English, Greek, and Roman history ; geography ; drawing. Fourth year. Literature and rhetoric; geometry; trigonometry; Latin and Greek grammar ; physics ; history ; general review of geography. Fifth year. Literature and rhetoric ; topography ; physics ; inorganic chemistry ; natural history; mental philosophy ; Latin and Greek ; review of history. Sixth year. Spherical trigonometry and cosmography ; organic chemistry ; natural history ; physiology and hygiene ; moral philosophy ; Latin ; general review of his¬ tory ; civic instruction ; elements of political economy. Some teachers complain of the inadequacy of scientific teaching and of the insuffi¬ ciency of apparatus and material. Superior education and special institutions. — The National Academy of Sciences was founded in 1870, under President Sarmiento, as a faculty of mathematical and physical sciences at the University of Cordova, but that institution manifested so much op¬ position to the plan that the faculty was reorganized under its present name. It was afterwards reunited with the university. It publishes reports and other works ^ and its members give instruction in the university. The university at Buenos Ayres had 40 professors and 761 students in 1882. Of the professors 15 were in the medical faculty, 8 in the faculty of law and social science, and 17 in the faculty of physics and mathematics. Of the students 365 were in the medical, 215 in the law, and 181 in the physical and mathematical faculties. There were 2,684 medical lectures, 485 on law, and 1,629 on physical and mathematical sub¬ jects during the year. The library contained 6,834 volumes. The University of Cordova had 240 students in 1882. The mineralogical museum contained 9,000 specimens. There were, besides, a zoological museum, a cabinet of physical apparatus, a chemical laboratory, an anatomical museum, and histological, physiological, and pharmaceutical laboratories. The library contained about 8,000 volumes. Complaint was made of the want of books. The engineering school at San Juan graduated 15 students in 1882. Besides these purely educational institutions, the national observatory at Cordova carried on astronomical observations, including celestial photography, and the meteor¬ ological bureau continued its observations ; both were under the directorship of the American astronomer, B. A. Gould. The report of this officer for 1882 contains the results of observations taken at eight stations in different parts of the country, from EDUCATION IN FOREIGN COUNTRIES. CCLXV Salta, latitude 24° 46' south, to the mission of Ushuaffi, in Tierra del Fuego, latitude 54° 53' south, and from Concordia, on the east, to Villa Argentina, at the foot of the Andes, on the west. Brazil, constitutional empire: Area, 3,287,964 square miles; population, 9,930,478. Capital, Bio de Janeiro; population, 274,972. No later information than that furnished by the Report of the Commissioner of Edu¬ cation for 1881 is at hand in regard to education in this country. United States of Colombia, federal republic: Area, 504,773 square miles; population (in 1870), 2,951,323. Capital, Bogota; population, 50,000. The latest information in regard to the educational system of this country is to he found in the Report of the Commissioner of Education for 1881. Venezuela, republic: Estimated area, 439,120 square miles; estimated population, 2,075,245. Capital, Caracas; population, 55,638. Minister of public instruction, Dr. A. Dominici. The following account of the Venezuelan school system was prepared by Mr. Horatio N. Beach, United States consul at Puerto Cabeilo : Until recent years there has not been in Venezuela anything that could properly be denominated a school system. Prior to 1879, the period of the incoming of the pres¬ ent president, there were no public schools. There existed in the larger towns a few private schools, having a very restricted attendance. President Guzman Blanco, since his last advent as chief magistrate, has inspired the establishment and mainte¬ nance of public schools. The principal school is the university at Caracas, the capital of Venezuela, a spacious and well arranged edifice, with a large and able faculty, the institution giving a classical education. It receives government aid. Aside from the university named there are no buildings erected for school purposes in the country. The school system will be best explained by saying that the country has seven states, each state divided into two legislative or judicial districts. Each district has a chief, who, together with the municipal officers, administers the city and village governments ; he also admmisters the governent of the rural population and manages the schools. The expense of conducting the schools is shared between the national government and the district governments. There being no public school-houses, the plan has been adopted of giving a teacher a stipulated price per quarter, the compensation to include instruction and a furnished school room. The ‘‘furniture ” is often quite scant in the school rooms, there being nothing more than miscellaneous sized boxes and kegs that are utilized as seats. Nearly all the schools are conducted under this system. In some of the cities a par¬ tial exception is made, a portion of the scholars being provided with instruction rooms leased for the purpose. The teachers in these schools are paid a monthly sum for in¬ struction alone. These leased school rooms are provided with blackboards, wooden benches with backs, and ordinary tables for writing. The teachers who provide school rooms are paid from $40 to $80 per quarter. Those teaching in rooms provided by the authorities are paid from $15 to $40 per month. The school hours are from 8 to 11 in the forenoon and 2 to 5 in the afternoon. In the cities the sexes are educated separately. There are no restrictions or distinctions on account of race or color. As before indicated, tuition is free to all scholars. There are no rate bills and no school tax. The language generally taught is the Spanish and the books in use are intended to impart only a rudimentary education in reading, writing, spelling, grammar, and geography. At present only about one-tenth of the adult population can read or write, which, however, is a much better percentage for education than a few years ago would have shown. Of course literature is very circumscribed. In the cities the public journals do not have more than one subscriber to each 300 population, and in the villages and more rural communities the proportion of subscribers and readers is much less. In the cities there are many highly educated people, who in the main received their edu¬ cation in the United States and Europe. But the cause of education is progressing slowly, like nearly everything else in the way of advancement, yet in the right di¬ rection. VI.— Oceanic a. Hawaii, constitutional monarcliy: Area, 6,677 square miles; estimated population (in 1882), 66,895. Capital, Honolulu; population, 7,000. President of the board of education, Hon. C. K. Bishop. From the biennial report of the president of the board of education for the two years ending March 31, 1882, it appears that there were in the kingdom 201 schools of CCLXVI REPORT OF THE COMMISSIONER OF EDUCATION. all classes, employing 314 teachers and having an enrolment of 8,046 pupils. Three- fourths of the children in the country were being educated in the public schools, while about one-fourth were cared for in the private schools. Considerably more than half of the children of the nation were under training in the English language, while the remainder were instructed in the Hawaiian language. The tables show ap excess of 1,010 boys over girls in attendance upon the schools. This is in part accounted for by the tendency to early marriage in the case of the girls, but the president observes that it is in a measure attributable to unknown causes. Progress is noted in almost every particular: enrolment and average daily attendance are greater than in any previous report, many new school-houses have been built, aud school accommodations and equipment have been greatly improved and increased. A teachers’ association has been formed that promises good results in awakeniug enthusiasm aud extending the knowledge of the best methods of instruc¬ tion and discipline. Progress is also shown in the growing interest of parents and .the public generally. During the year 1882 the inspector general of schools, by direction of the board, prepared a course of study for the government select schools. The course comprises twelve grades, each corresponding to one year,* beginning with the entrance of the pu¬ pil to the primary and progressing with easy gradations each year until the pupil is prepared for college, for teaching, or for business. Promotions are based on annual and term examinations. The amount of school tax paid over to the several school agents throughout the kingdom for 1881 was $46,872 ; the amount of school fund in the Hawaiian treasury March 31, 1882, bearing 12 per cent, interest per annum, was $44,629.38. New South Wales, British colony : Area, 31G.320 square miles ; estimated population, 817, 4G8. Capital, Sydney; population (1881), 220,627. Minister of public instruction, G. H. Reid. The following information is from the report of the minister for 1882 : Means of education. — (a) Provided at the public expense: The Sydney Grammar School, 1 ; public schools, 1,229 ; provisional schools, 188 ; half time and third time schools, 81 ; evening schools, 36 ; certified denominational schools, 124 ; orphan schools, 2, and industrial schools 2. ( Provided at private expense : School for the deaf and dumb aiul the blind, 1; ragged schools, 3; private schools, 491; total number of schools, 2,158. Number of children from 4 to 15 years of age, December, 1882 (estimated), 222,426 ; net enrolment in the schools of the department, 167,989 ; number of children receiving instruction through other agencies, so far as can be ascertained, 38,890. With reference to these figures the minister observes: That in any community 206,879 out of a population of 817,468 (ie., one in every four persons) can be under instruction in ordinary schools or at home, seems well-nigh impossible, and such a phenomenon, it is believed, has never yet been observed in any country. This point cannot be definitely cleared up, however, until some more effective mode of obtain¬ ing complete educational statistics than that now existing has been devised and brought into operation. While the record of enrolment is flattering to the colony, the minister expresses re¬ gret that such a limited proportion of the children attend school for a sufficient length of time for the instruction to be effective. Thus, in 1882 the number of pupils enrolled in the day schools was : For the whole year, 76,554, being 45.95 per cent. ; for three quarters only, 23,542, being 14.13 per cent. ; for two quarters only, 34,004, being 20.41 per cent. ; for one quarter only, 32,504, being 19.51 per cent. The average attendance for the year was 90,944; total number of teachers, 2,926 ; number of persons constituting the inspectorial staff, 26 ; the number of pupils enrolled in the training-school for the year, 94, viz: 40 men and 54 women; total sum avail¬ able for the operations of the department, 648,810k 9s. 2d. ; total expenditure for the year, 618,800k 8s. 9 d. EDUCATION IN FOREIGN COUNTRIES*. CCLXVII New Zealand, British colony : Area, 105,342 square miles ; population, exclusive of aborigines, 532,000. Capital, Wellington; population in 1871, 7,908. Minister of education, Thomas Dick. 9 The following information is from the report of the minister for 1882 : Number of pupils on school rolls at the end of the school year, 87,179 ; average daily attendance, 66,145 ; number of teachers, exclusive of teachers of sewing, employed during the last quarter of 1882, 2,143 ; total number of students in the four training schools, December, 1882, 147 ; number of children attending the Maori village schools, 2,024. The deaf and dumb institution was attended by 31 pupils; the articulation method is employed to the exclusion of all others. The course of instruction includes reading and writing in the first instance, followed by English composition, arithmetic, geogra¬ phy, history, drawing, elementary science, &c. The girls are also instructed in sew¬ ing, knitting, and other useful domestic accomplishments. The pupils, who are all resident boarders, under the watchful supervision of Mr. and Mrs. Van Asch and the assistants, occupy three separate dwellings, situated at convenient distances from one • another. There is also a detached school-house. Besides the gardens attached to the residences, there are ample playgrounds and abundaift facilities for recreation pur¬ poses. The locality is salubrious. The institution is subject to regular medical in¬ spection, and it is visited, from time to time, by the minister of education and officers of the department. The number of children on the rolls of the industrial schools December 31, 1882, was 1,040. The colony is well supplied with secondary schools, twenty of which made report to the government for the year. Provision is also made for superior education in the University of New Zealand, University of Otago, the Canterbury College, and the University College at Auckland, which last was established by act of the general assembly in 1882. Victoria, British colony: Area, 87,884 square miles; population, June, 1883 (estimated), 915,948. Capital, Melbourne; population (1882), 291,464. Minister of public instruction, James Service. Enrolment in public day schools, minus estimated duplicate enrolments, 184,402; average attendance, 116,414; net enrolment in night schools, 2,988; average attend¬ ance, 1,865. Enrolments in 647 private schools, no allowance being made for dupli¬ cate enrolments, 41,479; attending industrial school, 371; reformatory, 146; number of pupils who obtained certificates of being educated up to standard, 9,646; total 1873 to 1882, inclusive, 58,226. There are at present 51 state school exhibitioners attending the Melbourne Uni¬ versity and the public grammar schools and colleges; number of head teachers and assistants employed, 2,555. Expenditure of the department for year ending June 30, 1883, including the cost of buildings, 614,276Z. 8s.; excluding the cost of buildings, 532, 051 L 6s. U. The number of students attending Melbourne University in 1882 was 397 ; number of graduates, 80. Schools of design have been established at twenty-five places in Victoria, in con¬ nection with a royal commission for promoting technological and industrial instruc¬ tion. Each school receives 2s. 6d. from government for every pupil who attends at least eight times in one quarter, besides which, fees varying from 2s. to 10s. per quar¬ ter are paid by pupils. The number of pupils on the rolls December 31, 1882, was 2,172, of whom 1,698, or more than three-fourths, had attended eight or more times during the quarter ending with that day. Among important educational agencies may be mentioned the Melbourne Publip Library, which has cost 111,604Z. and is still unfinished; the National Gallery, con¬ taining, at the end of 1882, 13,228 works of art ; and the Industrial and Technological Museum, opened in 1870, CCLXVIII REPORT OF THE COMMISSIONER OF EDUCATION. TECHNICAL INSTRUCTION IN EUROPE. The invaluable Report of the Royal (English) Commissioners sn^Technical Instruction comes in while my report is in press, and it seems best to substitute the conclusions of the commissioners for other subjects. They are as follows: PROGRESS OF MANUFACTURE ABROAD. It will have been seen from the preceding pages of this report that we have at¬ tached considerable relative importance to that portion of our commission which di¬ rected us to inquire into the condition of industry in foreign countries ; and it is our duty to state that, although the display of continental manufactures at the Paris International Exhibition in 1878 had led us to expect great progress, we were not prepared for so remarkable a development of their natural resources, nor for such perfec¬ tion in their industrial establishments as we actually found in France, in Germany, in Belgium, and in Switzerland. Much machinery of all kinds is now produced abroad equal in finish and in efficiency to that of this country, and we found it in numerous instances applied to manufactures with as great skill and intelligence as with us. In some branches of industry, more especially in those requiring an intimate ac¬ quaintance with organic chemistry, as, for instance, in the preparation of artificial colors from coal tar, Germany has unquestionably taken the lead. The introduction by Solvay, of Brussels, of the ammonia process for the manufact¬ ure of soda and the German application of strontia in sugar refining constitute new departures in those arts. In the economical production of coke we are now only slowly following in the footsteps of our continental neighbors, while the experiments which have been carried on for nearly a quarter of a century in France for recover¬ ing the tar and ammonia in this process have only quite recently engaged our atten¬ tion. The ventilation of deep mines by means of exhausting fans was brought to perfec¬ tion in Belgium earlier than with *s, and although our methods of sinking shafts served for many years as models for other countries, improvements thereon were made abroad which we are now adopting with advantage. The abundant. water power in Switzerland and in other mountainous districts is utilized for motive purposes by means of turbines perfect in design and execution. The construction of the dynamo-machine by Gramme gave the first impulse to the general use of electricity for 'lighting and to the various new applications of that force which appear likely to exercise so great an influence upon the industry of the world ; and in all these applications at least as much activity is exhibited on the continent as with us. In the construction of roofs and bridges, more especially in Germany,- accurate mathematical knowledge has been usefully applied to the attainment of the neces¬ sary stability with the least consumption of materials. Certain printed cottons of the highest class, produced at Mulliouse from Parisian de¬ signs, are not excelled, and rarely equalled, in this or in any other country, although the distance between our general productions in this department and those of Alsace is no longer so great as it was ten or twenty years ago. The soft, all-wool fabrics of Rheims and Roubaix are scarcely equalled as yet on the average by those of Bradford, especially as respects the dyeing. Silk dyeing and finishing is still as much the specialty of Lyons as is the produc¬ tion of the beautiful silk fabrics on its hand looms, for which it has so long been pre¬ eminent. The export from Yerviers to Scotland of woollen yarns, carded and spun by ma¬ chinery made in England, from South American wool formerly purchased in Liver¬ pool and London, but for which Antwerp is now becoming the chief market, is an instance of an intelligent, careful, and persevering attention to details having estab¬ lished a special trade which the cheaper labor of the Belgian factories now assists in preserving. The ribbon trade of Basle, that in velvets and silks of every kind. at Crefeld and in mixed fabrics at Chemnitz, are examples of recently established or transformed in¬ dustries which have rarely been excelled in boldness of enterprise and in success by anything of the same kind accomplished in our own country. And it may not be im¬ proper to mention here that in whatever degree the technical instruction of our continental rivals may have trained them for competition with ourselves in their own, in neutral, and to some extent in our home markets, much of their success is due to more painstaking, more pliancy, and greater thrift ; and also to the general cultiva¬ tion, the knowledge of modern languages, and of economic geography usually pos¬ sessed by continental manufacturers. NEW DEPARTURES AT HOME. But great as has been the progress of foreign countries and keen as is tlieir rivalry with us in many important branches, we have no hesitation in stating our conviction. TECHNICAL INSTRUCTION IN EUROPE. CCLXIX which we believe to he shared by continental manufacturers themselves, that, taking the state of the arts of construction and the staple manufactures as a whole, our peo pie still maintain their position at the head of the industrial world. Not only has nearly every important machine and process employed in manufactures been either invented or perfected in this country in the past, but it is not too much to say that most of the prominent new industrial departures of modern times are due to the in¬ ventive power and practical skill of our countrymen. Among these are the great in¬ vention of Bessemer for the production of steel in enormous quantities, by whicli alone, or with its modification by Thomas and Gilchrist, enabling the commonest descrip¬ tion of iron to be used for the purpose, steel is now obtained at one-tenth of the price of twenty years ago; the Weldon, Hargreaves, and Deacon processes, which have revolutionized the alkali trade ; the manufacture of aniline colors by Perkin ; the new processes in the production of silk fabrics by Lister ; the numerous applications of water pressure to industrial purposes by Armstrong; the Nasmyth steam hammer; the compound steam engine as a source of great economy of fuel; and the practical application of electricity to land and submarine telegraphy by Cooke, Wheatstone, Thomson, and others. Machinery made in this country is more extensively exported than at any former period. The best machines constructed abroad are, in the main, and with the excep¬ tions which we have named, made, with slight, if any, modifications, after English models. A large proportion of the power looms exhibited and used in the continental weaving schools has been imported from this country. In the manufacture of iron and steel we stand preeminent, and we are practically the naval architects of the world. Our technical journals, such as those of the Institutes of Civil and Mechanical Engineers and of the Iron and Steel Institute, are industriously searched and their con¬ tents assimilated abroad. In those textile manufactures in which other nations have hitherto excelled us, as in soft, all-wool goods, we are gaining ground. We saw at Bradford merinos manu¬ factured and finished in this country which would l^par comparison in texture and in color with the best of those of the French looms and dye houses, and in the delicate fabrics of Nottingham and Macclesfield (thanks, in great measure, to their local schools of art) we no longer rely on France for designs. In art manufactures proper, notably in porcelain, earthenware, and glass, as also in decorative furniture, our productions are of conspicuous excellence. It is possible that this may be due in a certain degree to the employment, in some branches, of skilled workers trained in foreign countries, and we cannot do otherwise than ac¬ knowledge the preeminence, in the main, of our French neighbors in design as applied to decorative work or disregard the efforts which they are making to maintain that preeminence, and those made in Belgium and Italy to emulate them. ORIGIN OF MODERN INDUSTRIAL SYSTEM. The beginnings of the modern industrial system are due, in the main, as we have in¬ dicated, to Great Britain. Before factories founded on the inventions of Watt, of Arkwright, and Crompton had time to take root abroad, and while our own commerce and manufactures increased from year to year, the great wars of the early part of this century absorbed the energies and dissipated the capital of continental Europe. For many years after the peace we retained almost exclusive possession of the im¬ proved machinery employed in the cotton, woollen, and linen manufactures. By va¬ rious acts of the last century, which were not repealed till 1825, it was made penal to enlist English artisans for employment abroad ; the export of spinning machinery to foreign countries was prohibited until the early years of Your Majesty’s reign. Thus, when less than half a century ago continental countries began to construct railways and to erect modern mills and mechanical workshops, they found themselves face to face with a full grown industrial organization in this country, which was almost a sealed book to those who could not obtain access to our factories. FOREIGN TECHNICAL SCHOOLS. To meet this state of things abroad, foreign countries established technical schools like the Ecole Centrale of Paris and the polytechnic schools of Germany and Swit¬ zerland and sent engineers and men of science to England to prepare themselves for becoming teachers of technology in those schools. Technical high schools now exist in nearly every continental state and are the recognized channel for the instruction of those who are intended to become the tech¬ nical directors of industrial establishments. Mauy of the technical chemists have, however, been and are being trained in the German universities. Your commissioners believe that the success which has attended the foundation of extensive manufact¬ uring establishments, engineering shops, and other works on the continent could not have been achieved to its full extent in the face of many retarding influences, had it CCLXX REPORT OF THE COMMISSIONER OF EDUCATION. not been for the system of high technical instruction in these schools, for the facil¬ ities for carrying on original scientific investigation, and for the general apprecia¬ tion of the value of that instruction and of original research which is felt in those countries. With the exception of the Ecole Centrale of Paris, all these schools have been created and are maintained almost entirely at the expense of the several states, the fees of the students being so low as to constitute only a very small proportion of the total income. The buildipgs are palatial, the laboratories and museums are costly and extensive, and the staff of professors, who are well paid according to the continental standard, is so numerous as to admit of the utmost subdivision of the subjects taught. In Germany, as we have stated in a previous part of our report, the attendance at some of the polytechnic schools has lately fallen off, chiefly because the supply of techni¬ cally trained persons is in excess of the present demand ; certainly not because it is held that the training of the school can be dispensed with. The numerous young Germans and Swiss who are glad to find employment in our own manufactories have almost without exception been educated in one or other of the continental polytechnic schools. Your commissioners cannot repeat too often that they have been impressed with the general intelligence and technical knowledge of the masters and managers of in¬ dustrial establishments on the continent. They have found that these persons as a rule possess a sound knowledge of the sciences upon which their industry depends. They are familiar with every new scientific discovery of importance and appreciate its applicability to their special industry. They adopt not only the inventions and im¬ provements made in their own country, but also those of the world at large, thanks to their knowledge of foreign languages and of the conditions of manufacture prev¬ alent elsewhere. The creation abroad of technical schools for boys intending to become foremen is of much more recent date than that of the polytechnic schools. To this statement the foundation during the Fir|t Empire of the three French Ecoles des Arts et Metiers, at Chalons, Aix, and Angers, is only an apparent exception, because they simply vegetated until their reorganization within the last twenty-five or thirty years. Mining schools were, however, established in Prussia in the last century and in France about 1817. Among the examples of schools for foremen are those of Win¬ terthur in Switzerland, Chemnitz in Saxony, and Komotau in the Austrian dominions, principally for engineers, and the Ecole des Mines at St. jStienne, the latter more especially for mining and metallurgy. The theoretical instruction in these schools is similar in character but inferior in degree to that of the great polytechnic schools. On the other hand considerable attention is devoted in these schools to practical in¬ struction in laboratories and workshops, which is not the case in the polytechnic schools. In Prussia, as will be seen from the ministerial report found in the appendix, a beginning has been made in the establishment of such secondary technical schools, but, in the words of the report, “ its execution will be tedious and costly.” In Bavaria the Industrie-Schulen, which are technical schools of a grade inferior to the poly¬ technic school, give both theoretical and practical instruction, the latter in some cases highly specialized, in preparation either for direct entrance on an industrial career or for further study in the polytechnic school. In France technical schools of a somewhat lower type are being established all over the country. The one at Rheims, previously described, is an excellent example of these schools. The boys from the Rheims school either enter the Ecole des Arts et Metiers at Ch&lons or go into man¬ ufactories or into business, in each case with a fair knowledge of theory and manipu¬ lation, as mechanics or as chemists. It is important to bear in mind that the French schools of the type of that at Rheims, though virtually advanced schools, now rank as superior elementary schools, to which the pupils are consequently entitled to claim admission without the payment’of any fees. Up to the present time, however, although a few foremen have received some theo¬ retical instruction in schools of this kind, foreign foremen have not generally been technically instructed, but, as in England, are men who, by dint of steadiness, intel¬ ligence, and aptitude for command and organization, have raised themselves from the position of ordinary workmen. The continental weaving schools may, on the whole, so far as their influence on trade is concerned, be ranked in the first and second categories ; that is to say, they are attended by those who propose to become merchants, manufacturers, managers, or foremen. They are held in the highest estimation by some of the most intelligent and successful continental manufacturers ; of this there can be no better proof thau the erection, in substitution for the one already existing, of the splendid new weav¬ ing schools at Crefeld, probably the most flourishing centre of the general silk trade, at the joint expense of the state, the locality, and the commercial body. Weaving schools for workmen, like the evening and Sunday school of Chemnitz, which must not be confounded with the superior weaving school of that town, are poorly attended, TECHNICAL INSTRUCTION IN EUROPE. CCLXXI and can have had no sensible influence on the progress of textile manufactures. But there are in many places lectures on weaving and pattern designing largely attended by workmen. The French and German schools for miners, and the one which has been quite recently founded in Westphalia for workers in iron and steel, differ from the preceding schools for foremen, inasmuch as they are reserved for the theoretical instruction of men who, having already worked practically at their trades, have distinguished themselves by superior intelligence and good conduct. Most of the German schools of this kind are founded or maintained by the manufacturers, and will, we feel confident, repay the trades which have had the foresight and public spirit to create them, by training young men to become foremen and leading hands, willing and able to carry out with intelligence the instructions of their superior officers. SOCIETIES AS TEACHING BODIES. For the technical education of workmen, outside of the workshop, the resources of continental countries have hitherto been and are still very much more limited than has been supposed in this country to be the case. In several of the more important industrial centres of the continent there exist societies such as the Soci6tds indus- trielles of Mulhouse, Rheims, Amiens, &c. ; the Soci6t6 d’enseignement professionnel du Rh6ne, which has its headquarters at Lyons and the Niederosterreichischer Gewerbe-Verein of Austria, one of the chief objects of which is the development of technical education among workmen and other persons engaged in industry, by means of lectures and by the establishment of schools and museums of technology. These associations are supported mainly by the merchants and manufac. tirers of the district to which their operations are restricted. In many cases they are founded and sup¬ ported or are greatly assisted by chambers of commerce. These bodies abroad being incorporated, and having in France considerable taxing powers over their members, are generally wealthier and more influential than those in our own country. In addi¬ tion to these sources of income the associations receive help from the municipality and sometimes from the state. In Mulhouse, besides promoting education, the so¬ ciety sees to the material wellbeing of the workmen by erecting on a large scale laborers’ dwellings (la cit6 ouvriere) and by organizing savings banks and other eco¬ nomic arrangements, undertaking in this respect on a smaller scale what is done in this country by self sustaining associations like building and cooperative societies of the workpeople themselves. The society in Lyons has established numerous even¬ ing classes for elementary and technical instruction, which are attended chiefly by workpeople ; and the South Austrian Trade Society, which has its central office in Vienna, has organized several technical day and evening schools for operatives of every grade, which are now under state control and receive subventions from the government. But although these societies, under different names and with varied objects, are very numerous, their sphere of action is limited, and the facilities ..they offer for evening instruction in science and technology are inferior to thos6 which are at the disposal of our own workmen. No organization like that of the Science and Art Department or of the City and Guilds Institute exists in any continental country, and the absence of such organizations has been lamented by many compe¬ tent persons with whom we came in contact abroad. EDUCATION OF ARTISANS ABROAD. In two very important respects, however, the education of a certain proportion of persons employed in industry abroad is superior to that of English workmen : first, as regards the systematic instruction in drawing given to adult artisans, more espe¬ cially in France, Belgium, and Italy; and, secondly, as to the general diffusion of ele¬ mentary education in Switzerland and Germany. In some parts of these latter countries great attention is paid to drawing in the elementary schools. In France, too (where elementary education has hitherto by no means been so general as in the two former countries), in the case of those workmen who have had the benefit of reg¬ ular elementary school training, more attention has been paid to elementary drawing than is the case in this country. There are also in all large towns in France, and to a more limited extent in other countries, numerous evening ‘£ conferences” and “cours” on almost every subject of interest in art, science, and literature which workmen have the opportunity of attending, as they are entirely gratuitous. Among these the most remarkable are the lectures given by eminent men at the Conservatoire des Arts et Mdtiers of Paris. Most of these are of the nature of lectures rather than of prac¬ tical instruction. There are, however, in many places excellent and numerously at¬ tended evening and Sunday technical classes, more especially in Belgium and Austria, and there can be no doubt that the instruction thus given is already exerting a con¬ siderable influence on the capacity and intelligence of the workmen, and that this influence will be increasingly felt in the future. OCLXXII REPORT OF THE COMMISSIONER OF EDUCATION, In the evening schools of North Germany (Fortbildungsschulen) the studies of the ordinary elementary school are continued, the further instruction being confined mainly to book-keeping and rudimentary mathematics, with some notions of natural philosophy. In the evening schools of the same class in South Germany the instruc¬ tion given is of a more technical character than in the North. For instruction in drawing, as applied mainly to decorative work in France, and to both constructive and decorative work in Belgium, the opportunities are excellent. The crowded schools of drawing, modelling, carving, and painting, maintained at the expense of the municipalities of Paris, Lyons, Brussels, and other cities — absolutely gratuitous and open to all comers, well lighted, furnished with the best models, and under the care of teachers full of enthusiasm — stimulate those manufactures and crafts in which the fine arts play a prominent part to a degree which is without par¬ allel in this country. Instruction in art applied to industry and decoration is now pursued with energy in South Germany and in several of the northern Italian towns, and the influence of this instruction on the employment of the people is becoming very conspicuous in those countries. The government schools of applied art in France, under the decree of 1881, of which the Limoges Decorative Arts School is the earliest example, and which, like the abovementioned schools, are gratuitous, should be mentioned in this connection. * * * . HOME INDUSTRIES. Home and village industries have been in some cases initiated, in others improved and extended, in districts where, from the poverty of the population and the scarcity of capital, special aids were essential, notably in Baden, Bavaria, and the Tyrol. In the schools established and maintained for this purpose, wood carving and inlaying, clock making, filagree work, basket making, and other simple trades for which there were local material and aptitude, have been taught with considerable success. In some cases these industries have been so firmly and permanently established as to render unnecessary the further maintenance of the special schools. In the primary schools of the Black Forest, straw plaiting is taught to the girls. Discriminating regard is paid to the capabilities of each sex. In “ women’s work” schools on the Reutlingen model and in the professional schools for girls which have been estab¬ lished in France and the Netherlands, * instruction is successfully given qualifying girls for many useful occupations, though these are scarcely of the kind usually un¬ derstood under the term of manufactures. REPORT ON THE UNITED STATES. The report of Mr. William Mather to your commissioners on his six months’ tour throughout the United States of America and Canada for the purpose of studying the schools and factories of that continent deserves the most careful perusal. It will be seen that Mr. Mather assigns greater influence on American manufactures to the gen¬ eral education of the American people derived from their common schools than to their technical schools, the importance of which latter, howevep, in the training of civil engineers has been experienced for some years, though it has only more recently become recognized by those who are engaged in mechanical engineering and in metallurgi¬ cal and manufacturing establishments of various kinds. This recognition is, how¬ ever, now becoming universal. A decided preference is being given in the United States for the positions of managers and heads of departments to persons who have received a scientific training in a technical school, and the plan is followed in these schools of combining instruction in “application” with instruction in pure science. Al¬ though the conditions of American industry differ in many respects from our own, there can be no doubt that we may derive great advantage from a careful study of what is being done in the way of technical instruction in the United States, as, to¬ gether with the elementary education of Canada, it is so graphically described by Mr. Mather. We may add "that the accuracy of his statements and conclusions is generally confirmed by the accounts of technical instruction in America which we have received from other competent judges. NEED OF TECHNICAL INSTRUCTION. Not many years have passed since the time when it would still have been a matter for argument whether, in order to maintain the high position which this country has attained in the industrial arts, it is incumbent upon us to take care that our managers, our foremen, and our workmen should, in the degrees compatible with their circum¬ stances, combine theoretical instruction with their acknowledged practical skill. No argument of this kind is needed at the present day. In nearly all the great indus¬ trial centres, in the metropolis, in Glasgow, in Manchester, Liverpool, Oldham, Leeds, TECHNICAL INSTRUCTION IN EUROPE. CCLXXIII Bradford, Huddersfield, Keighley, Sheffield, Nottingham, Birmingham, The Potteries, and elsewhere, more or less flourishing schools of science and art, of various grades, together with numerous art and science classes, exist, and their influence may he traced in the productions of the localities in which they are placed. SPECIAL SCHOOLS ESTABLISHED BY MANUFACTURERS. The schools established by Sir W. Armstrong at Elswick, by the London and North¬ western Railway Company at Crewe, and those of Messrs. Mather and Platt of Sal¬ ford, in connection with their engineering works, testify to the importance attached by employers to the theoretical training of young mechanics. The efforts of Messrs. Denny, the eminent shipbuilders of Dumbarton, for encouraging the instruction of their apprentices and for rewarding their workmen for meritorious improvements in details applicable to their work, are proofs of this appreciation. The evidence of Mr. Richardson, of Oldham, and of Mr.. Mather, of Salford, is emphatic as to their ex¬ perience of its economical value. Without more particularly referring to the valuable work in the past accomplished by the numerous mechanics’ institutes spread over the country, many of them of long standing, we may point out that they are now largely remodelling their constitutions in order to bring up their teaching to the level of modern requirements as regards technical instruction. The example of the Manchester Mechanics’ Institute may be studied in this connection. Moreover, as evidencing the desire of the artisans themselves to obtain facilities for instruction both in science and art, We must not omit to mention the classes estab¬ lished and maintained by some of the leading cooperative societies. The Equitable Pioneers’ Society of Rochdale has led the way in this, as in so many other social movements. It is much to be wished that the various trades’ unions would also con¬ sider whether it is not incumbent on them to promote the technical education of their members. The manufacturers of Nottingham speak with no uncertain voice of the important influence of the local school of art on the lace manufacture of that town. Without the Lambeth school, the art productions of Messrs. Doulton could scarcely have come into existence. The linen manufacturers of Belfast are becoming alive to the neces¬ sity of technical instruction if competition on equal terms with foreign nations in the more artistic productions is to be rendered possible. The new generation of en¬ gineers and manufacturers of Glasgow has been trained in the technical schools of that city. The City and Guilds of London Institute owes its existence to the convic¬ tion of the liverymen that technical instruction is a necessary condition of the wel¬ fare of our great industries. TEACHING OF NATURAL SCIENCE. Natural science is finding its way surely though slowly into the curriculum of our older English universities and of our secondary schools. It is becoming a prominent feature in the upper divisions of the elementary board schools in our large towns. There are scarcely any important metallurgical works in the kingdom without a chemical laboratory in which the raw materials and products are daily subjected to careful analysis by trained chemists. The attainments of the young men who have been trained in the Royal Naval College at Greenwich recommend them for remuner¬ ative employment by our great shipbuilding firms. BEST MODES OF ADVANCING TECHNICAL INSTRUCTION. In our relations with public bodies and individuals in this country during the progress of our inquiry, the greatest anxiety has been manifested to obtain our advice as to the mode in which technical instruction can be best advanced, and we have to ac¬ knowledge the readiness of the Education and Science and Art Departments to receive and act upon suggestions in matters of detail from individual members of the commis¬ sion which it would Have been pedantic to delay until the completion of our task. Among the suggestions which have thus been made was that of an exhibition of the school work of all nations, which His Royal Highness the Prince of Wales has consented to add to the health exhibition of 1884. This exhibition will be*an appro¬ priate illustration of the account of foreign schools contained in the previous parts of this report. Your commissioners, during their -continental visits, received from the authorities of technical schools numerous assurances of their cordial support and cooperation in such a display. Thus, there is no necessity to ie preach to the converted,” and we may confine our¬ selves to such considerations as bear upon the improvement and more general diff u- E — XVIII CCLXXIV REPORT OF THE COMMISSIONER OF EDUCATION. sion of technical education at home in accordance with the conditions and needs of our industrial population. In dealing with the question of technical instruction in this country we would, at the outset, state our opinion that it is not desirable that we should introduce the practice of foreign countries into England without considerable modification. As to the higher education, namely, that for those intended to become proprietors or mana¬ gers of industrial works, we should not wish that every one of them should continue his theoretical studies till the age of twenty-two or twenty-three years in a poly¬ technic school, and so lose the advantage of practical instruction in our workshops (which are really the best technical schools in the world) during the years from eighteen or nineteen to twenty-one or twenty-two, when he is best able to profit by it. We have, also, in the science classes under the Science and Art Department (to the intelligent and able administration of which it is our duty to bear testimony) a sys¬ tem of instruction for the great body of our foremen and workmen, susceptible cer¬ tainly of improvement, but which in its main outlines it is not desirable to dis¬ turb. Moreover, in considering by whom the cost of the further development of technical instruction should be borne, we must not forget that, if it be true that in foreign countries almost the entire cost of the highest general and technical instruction is borne by the state, on the other hand, the higher elementary and secondary instruc¬ tion in science falls on the localities to a much greater extent than with us ; while, as to the ordinary elementary schools, the cost in Germany and Switzerland is al¬ most exclusively borne by the localities ; and this was also the case in France and Belgium until the people of those countries became impatient of the lamentable ab¬ sence of primary instruction on the part of vast numbers of the rural and in some instances of the town population, an evil which large state subventions alone could cure within any reasonable period of time. With the exception of France, there is no European country of the first rank that has an imperial budget for education com¬ parable in amount with our own. In the United Kingdom at least one-half of the cost of elementary education is defrayed out of imperial funds, and the instruction of artisans in science and art is almost entirely borne by the state. Hence it will be necessary to look, in the main, to local resources for any large addition to the funds required for the further development of technical instruction in this country. In determining what is the best preparation for the industrial career of those who may expect to occupy the highest positions, it is necessary to differentiate between capitalists, who will take the general as distinguished from the technical direction of large establishments, and those at the head of small undertakings, or the persons more especially charged with the technical details of either. For the education of the former, ample time is available and they have the choice between several of our modernized grammar schools, to be followed by attendance at the various colleges in which science teaching is made an essential feature, or the great public schools and universities, provided that, in these latter, science and modern languages should take a more prominent place. Either of these methods may furnish an appropriate education for those persons to whom such general cultivation as will prepare them to deal with questions of administration is*of greater value than an intimate acquaint¬ ance with technical details. It is different in regard to the smaller manufacturers and to the practical managers of works. In their case, sound knowledge of scientific principles has to be combined with the practical training of the factory, and there¬ fore the time which can be appropriated to the former, that is, to theoretical instruc¬ tion, will generally be more limited. How this combination is to be carried out will vary with the trade and with the circumstances of the individual. In those cases in which theoretical knowledge and scientific training are of preeminent importance, as in the case of the manufacturer of fine chemicals, or in that of the metallurgical chemist, or the electrical engineer, the higher technical education may with advantage be extended to the age of twenty- one or twenty-two. In the cases, however, of those who are to be, for example, managers of chemical works in which complex machinery is used, or managers of rolling mills, or mechanical engineers, where early and prolonged workshop expe¬ rience i§ all-important, the theoretical training should be completed at not later than nineteen years of age, when the works must be entered and the scientific education carried further by private study or by such other means as do not interfere with the practical work of their callings. Many colleges of the class to which we have referred have already arranged their courses to meet these requirements, and some of them, as will appear from our reports of visits, have workshops for the purpose of familiar¬ izing the students with the use of machine and hand tools. It is to be regretted that nearly all of these very useful institutions suffer more or less from the want of adequate funds to enable them to provide for such a staff of professors as is necessary for the proper subdivision of the various subjects taught, and for the equipment of museums, apparatus, and laboratories of the various kinds essential to the practical instruction of the student. In this respect the provision in TECHNICAL INSTRUCTION IN EUROPE. CCLXXY this country compares most unfavorably with that in the universities and polytechnic schools of the continent, even in spite of recent munificent benefactions like those of the late Mr. Charles Beyer of Manchester, the late Sir Josiah Mason of Birmingham, of the Baxter family at Dundee, the late Mr. Harris of Preston, the liberal gifts of Mr. Crawford to the Queen’s College at Cork, and others. In speaking of benefactions, we do not overlook the noble endowment of Sir Joseph Whitworth for the encourage¬ ment of engineering by affording to able and promising young men, especially of the class of artisans, the means of obtaining theoretical combined with practical train¬ ing, the former in institutions of the kind we have referred to. SECONDARY SCHOOLS AS A PREPARATION FOR TECHNICAL SCHOOLS. The best preparation for technical study is a good modern secondary school of the types of the Manchester Grammar School, the Bedford Modem School, and the Allan Glen’s Institution at Glasgow. Unfortunately, our middle classes are at a great dis¬ advantage, compared with those of the continent, for want of a sufficient number of such schools. The transfer of the functions of the endowed schools commissioners to the charity commissioners has not had the effect of increasing the rate of progress in the reorganization of our secondary schools. We consider it to be essential that steps should be taken to insure that this work shall be carried on with greater vigor in the future than it has been hitherto. We learn that there are still endowments available for education, amounting to upwards of 200,OOOZ. per annum, which have not been dealt with by the commissioners. In the schemes for the new schools the subjects of science and modern languages should form a very prominent part ; and it would be desirable in some of these schools, especially in large towns (where classical schools are not wanting), in order to provide for the fuller teaching of these subjects, more particularly of mathematics, that the classical languages should be altogether excluded from the schemes of instruction. But the existing endowments are very unevenly distributed over the country ; in many of the large manufacturing centres no resources of the kind exist ; private enterprise is clearly inadequate to do all that is required in establishing such schools, and we must look to some public measure to supply this, the greatest defect of our educational system. It is to be desired that, in the proposed reorganization of local government, power should be given to im¬ portant local bodies, like the proposed county boards and the municipal corporations, to originate and support secondary and technical schools in conformity with the public opinion for the time being of their constituents. Intelligent youths of the artisan classes should have easy access to secondary and technical schools by numerous scholarships, and the more promising students of them again to the higher technical colleges. SCIENCE TEACHING IN THE ELEMENTARY SCHOOL. For the great mass of our working population, who must necessarily begin to earn their livelihood at an early age and from whom our foremen will be mostly selected, it is essential that instruction in the rudiments of the sciences bearing upon industry should form a part of the curriculum of the elementary schools, and that instruction in drawing, and more especially in drawing with rule and compass, of a character likely to be useful to them in their future occupations as workmen and artisans, should receive far greater attention than it does at present. The importance of the first of these sub¬ jects has so far been acknowledged by the education department that in all infant schools simple lessons on objects and the more commonly occurring phenomena of nature have been made obligatory. This system of instruction, if properly illustrated by the exhibition of the object itself, or of diagrams or models of the same, or by the simplest kinds of experiments, is an excellent foundation for the subsequent teaching of elementary science. When, however, the child enters the elementary school the teaching of science prac¬ tically ceases until it reaches the upper division, inasmuch as the arrangement of the class subjects in the lower division is found in practice to exclude science from that division; only two subjects being allowed, of which “ English ” must be one and “ geography” may be another, this latter being generally preferred to the alternative subject of “ elementary science.” It appears to us that geography, if properly taught, is a branch of elementary science which need not be separated from science generally, and can well be taught along with the other branches of science by means of the object lessons which are described in the code. Thus there would be only two class subjects instead of three, and in this way the connecting link which is now wanting between science as taught in the infant school and in the higher division of the ele¬ mentary school would be supplied HIGHER ELEMENTARY SCHOOLS. We could hardly overstate our appreciation of the value of the plan of giving instruc¬ tion in natural science by special "teachers, as carried out in the board schools of Liy- CCLXXYI REPORT OF THE COMMISSIONER OF EDUCATION. erpool and Birmingham, where the employment of a well qualified science demonstrator insures the sound character of the instruction, while the repetition of the lesson by the schoolmaster enables him to improve himself in the methods of science teaching. This should, however, be supplemented by the establishment of higher elementary schools, like those of Sheffield and Manchester, into which the more advanced pupifs of the primary schools may be drafted, especially if the parents of those children should be able to keep them at school up to the age of fourteen or fifteen unassisted, or, if they are unable to do so, assisted by scholarships taking the place of the wages which they would otherwise earn. In these latter schools it is possible to provide efficient laboratories in which practical work is performed by the pupils, while this cannot adequately be done for the ordinary primary schools. Youths having the ad¬ vantage of such instruction will be well prepared to avail themselves at a later period of the classes of the Science and Art Department and of the technical classes under the auspices of the City and Guilds Institute, which are now so numerous, and many of which are under excellent teachers. The evidence given before us leaves no doubt that the directors of both these institu¬ tions use every effort in their power to secure sound and practical teaching in these classes, so far as that can be effected by assistance in training the teachers and by careful testing, in their examinations, of the results of the instruction given. In regard to the first, much is to be hoped for from the increasing number of teachers who are now able to take advantage of the high scientific instruction given in the Normal School of Science at South Kensington, as well as from the pecuniary assistance offered by the I Science and Art Department to science teachers desirous of attending the courses and laboratories of various provincial colleges, while for teachers of technology a great step in advance will be made when the Central Institution of the City Guilds is in operation. As to the latter — that is to say, the thoroughness of the instruction given in the classes — more close and frequent inspection than at present is much to be de¬ sired, a higher payment for the more advanced grades of several subjects should be made than is now the case, and practical laboratory work in the higher grades in science should be more generally demanded. An important point to which the attention of the inspectors should be more partic¬ ularly directed is to ascertain that proper apparatus and appliances are provided for practical work in these classes. ART SCHOOLS TOR ARTISANS. With reference to the subject of drawing, we cannot too often call attention to the extraordinary efforts which are being made abroad for instruction in art, more espe¬ cially as applied to industrial and decorative purposes, and to the important influence of this instruction in furnishing employment for artisans on the continent. Without depreciating what has been done in this direction by the schools and classes under the auspices of the Science and Art Department in this country, and while fully alive to the importance of the organization which tends to the diffusion of art instruction over a wide area, your commissioners cannot conceal from themselves the fact that their influence on industrial art in this country is far from being so great as that of similar schools abroad. This is due, no doubt, to some extent to the want of proper and sufficient preparation on the part of the students, owing to the inadequate in¬ struction they have received in drawing in the elementary schools. DRAWING AND MODELLING. Your commissioners are aware that the number of children who are supposed to learn drawing in elementary schools is considerable, but it is small compared with the total number in attendance, and it is, we have reason to believe, diminishing. We have ascertained by inspection that the instruction is in far too many cases of little value. Instead of a mass of inferior drawings being sent up once a year to South Kensington for examination there, it is necessary that the instruction in draw¬ ing in elementary schools should be as carefully supervised on the spot by the White¬ hall inspectors as is that in other branches of primary education. In nearly all the places abroad which your commissioners have visited they have found that drawing is an obligatory subject of instruction in the primary school and that it is regarded as of equal importance with writing. The number of hours which the children devote to lessons in drawing abroad is frequently as many as three per week, whereas in England the subject is not only not obligatory, but in about three- fourths of our elementary schools no instruction whatever is given in this subject, and in those schools in which drawing is taught the time devoted to it rarely exceeds one hour per week, and even that not always regularly. This want of attention, to¬ gether with the absence of competent teachers, proper models and methods, and ade¬ quate inspection, fully accounts for the inferiority to which we have referred. The TECHNICAL INSTRUCTION IN EUROPE. CCLXXVII training of teachers for the Irish national schools includes special instruction in draw¬ ing, and a grant for drawing is made to primary schools in Ireland by the commis¬ sioners of national education. The drawing in some of the schools of the Christian Brothers and in some of those under the board of intermediate education is good. Your commissioners are of opinion that sound instruction in the rudiments of draw¬ ing should be incorporated with writing in all primary schools, both for girls and boys, by which, also, according to the experience of competent authorities, the writ¬ ing would, be much improved. Something in this direction has already been done in many good infant schools, where children of the age of six draw triangles, squares, oblongs, &c., on their slates. This exercise is repeated on the day of inspection, and is taken into account in estimating the value attached to “appropriate occupations.” We have observed with satisfaction the recent circular (Art Form, No. 1194) of August, 1883, prescribing the new exercise of drawing to scale. We believe the prin¬ ciple therein laid down to be excellent, and we trust that the school managers and teachers will avail themselves of the advantages offered to them in this alteration in the first grade work. The permission recently accorded to teachers to give instruc¬ tion in drawing and modelling to the children of the elementary schools out of the ordinary school hours is also likely to prove very advantageous. We are of opinion that more attention than has hitherto been devoted to it should be directed to the subject of modelling in the elementary school. We notice that by a recent addition to the art directory small classes in modelling may now claim a local examination ; we believe this to be a most salutary regulation. Modelling is an exercise of great importance to the future workman, and its rudiments can well be taken up, as in continental schools, at the earliest age. Assuming such preparation in the infant and elementary school as we have here suggested, the progress of subsequent instruction in art classes would be immeasur¬ ably more rapid. Whether the attendance in any given locality will ever be so great in this country, where the instruction has to be paid for, as in France, Belgium, and elsewhere, where it is gratuitous, is a matter for grave doubt. However this may be, there are two points in connection with the instruction in art schools and classes as bearing on industrial pursuits which require careful attention. The first is one which we are glad to perceive is now fully appreciated by the Science and Art Depart¬ ment, viz, the advantage of substituting practice in rapid but correct execution in place of the method of stippling, which was formerly not sufficiently discouraged in art schools and classes ; greater attention also than hitherto should be given to mod¬ elling. The second point relates to industrial designing. This, for a variety of reasons, the chief of which are the want of sufficient knowledge of manufactures on the part of art teachers and the absence of sympathy evinced by the proprietors of industrial works, has, with some notable exceptions, not received sufficient at¬ tention in our art schools and classes. In fact, there has been a great departure in this respect from the intention with which the “schools of design” were originally founded, viz, “ the practical application of (a knowledge of) offiamental art to the improvement of manufactures.” Large grants of public money for teaching art to artisans in such classes can scarcely be justified on any other ground than its indus¬ trial utility. APPLIED ART WORK. On the subject of the teaching of industrial design, we are of opinion that the Science and Art Department may with advantage, depart from their principle, as at first laid down, of granting encouragement to design only, so far as to award grants for specimens of applied art workmanship in the materials themselves, as a test of the applicability of the design and as a reward for success in overcoming the tech¬ nical difficulties of the manufacture. It seems scarcely fair that well executed art work by a student, say a richly chased piece of silver plate, should obtain only the same recompense as the design for the same object on paper. We are aware that special vigilance would in this case be required in order to prevent the use of such rewards for trade or for other than edu¬ cational purposes. It appears from the evidence, with which we include a remarkable letter from M. Willms, the eminent designer of Birmingham, that it would be well if persons prac¬ tically acquainted with the application of design to industrial manufactures were more extensively consulted in the award of prizes for industrial design. We are aware that this is now done in some measure, but, however eminent may be the gen¬ tlemen whom the department has been in the habit of consulting, it is unlikely that the small number of these should be sufficiently familiar with the vast varieties of applications to have the special knowledge requisite for judges in the large number of trades in which design forms an important element. INDUSTRIAL ART MUSEUMS. Among the most important means of stimulating industrial art education and of spreading a knowledge and appreciation of art throughout the country is the foun- CCLXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. elation of local museums of applied art of such a character as is best adapted to ad¬ vance the industries of the districts in -which they are situated. Stimulated by the advice and influence of the director of the South Kensington Museum, and with the liberal aid of private benefactors, such collections have been provided in the local art museums at Sheffield, Derby, York, and elsewhere. In Man¬ chester also, steps have been taken to found an industrial museum, and the corpora¬ tion has acquired the famous Bock collection of textile fabrics for this purpose. The Manchester, Birmingham, Stoke, and other galleries are open on Sundays, and are visited by increasing numbers of orderly working people. It is very desirable that similar facilities should be provided for the inspection of our metropolitan museums and collections. We are of opinion that the connection between these museums and the local schools of art should be of an intimate character. Indeed, in this respect much may be learned from foreign countries, where many such museums exist and exert great influence on manufactures. Further, we must express strong approval, in which we merely repeat the opinion offered by competent witnesses both at home and abroad, of the system of circulating among the local museums collections of works of art from the national collection at South Kensington. The value and utility of these collections are greatly enhanced by suitable manuals and guide books well illus¬ trated and sold at a cheap rate ; these serve to explain to visitors of the artisan classes the features most worthy of notice. While we fully admit the force of the contention that the contributions of the state to the foundation and maintenance of museums will be of the greatest service to the country at large, if applied mainly to central institutions like those of the metropolis, of Edinburgh, and of Dublin, we highly approve of the grants to provin¬ cial museums of reproductions, either gratuitously or at «> very low price. Those grants may even, in the case of typical museums situated in some of the chief indus¬ trial centres, be extended with advantage to original examples of art and of manu¬ factures calculated to increase the knowledge and improve the taste of those (more especially of the artisans) engaged therein. GOVERNMENT BUILDING GRANTS. Your commissioners believe that the grants now made in aid of the buildings for local schools of science and art and for industrial museums in connection with them, limited as they are to a maximum of 500Z. for art schools and the same sum for science schools, coupled also with the requirements that they shall be given only for build¬ ings under the free libraries act or in connection with schools of art require revision, and tend rather to discourage local effort than otherwise, inasmuch as they give an erroneous impression of what is really required in order that suitable buildings may be provided. Your commissioners highly approve of the recent foundation of scholarships to promis¬ ing students in the science classes of the Science and Art Department, enabling them to continue their education at various higher schools. The limitation of the available funds appears to have rendered necessary in consequence of this step the abolition of the Queen's prizes, given for success in the elementary stages, and the substitution of honorary certificates in place of them. We find there is an opinion prevalent that these certificates will not afford sufficient stimulus to certain students. It is to be hoped, however, that a small addition to the customary local prize funds will be readily subscribed to supply this deficiency. But all these institutions and measures will not alone accomplish the object aimed at. For this the localities must rely far more than has been the case hitherto on th6ir own exertions. Teachers should know that they labor under the eye of those who are interested in the work being thoroughly and conscientiously done. The organization and efficiency of the science schools at Oldham and Keighley are conspicuous examples of what may be done in regard to the scientific and technical instruction of artisans, where local employers take an active and intelligent interest in the work. The Old¬ ham School of Science and Art may, so far as science teaching is concerned, be re¬ garded as the type and example of what evening schools should be ; and the existence of similar efficient and flourishing schools in all our industrial towns would greatly contribute to confirm our industrial position. The remuneration of teachers should not depend to so great an extent as at present on the grants from headquarters. School boards should be authorized to establish and conduct science and art classes for artisans, and where no school boards exist power should be given to the local governing bodies to establish or support such schools. If the teaching is not entirely gratuitous (and the regularity of attendance in the art classes in the French and Bel¬ gian cities and in the science classes in Lffige, Seraing, and elsewhere shows that it is a prejudice to suppose that people only appreciate wbat they pay for), the fees ought to be on the lowest possible scale. TECHNICAL INSTRUCTION IN EUROPE, CCLXXIX TEACHING AND APPLIANCES. Yonr commissioners liave liad before them deputations of representative working¬ men who have expressed their views on the wants of the working classes with re¬ spect to the teaching of science and art, and who have stated that the assistance afforded by the department is not sufficiently directed towards the requirements of their several trades. We believe that many workmen are disposed to attach too little value to the importance of acquiring a knowledge of the principles of science because they do not see their application. We are of the opinion that whenever it is possible persons engaged in the trade taught and having scientific knowledge should give in¬ struction to workmen, and we have ascertained that a large number of such teachers are registered under the examination scheme of the City and Guilds of London Insti¬ tute. We visited classes of this character at the Polytechnic Institution in Regent street, at the Manchester Technical School, the Lyceum at Oldham, and at other places, some of which were excellent. The city guilds are trying a most important experiment in their practical classes. If empiricism be avoided, a great point will be gained by the attraction to working¬ men and women of a mode of instruction in which the direct application of scientific principles is the means by which a knowledge of those principles is conveyed to their minds. As to this point, we refer to the almost unanimous expression of opinion contained in the letters of eminent manufacturers in reply to our circular asking their advice as to the best means of promoting technical instruction. We cannot dismiss this branch of the subject without calling attention to the edu¬ cational value of the museums of natural objects now found in many of the modern elementary schools of the continent. Probably the best examples of such collections are those of the Normal School of Brussels and of the elementary schools of Zurich. Collections of natural objects, pictures, and diagrams are of the greatest assistance for illustrating object lessons in rudimentary science to children of the earliest years. Many persons who have paid attention to the working of free libraries in our large towns are of opinion that the benefit of these might be extended to elementary schools by placing at the disposal of such schools books of a character calculated to interest children of school age. Among these books some suitable technical works, especially illustrated ones, might be included. These school libraries would be of the nature of the branch libraries which are now attached to many of the free libraries of our large towns. Your commissioners, after having had the opportunity of farther considering the value of manual work as a part of primary instruction and after having seen such work introduced into elementary schools of various grades in other countries besides France, are able now to express a stronger opinion in its favor than at*the time of their first report. They do this with greater confidence because, in consequence partly of the suggestion contained in that report, the experiment of introducing manual work into primary schools has been successfully effected by at least two school boards in this country, viz, those of Manchester and Sheffield. MANUAL WORK. Your commissioners have had the opportunity of inspecting the manual work of the pupils, both at the Manchester board schools and at the central school in Sheffield, and they are satisfied that such work is very beneficial as a part of the preliminary education of boys in this country who are to be subsequently engaged in industrial pursuits, even though it should not, as however it probably will do, actually shorten the period of their apprenticeship. Your commissioners see no reason why, since grants are made on needlework in girls’ schools, they should not be made on manual work in boys’ schools. This in¬ struction may be given so as not to interfere with the ordinary work of the school. It has been proved that this can be done, the boys being most eager to return for handicraft teaching after school hours. Whenever more attention shall be given to drawing, and especially to mechanical and geometrical drawing, in the ordinary and the higher elementary schools, it will be proper and desirable that the work executed in the shops attached to these schools should be made from drawings prepared by the children themselves. ATTENDANCE AT ELEMENTARY SCHOOLS. We need scarcely say that the success, not only of technical, but of the ordinary elementary instruction of our working population depends upon the regular attend¬ ance of the children at school and upon their remaining there sufficiently long to insure that the knowledge acquired shall leave some lasting impression on their minds. As will have appeared from other parts of this report, the children of the CCLXXX REPORT OF THE COMMISSIONER OF EDUCATION. workpeople of Germany and Switzerland, with few exceptions, remain at school till the age of fourteen years, and in some of the German States are required to continue their elementary instruction two years longer in evening and Sunday schools, if their examination at fourteen has not been satisfactory. The wages of the parents in these countries are generally lower and the sacrifice of their children’s earnings is conse¬ quently felt more than with us. The efficiency of the American workmen is mainly attributed, by all who have inquired into the subject, to the primary education ac¬ quired by them during a prolonged attendance at school. In our own country great diversity prevails as to the standard authorizing the employment of children as full- timers. In Scotland this will be remedied by the act of last session. After next year no child' under the age of fourteen years can be employed on full time in Scotland, un¬ less it has passed the fifth standard. We have no doubt that all classes interested in industry will quickly reap the benefit of this amendment of the law, and we see no reason why this regulation should not be extended to England and Wales, so far as it applies to factories and workshops. COLLEGES AND THEIR TEACHING. • We have avoided in the foregoing statement making special observations on the merits or defects of the various scientific and technical colleges and schools which are at work or in course of establishment in this country, but we think it due to those who have founded and those who are conducting these excellent institutions to state that all of them, in each of the three divisions of the United Kingdom, are, in spite of limited means, producing good results. It is most praiseworthy on the part of the processors and teachers that they devote themselves to the important work of tuition for salaries so small as those which they as a ^ule receive, when many would, by em¬ ploying their scientific and technical knowledge in private enterprise, obtain much larger pecuniary remuneration. We may remark concerning the colleges that it is not necessary that all of them should be of the highest type. To enable the rela¬ tively small number of persons capable of occupying the highest industrial positions to acquire the most complete education of which modern science admits, only a few well equipped institutions of high rank are needed. It is, however, of national im¬ portance that these few should be placed in such a position of efficiency as to enable them to carry out successfully the highest educational work in the special direction for which circumstances, particularly of locality, have fitted them. Your commis¬ sioners believe that no portion of the national expenditure on education is of greater importance than that employed in the scientific culture of the leaders of industry. Your commissioners fear that the belief in the efficacy of training of this highest character is, in England, at present small among those whom it will ultimately benefit ; and yet there are few countries in which so many investigations have been made the practical bearings of which were not at the outset apparent but which have in the end led to the most important practical results. The discovery by Faraday of magneto-electricity and by Joule of the mechanical equivalent of heat at once occur as examples. The Englishman is accustomed to seek for an immediate return, and has yet to learn that an extended and systematic education up to and including the methods of original research is now a necessary preliminary to the fullest development of industry. It is, among other elements of progress, to the gradual but sure growth of public opinion in this direction that your commissioners look for the means of securing to this country in the future, as in the past, the high¬ est position as an industrial nation. We desire to express our satisfaction at the recent establishment of weaving and dyeing schools in the north of England, and of mechanical laboratories in several localities. The utility of weaving schools to proprietors and managers of factories, and to merchants who desire to become acquainted with the processes of the manu¬ facture of the goods in which they deal, has been so clearly demonstrated on the continent that we need adduce no further arguments in their favor. The weaving and dyeing schools of Leeds have been established and are maintained entirely by the Clothworkers’ Company of London. We regard this as one of the most useful and appropriate purposes to which a portion of their funds could have been devoted. The mechanical laboratoriesand mechanical drawing schools at Nottingham, Shef¬ field, Huddersfield, and elsewhere will be of the greatest service in enlarging the knowledge and experience of young artisans who are kept continuously at one branch in their daily work. The teaching of art and science subjects in the training colleges of Great Britain for elementary school teachers is very defective. The inspection on the part of the Science and Art Department has until lately been greatly neglected, owing to the divided responsibility for the colleges of the Education Department and the Kensington authorities. The answers received by the examiners to such questions as the follow¬ ing: “Write out the heads of a lecture to an elementary class on the chemical and physical properties of water, mentioning the experiments which you would show and TECHNICAL INSTRUCTION IN EUROPE. CCLXXXI your object in showing them,” prove conclusively that the students have no idea as to how such a simple matter ought to be brought before a class. It would greatly conduce to sound and efficient training in science, and particularly •in the methods of teaching, if those students in training who have shown an aptitude for science work qould be sent annually to the Normal School of Science at South Kensington or to other approved efficient institutions. The provision for art teaching in most of the training colleges is inferior even to that at present made for science, and an entire reform in this respect is urgently needed; and similar measures should be taken for systematic instruction in art as in science. Considerable attention is, as we have said elsewhere, paid to drawing in the Normal School in Dublin, where it is taught by a competent art master. The school boards of our great cities are fully alive to the defective character of the instruction of pupil teachers. In London, Liverpool, and elsewhere they have endeavored to apply a partial remedy by introducing joint instruction, under special teachers qualified in each subject, instead of having each headmaster to instruct the pupil teachers of his own school in every subject. The Education Department has also taken a small step in the right direction by somewhat limiting the number of hours that the pupils may be employed in teaching, so as to give them a little more leisure for learning. No considerable improvement can, however, be expected until the great school boards are authorized to establish colleges for training teachers. These colleges would be day schools and need not receive from the State enormous capitation grants like those now given to the English denominational training col¬ leges, but only small allowances like these granted to the day students in those of Scotland. CITY AND GUILDS OF LONDON INSTITUTE. In concluding this part of our subject, we deem ourselves justified in giving, at the risk of repeating some of the statements we may have made in the earlier parts of our report, a short review of the work initiated, controlled, and contemplated by the City and Guilds of London Institute, inasmuch as this important organization has been created in order to promote the technical instruction of persons of every grade engaged in industry. The institute had not been in existence very long when your commissioners were appointed, and consequently they have scarcely had the opportunity of estimating the value of the work it is doing in some of its branches. Even now that work is in many parts of the kingdom unknown, and this is particularly the case in Ireland. In Dublin, Cork, and in many other Irish towns nothing was known at the time of our visit of the encouragement to technical instruction offered by the institute’s scheme of technological examinations, whereas in Belfast advantage has been taken of it, and the establishment there of a technical school for instruction in the weaving and dyeing of linen and in mechanical engineering is largely due' to its action. Cent7'al Institution . — The Central Institution, which is not yet opened, is intended by the institute to fulfil functions resembling those of the great polytechnic schools of the continent. Your commissioners have examined the proposed scheme of instruc¬ tion embodied in the report of the institute, and they have also inspected the build¬ ing, which is nearly complete. They consider that, as the number of technical classes and technical schools increases, as it is likely to do, the want of such an institution as that in Exhibition road for the training of teachers will be more and more felt. It will be of great advantage as a technical high school for the metropolis, which is in fact one of our greatest industrial centres. It is intended to afford additional facili¬ ties for the prosecution of original research in science. In order, however, that the institution may effect the purpose for which it is intended, it should be well endowed, both for the provision of adequate special instruction and also for the establishment of exhibitions to defray the cost of maintenance of poor students while pursuing their studies. Without expressing any positive opinion as to the amount required for this purpose, your commissioners fear that the annual sum at present subscribed by the livery companies is inadequate to the future requirements of the institution. Finsbury Technical College. — As regards the Finsbury Technical College, your com¬ missioners believe that the evening classes connected with it are giving valuable technical instruction, such as is greatly needed by the artisans of the district in which the school is situated. The practical laboratory instruction in the applications of electricity to trade purposes is worthy of special mention. The program of the day school is well devised, and the offer of scholarships to the principal middle class schools of the metropolis, which enable select pupils there¬ from to continue their education at the Finsbury College, is a good feature in the scheme. Considering the want that is generally felt of good trade schools into which promising pupils from the upper standards of the public elementary schools may be drafted, your commissioners are of opinion that a more intimate connection of the day department of the Finsbury Technical College with the elementary schools would also be desirable.. CCLXXXII REPORT OF THE COMMISSIONER OF EDUCATION. We think that similar trade schools, in which the curriculum consists mainly of practical science teaching, workshop instruction, drawing, and modern languages, might with advantage he established in other parts of London. . South London Technical Art School. — Your commissioners examined with great in¬ terest the work of the South London Technical Art School. The teaching of this school has had a direct bearing upon the important manufacturing works of Messrs. Doulton, and in few cases have we been able more definitely to ascertain the extent to which technical instruction has benefited a local industry. In many other branches besides that of the manufacture and painting of pottery, the teaching of design in connection with the material to which it is to be applied would be undoubtedly ad¬ vantageous. In this school practical instruction is also given in wood engraving, and a class is about to be formed in enamelling; the City and Guilds of London Institute might usefully extend this kind of teaching in other directions. Technological classes in the country. — By means of the institute’s scheme of techno¬ logical examinations, classes have been formed in all the large manufacturing towns, in which the instruction is more specialized, according to the requirements of persons engaged in different industries, than has been thought desirable in the state-aided classes which are held under the direction of the Science and Art Department. It will be seen by the collection of letters from eminent manufacturers, that classes of the former kind are greatly valued and regarded as deserving of continued encour¬ agement. The regulation of the institute which restricts the payment on results to the case of candidates engaged in the industries to which the examination refers, is a good one; and the introduction of practical tests and the importance which the institute attaches to preliminary science knowledge and to skill in drawing are to be commended. From the rapid increase in the number of candidates for these examinations during the last four years (the number in 1879 having been 202, and in 1883, 2,397), it maybe assumed that, as they become more generally known, that number will still further increase, and that much larger funds will be required in payment to teachers on results. We consider that the institute has rendered efficient service to technical education by means of the contributions it has given to the establishment of technical schools in the great centres of manufacturing industry, where they are even more necessary than in the metropolis. The institute appears to have distributed its grants with judgment and discretion, and in many cases, notably in Nottingham, Manchester, Sheffield, and Leicester, its contributions have had the effect of stimulating local effort in the establishment of new technical classes. Your commissioners are able generally to indorse the several schemes of technical instruction now in operation or about to be carried on by the City and Guilds of Lon¬ don Institute, and in view of the efficient and permanent working of these schemes we should be glad to see the funds of the institute made fully adequate to the effi¬ cient carrying out of the objects it has in view, which, in our opinion, is not yet the case. We think it is of importance that the grants made by the contributing livery companies should be placed upon a permanent basis. TECHNICAL INSTBUCTION IN IRELAND. While the preceding remarks apply to the United Kingdom as a whole, including those portions of Ireland, and more especially of the province of Ulster, in which the factory system is fully developed, other portions of the latter country require to be separately considered. In saying this we refer more particularly to the poor and remote districts of the west. Dublin. — Before proceeding to this part of the subject, however, we would refer very shortly to the question of technical instruction suitable for foremen and workmen in Dublin. While science and art classes, many of them very successful, are to be found in several of the important towns of Ireland, there are scarcely any science classes at work in Dublin. Various reasons were assigned to us for this state of things, some of them of a kind into which it is not expedient that we should enter. At the same time, there is in Dublin the Royal College of Science, with a staff of competent professors, an admirable technical museum, and laboratories fairly well equipped for practical work. It appears from the evidence that, of the small number of students who follow a complete course of instruction in this institution, about one-half are Englishmen, holders of the royal exhibitions of the Science and Art Department, scarcely any of whom become teachers of science in Ireland. There are no short summer courses at the college, like those at the normal school at South Kensington, for the instruction of science teachers. There are, we are aware, some courses of evening lectures, but, although the laboratories of the college are the only ones in Dublin available for practical evening instruction, such instruction in science and in mechanical drawing forms no part of the arrangements of the college. It appears that by the rules of the Science and Art Department the professors of the college cannot earn grants on the TECHNICAL INSTRUCTION IN EUROPE. CCLXXXIII results of instruction in science, as would be the case if they were ordinary science teachers. We are of opinion that so long as the effective work of the college in pre¬ paring associate students, and more particularly Irish students, is so limited in area as at present, evening classes with practical laboratory work should form a part of the regular college courses, and that the remuneration of the professors should depend in part on the success, or at any rate on the regular attendance, of students at such classes. Irish intermediate schools. — We would also remark that we have received evidence of a very contradictory nature as to the teaching of science in the Irish intermediate schools. We believe, however, that it is engaging the attention of the board of in¬ termediate education, and we only deem it necessary to state in reference to this sub¬ ject that efficient instruction in science will not be possible in those schools unless they are provided with proper laboratories, which in most if not in all of them are at present entirely wanting. But the most important part of our task with regard to Ireland is to consider the possibility of improving the industrial conditions of the poor and remote districts of the west by means of technical education. Boohs used in Irishnational schools. — By the courtesy of Sir Patrick Keenan, K. c. M. G., the resident commissioner of national education in Ireland, your commissioners have been furnished with what they understood to be a complete set of the books used in the Irish national schools. They find that these books are well adapted for the liter¬ ary instruction of the children of various ages in those schools, and that they contain much interesting information on the natural features and resources of Ireland. But, except as to agriculture, they do not afford adequate assistance towards graduated instruction in industrial processes or in the rudiments of the sciences on which those processes are founded. As the Irish national education commissioners are by their regulations mainly responsible for the selection of the books used in the schools, this defect should receive their early attention. Home industries and manual dexterity of Irish people. — There is a general consensus of opinion on the part of persons of all ranks in that country, whatever may be their views on other subjects, that the prosperity of the poorer districts of Ireland maybe greatly promoted by technical instruction in handicraft and in home industries. There is a conviction not less general, and it is one which our visits have fully confirmed in our minds, that the children and young people of Ireland of the laboring class possess great manual dexterity and aptitude, which only require to be developed in order to be useful to themselves and to those among whom they live. As evidence of this we need only to refer to the remarkable success of the Christian Brothers and to that of the ladies of religious orders in training children and young persons for handicrafts in industrial schools and institutions of a like nature. There appears to be no reason why similar instruction to that which is given in these schools should not be given elsewhere if the necessary funds and teachers are forthcoming. We have shown that instruction of this kind given on the continent to persons in remote districts, who would otherwise be idle, has added materially to their resources, both directly and by training them for employment in larger industrial concerns, and we have as¬ certained that no great expenditure of public money has been required in order to produce these effects. Not only is instruction of this kind deemed to be desirable, but we have found that there is a willingness on the part of benevolent persons in Ireland to assist its pro¬ motion by subscriptions and in other ways. It is true that by some it has been pro¬ posed that the government should itself initiate, if it did not entirely charge itself with, this work, but we were happy to find there were others who would be quite satisfied if its utility received the imprimatur of the government and if the state offered rewards for the ascertained results of instruction of this kind. We are of opinion that successful work of this nature, whether it be conducted by individuals or societies or by religious bodies, deserves the recognition and reward of the gov¬ ernment. We think it no part of our duty to state which are the home industries best adapted to the conditions of different parts of Ireland. Each locality will be able to form its own judgment in regard to this,~aud due weight should be given by the government to such local expression of opinion, payment iu all cases being de¬ pendent upon the results obtained in the schools or classes. We do not think it would be possible for the government to train teachers for a variety of home industries, but it might contribute to the payment of such teachers appointed by the localities, and it would be expedient to establish a class of itinerant teachers for service in districts where resident instructors cannot be maintained. These suggestions apply even in a greater degree to the instruction of girls than of boys. Instruction in the use of tools in Irish primary schools. — We need scarcely point out that, if it be deemed desirable to introduce manual instruction in the use of tools in elementary schools at all, this would apply in an eminent degree to the primary schools of Ireland. It was stated in evidence before us that in some parts of Ireland CCLXXXIV REPORT OF THE COMMISSIONER OF EDUCATION. ordinary handicrafts, like those of the mason, have become absolutely extinct. Whether the children remain in their own immediate localities or migrate to other parts of the country or emigrate to our colonies or to foreign countries, such instruc¬ tion leading up to their apprenticeship as skilled laborers, instead of their fulfilling, as is now too much the case, the part of mere hewers of wood and drawers of water, would be of the greatest value to them. We are happy to find that the authorities of the national board of education in Ireland appreciate the importance of introduc¬ ing instruction in manual work into their schools. They have already begun to give instruction of this kind to some few of their teachers, with a view to qualify them for imparting it to the children in the schools ; but, in order that this instruction may be satisfactory, it is important that the training of the teachers themselves should be systematic and thorough ; and, obvious as this might appear to be, we do not hesi¬ tate to impress it upon the minds of the authorities of the national board. Until the teachers are able themselves to give the instruction, it might be given by skilled and intelligent artisans. We have reason to believe that, whenever efficient teachers can be found, the national board will be prepared to pay for the results of manual teach- ing,in the primary schools. It is scarcely necessary to say that our statement with regard to drawing, in reference to schools generally, applies with equal force to the Irish schools. We may remark that the progress of children in learning home trades will be much more satisfactory if they have been trained at school in the use of the ordinary tools for working in wood and iron and in drawing. We shall deal with instruction in agriculture in Ireland in the succeeding subsec¬ tion, in which we review the separate report of Mr. Jenkins and the evidence which we personally received in Ireland on that special branch of the subject. Compulsory attendance in Irish primary schools. — While dealing with Irish education, we cannot refrain from expressing our satisfaction at having found that public opinion among all classes in Ireland is in favor of some measure for gradually making pri¬ mary education in that country compulsory. The subject is one surrounded with diffi¬ culties of a nature which appear to us to place the discussion of its details beyond the scope of our commission. We consider, however, that we should not do our duty if we did not express our decided opinion that no marked progress in the direction of technical education can be effected in Ireland until primary education in that country has been placed on a proper footing. AGRICULTURAL EDUCATION. As stated at the commencement of this report, your commissioners did not think that an inquiry iuto the instruction of the industrial classes would be complete unless it included some notice of the instruction of the large and important class of agri¬ culturists. We were unable ourselves to conduct this branch of the inquiry, except partially in regard to Ireland, but we trust that those who read the report on agricultural education of our subcommissioner, Mr. H. M. Jenkins, the secretary of the Royal Agricultural Society of England, submitted herewith, will think that we have been well advised in placing the inquiry in his hands. As supplementary to his report, your commissioners refer to the Irish evidence in the appendix and to the narrative of their visits to the Royal Albert College, at Glasnevin, to the Munster Dairy School, and to parts of the south and west of Ireland. We have not inquired into the state of agriculture, as an art, abroad and at home; to have done this would have lengthened the inquiry beyond measure, and it was the less needed, as this branch of the question has been incidentally treated in the recent report of the royal commission on agri¬ culture. It will, however, be seen from the report of our subcommissioner that those best able to form an opinion attribute a great and beneficial influence upon the prog¬ ress of agriculture to the agricultural schools of various grades of the continent, and more especially to those like Hohenheim and Grignon, in which practice is combined with scientific teaching. At a time like the present, when cheap railway and water conveyance of agricult¬ ural products from distant countries has completely changed the economical condi¬ tions of successful agriculture in Great Britain, it is of the greatest importance that those who are interested in the cultivation of the soil, whether as proprietors or as farmers, should not simply be familiar with existing practices at home, important as is such a familiarity, but that they should understand also the reasons which have caused these practices to prevail, in order to be able to decide to what extent they should continue to be pursued. They should likewise be acquainted with the nature and mode of cultivation of crops, the rearing and feeding of cattle, and the dairy practice of other countries.1 1 The practice of growing beet roots for the manufacture of sugar has been attended with most beneficial changes in continental agriculture. This cultivation is carried on in countries varying re¬ markably in the conditions of climate in regard to heat and moisture. Should the recovery of am¬ monia in the manufacture of cote and from the raw coal used in the blast-furnace be attended with the success which there is every reason to anticipate, the cheapening of nitrogenous manures may Indicate some considerable changes in the agricultural practice of our own country. TECHNICAL INSTRUCTION IN EUROPE. CCLXXXV Higher agricultural schools. — To impart knowledge of this description is the proper function of the agricultural school. In Great Britain the agricultural department of the normal school of South Kensington, the Royal Agricultural College of Cirencester, and the College of Downton are the only institutions for higher agricultural education, the former principally for training teachers, the two latter for the education of landown¬ ers, land agents, and farmers. The first of these has been so short a time in existence that no definite judgment of its results can be formed by the test of practical success or failure. But we agree with our subcommissioner in thinking that the complete course of four years at the normal school is inconveniently and unnecessarily long, that at least all students who propose to become associates should on entrance prove that they possess the amount of practical knowledge of agriculture which can be acquired by a year’s residence on a farm, and that visits to farms and factories connected with agri¬ culture during the recess should be encouraged and rewarded by scholarships to those who have profited by them. Our subcommissioner considers that colleges like those of Cirencester and Downton do not require “propping” by the state, but that schol¬ arships tenable at those colleges might be given by the government to deserving stu¬ dents in the agricultural divisions of county schools. Secondary agricultural schools. — These agricultural divisions which are intended by our subcommissioner to provide secondary agricultural instruction have still to be created. Mr. Jenkins proposes that farms should be attached to county schools, in which the pupils in the higher forms should be taught the principles and practice of farming and should take part in farming operations and the management of stock. The experience of schools of this kind on the continent and of some isolated attempts in this country shows that they cannot be self supporting. He proposes that the lo¬ cality (the county) should equip the school and, we suppose, the farm attached to it, and that the government should contribute as liberally to the buildings as to those of schools of science. We can see no objection to the latter proposal, and we approve of the suggestion that the governing bodies of counties should have the power of es¬ tablishing and maintaining agricultural schools or contributing thereto under proper conditions ; we should be glad to see this power conferred on them by the proposed measure for reorganizing county government. But it would also appear to us that an active participation in the encouragement of secondary agricultural schools would be an object well worthy of our great national agricultural societies. Their funds have hitherto been devoted mainly to the encouragement by premiums of improve¬ ments in cattle breeding and in agricultural machinery. The commercial demand for animals of a high class and for implements of the. best construction is now so great that any other than an honorary recognition of merit seems to be no longer re¬ quired ; and, if a portion only of the money now distributed in prizes were offered in aid of local subscriptions for the addition of an agricultural department to the existing and in many cases flourishing county schools, it is probable that so desirable an ex¬ periment as that proposed by our subcommissioner would very soon be carried into effect. We are aware that the fact of the number of competitors for the Royal Agricultural Society’s junior scholarships having been small may not encourage that great society to increase its efforts in the direction of agricultural education, but we believe with Mr. Jenkins that the fault lies in a great measure with the want of competent teachers, a want which is now in the course of being supplied by the Normal School of Science and otherwise. With respect to the classes in the “ principles of agriculture ” in connection with the Science and Art Department, which properly come under the head of secondary instruction, Mr. Jenkins is of opinion that “the attempt to teach the principles of a subject without first teaching its facts and phenomena is very much like trying to build an actual castle in the air.” We quite agree in this opinion, and we consider it essential, even if it should involve some change in the program of the department, that the examiners should so arrange their questions as to as¬ certain as far as possible from his replies that the student is acquainted with facts to which the principles are applicable, just as in chemistry, for instance, the examiner would not be satisfied with a mere knowledge of the laws affecting the combinations of chemical elements and compounds, but would expect the student to be acquainted with the nature and properties of the substances entering into combination. Un¬ fortunately, there is not the same room for a practical examination in agriculture as that which is now very properly required by the department in other sciences. On the whole it may be expected that young men following the profession of farmers and acquainted with farming practice will derive advantage from the classes in the theory of agriculture which are held in county towms. Farm apprentice schools. — Of our subcommissioner’s suggestions in regard to lower agricultural education in Great Britain, that which recommends the apprenticeship of youths to selected farmers is very important if it can be carried out. There can be no doubt that* if competent farmers can be found willing to receive boys and girls as apprentices (the girls in the dairy), and to allow a part of their time to be spent in continuing their school instruction, as is suggested by Mr. Jenkins, there could CCLXXXVI REPORT OF THE COMMISSIONER OF EDUCATION. be no better training for the pupils. The French fermes-6coles and German Acker- bauschulen are examples of this kind of training. Instruction in agriculture in rural elementary schools. — His recommendations in ref¬ erence to elementary schools in rural districts are more definite. We agree with him in thinking that instruction in the theory and practice of agriculture should, in Great Britain, as it already does in Ireland, after suitable introductory object lessons, form in the upper standards a part of the ordinary elementary subjects of rural schools, and should not be relegated to “class subjects;” and that, if time cannot otherwise be found for them, which we scarcely anticipate, some of the ele¬ mentary subjects, such as the higher branches of arithmetic, should be transferred from the former to the latter category; and, further, that encouragement should be given, by way of grants, to practical work on plots of laud attached to such schools. One good result of this would probably be that children, taking a more intelligent interest in farm w ork, would be less anxious to migrate from the country into the larger towns. It is probable that, if a demand existed for a practical knowledge of agriculture on the part of teachers in rural schools, some of the farmers’ sons who at present un¬ healthily increase the competition for farms w ould qualify themselves to become ele¬ mentary teachers. Agricultural education in Ireland. — The subject of agricultural education, which is of national interest in Great Britain, is a question of life and death for Ireland. We are happy to find that this is thoroughly felt both by the government and by the people. There is progress in all directions. The Albert Agricultural Institution at Glasnevin, near Dublin, no louger confines itself to the instruction of young men who intend to become farmers or land agents, but is training teachers who will disseminate a knowl¬ edge of sound theory and likewise of successful practice throughout Ireland ; for the Glasnevin farms, the 6-acre as well as the 100-acre, are pecuniarily successful. The Munster Agricultural and Dairy School, especially its dairy department, as will appear from the evidence given before us, is ascertained and acknowledged by all classes to be rendering eminent service to the farmers of the county of Cork. Every elementary teacher in Ireland is required to pass an examination in agriculture, and the science and practice of agriculture are taught to all boys in the three upper standards (or classes, as they are called in'Ireland) of all rural schools. Last year nearly 45,000 boys were examined in this subject. Small farms are attached to some of these schools, and special grants are made for proficiency in practical agriculture as tested on those farms. What is most encouraging is that the authorities of the national board themselves are not satisfied with what is being done. They are anxious that more encouragement should be given to the patrons of schools to furnish them with small example farms; they admit that when this is done results cannot be effectively gauged by their single agricultural inspector, Mr. Carroll, in addition to his duties as head of the Glasnevin institution. Your commissioners believe that the board would gladly see the successful experiment of the Cork Dairy School repeated in other parts of Ireland, each such school being established, as at Cork, by local effort, con¬ ducted by local managers in accordance with the wants of the locality, and supported in part by local subscriptions. Your commissioners trust that the treasury would see its way clear to encourage and aid such schools by grants out of imperial funds. The evidence shows that the members of some boards of guardians are not satisfied with the prevailing absence of agricultural instruction for the children in the Irish workhouses. They desire that the plots of land attached to the workhouses should be more generally used than they now are, for this instruction. At the same time the faults of the past are acknowledged. It was stated in evi¬ dence before us that the failure to introduce the cultivation of flax in the south of Ireland was due in a great measure to the ignorance of the instructors and to their having persuaded the people to grow it on unsuitable land, with the result of stunted crops, badly prepared, and scarcely fit for the commonest tissues. That some of the instructors were ignorant we cannot doubt ; but the example of Flanders and other countries shows that flax can be grown on the poorest soils, .pro¬ vided that they are liberally manured and receive such painstaking and assiduous cultivation as the peasants of those countries bestow on them. Failures, however, like that of flax culture in the south of Ireland will induce the promoters of agricult¬ ural education in that country to proceed with caution, and not to raise a prejudice against it by schemes for which the teachers are not qualified and the learners are not ripe. Following this summary the commissioners make a number of recommendations. Of these the following paragraphs give an account sufficient for present purposes in this country. The board recommends for “public elementary schools” that rudiment¬ ary drawing be incorporated with writing as a single elementary subject, and that instruction in elementary drawing be continued throughout the standards (classes); PUBLIC INDUSTRIAL ART SCHOOL. CCLXXXVII that drawing from casts and models he required as part of the work, and that model¬ ling be encouraged by grants ; that a school shall not be deemed to be provided with sufficient and suitable apparatus of elementary instruction unless it have a proper supply of casts and models for drawing ; that proficiency in the use of tools for work¬ ing in wood and iron be paid for as a “ specific subject,”1 the work to be done, when practicable, out of school hours; that the collection of objects, casts, and drawings for school museums be encouraged ; that children under fourteen in England, as al¬ ready in Scotland, be prohibited from working “full time” in factories and work¬ shops ; and that, for the rural schools, instruction in agriculture be made obligatory in the upper grades. The commissioners also recommend that the Science and Art Department should make instruction in science more practical and systematic, should admit artisans to the science and art classes without payment of fees, should insist on the applica¬ bility of artistic designs to the material in which they are to. be executed, and should supply local museums of industrial design with original examples tending to improve the industries of the districts in which the museums are situated. As to the “training colleges” (normal schools), they recommend that the teaching of science and art be made efficient and, for the most promising pupils, more extended. Respecting public libraries, they advise that localities having less than 5,000 in¬ habitants be put on the same footing as those having more, and that ratepayers be given the power to increase the expenditure for libraries in their localities when desirable. The remarkable document from which I have made these extracts was prepared under the direc/tion of Messrs. B. Samuelson, H. E. Roscoe, Philip Magnus, John Slagg, Swire Smith, and William Woodall, the board of commissioners, of which Gil¬ bert R. Redgrave, esq.? was the secretary.2 THE PUBLIC INDUSTRIAL ART SCHOOL OF THE CITY OF PHILADELPHIA. This school was established under the direction of Charles G. Leland and opened on the first Tuesday in May, 1881. It was maintained by an appropriation from the funds of the school board, under control of the art committee, Messrs. William Galagher, Wright, Sheddon, and Cooper. This appropriation for the first two years was $1,500, but only half the sum was spent by the school, the rest being devoted to teaching drawing in other schools, to an exhibition, &c. The school began with 150 pupils of from 12 to 16 years of age, all sent from the public grammar schools, each teacher of which was allowed to select a limited num¬ ber of applicants. Nine-tenths, if not more, of these were from 13 to 15 years old. They were divided into two classes of about 75 each, one attending on Tuesdays from 3 to 5 P. m., the other on Thursdays at the same hours. A class in brass repoussd was held on Saturday afternoons from 2 to 5. All the pupils were obliged to begin with lessons in design, according to Mr. Le- land’s method of simple outline decorative work in curves. As soon as a boy or girl could make a design fit to be “put in hand,” he or she was allowed to take up any branch of work taifght in the school. These other branches were embroidery, wood carving, modelling in clay with color and glaze, and rudimentary decorative oil painting — subsequently increased by carpenters’ work, cabinet making, mosaic setting, inlaying, scroll sawing, and sheet leather work. There is no definite limit, however, as to the branches taught, the principle tested being this, that any pupil who can design and has learned to model in clay can turn his or her hand almost at once to any kind of decorative art. This has been fully irThe government grant to schools in England is distributed pro rata on “ results ” of inspection. 2 This invaluable document, the Second Report of the Royal Commission on Technical Instruction comprised in five octavo volumes, numbering about 550 pages each, may be purchased through Mr. B. E, Stevens, United States dispatch agent, No. 4 Trafalgar square, London. CCLXXXVIII REPORT OF THE COMMISSIONER OF EDUCATION. tested, as there is no pupil in the second year who cannot turn his hand successfully to. anything. The seeing others work, the being in an atelier where many kinds of work are going on, teaches them to regard them all as one. The business of the school (i. e., purchasing art materials, paying all bills, keeping the accounts, calling the roll, and looking after the children) was in the hands of Miss Elizabeth Robins, who was also treasurer of the Ladies’ Art Club. The general direction of all branches of study, excepting design, was under charge of Mr. J. Liberty Todd. Both of these assistants gave their services gratis the first year. The teacher of brass repoussd was Theo.. Heustis; that of wood carving, Bernard Uhle; of embroidery, Miss L. Moss, who also gave her labor gratis for more than a year. Being obliged to leave on account of ill-health, her place was filled by Miss Annie R. Springer. Mr. Liberty Todd teaches modelling, painting, mosaic, and pot¬ tery. Carpentry, scroll sawing, cabinet making, and inlaying or marquetry are taught by Eugene Bowman (colored). The school was from the beginning an experiment to ascertain what children could do, not an institute to teach art. A want of appreciation of this fact on the part of the public has been the only source of the only troubles which the school has experi¬ enced. The general outcry has been, teach boys while at school a practical trade, by which they can get a living. The Leland experiment was made solely to find out what boys and girls are capable of learning. The result has been to prove beyond doubt that all children taxing one or two lessons a week iu an atelier can in two years’ time learn not one but several arts so well that they can obtain paid situations. On one occasion the head of a factory offered to take forty of the designing class at once into paid employment. No effort was made to sell the work of the pupils, but much valuable and beautiful glazed and colored pottery was made which had a high market value. The panels produced by the wood carvers, owing to the ability of the teacher, Prof. B. Uhle, are decidedly superior to the average work seen in cabinet making. There are 30 boys and girls in this class (3 colored), and there is not one who could not earn $9 a week. All of the pupils can design a piece of work, model it in clay, and then carvo it. All the wood carvers are encouraged to make their work up in the carpenter shop. Orders are sometimes received and executed. These are for designs, repouss6, &c. It has been fully proved that, if the building ob rooms can be provided with an outfit, such a school can be made to pay its expenses, as is the case with the Midhat Pasha school in Damascus. This would require, however, a special out-of-door agent to solicit orders and sell goods. A close study of the pupils themselves by the director developed these facts : (1) That one or two afternoons’ work in the week at the art school, far from inter¬ fering with the regular school studies, seems to aid them materially. This is the opinion of the teachers in the grammar schools. (2) That the pupils in the art school began to take a greater interest in reading of all kinds, and that in visiting exhibitions or when seeing art worft or tasteful manu¬ factures they criticize what is before them with more ability than grown persons dis¬ play who have not been trained to understand design and its applications. (3) That the children all regard the art work of the school as being as attractive as any amusement; and as the drawing is not mere copying, but original design, they regard it also as agreeable employment. If the bell did not ring to summon them to cease, the pupils would apparently never leave off designing, modelling, and wood carving. In one school of 87 pupils every one entered his or her name for a place in the industrial school. CONGRESSES AND EXHIBITIONS. The facilities afforded at international congresses and exhibitions for the exchange of ideas, processes, and products have been so thoroughly demonstrated in the past i CONGRESSES AJND EXHIBITIONS. CCLXXXIX that I need not dwell on this topic. The number and variety of such meetings are increasing year by year. Among those lately held, now in progress, or announced for the near future are the following: The Central German Committee on Handicraft and Household Industries opened an exhibition in June, 1882, at Leipzig, of handiwork done by pupils in manual labor and industrial schools. In July, 1882, a Congress of Schools for the Blind was held at Frankfort-on-the-Main, at which Dr. Arends’s ingenious system of stenography for blind persons was specially exhibited and advised as a subject of tuition. In May of the present year, the General German Teachers’ Congress has been held at Bremen, and the exhibition of material illustrative of its researches was classi¬ fied under twelve heads, viz: literature; geology, mineralogy, and biology; phys¬ ics; chemistry; technology; geography; history; religion; elementary instruction; drawing; mathematics; and collective exhibits of schools and societies. A finely organized and most instructive exhibition of colonial development at Amsterdam was also opened in May and will continue till October, 1883, at which provision has been made for displays relating to schools and systems of elementary, secondary, middle, and higher education; to books and ai>paratus of instruction ; to drawings and models of school buildings ; and, finally, to the results of missionary labors on colonial populations. The International Fisheries Exhibition at London is attract¬ ing crowds of visitors and immense scientific interest. The government of Brazil announced an elaborate educational congress at Rio Janeiro for the summer months of the year 1883 (which, of course, are pleasantly cool in the southern hemisphere); the president of the congress is the Count d’Eu, son-in-law of the emperor, and the government has expressed a special desire that the education of this country should be exhibited on this occasion. The groups are school architecture, school furniture, apparatus and material for class room instruction, text books, and educational treat¬ ises and reports. In order that the desires of the Dutch and Brazilian governments might be made known as widely as possible to Americans interested in these matters, I have taken special measures to place information relative to the exhibitions at Amsterdam and Rio Janeiro before the educators of the country. An interesting exhibition for competitive designs and models of school architecture has just closed in Paris, and a Congress of Provident Institutions (such as school sav¬ ings bauks, &c.) is open there while I write. Without specifying minutely other in¬ ternational meetings announced for the future, I cannot close this brief enumeration before inviting special attention to the International Health Exhibition to be held at London in 1884, at which school hygiene will be fully represented, and to the Inter¬ national Prison Congress at Rome in the same year. If this Office were put in possession of a small sum annually for the purpose, it could make effective and useful displays of American education on these occasions, and thereby largely increase the knoAvledge of other communities respecting the most unique feature of our national life. Among domestic exhibitions every one will recall the excellently managed cotton exposition at Atlanta, Ga., during the winter of 1882-’83; the very large and well at¬ tended exhibition at Louisville, Ky., now progressing (in which this Office has made a small but typical exhibit); and the comprehensive and interesting display of her mineral resources that Colorado presented at the Denver exhibilion. Interesting feat¬ ures in the future are the two large exhibitions during the coming autumn in Boston, one chiefly of foreign articles, the other chiefly domestic, at which North Carolina will make an unequalled display of her agricultural and mineral resources, as also the p.oposition to hold a great international exhibition in 1884 at New Orleans, with spe¬ cial reference to the development of trade between the United States and the Spanish Main. E— XIX ccxc REPORT OF THE COMMISSIONER OF EDUCATION. FORESTRY. ! ' - * ' ' ■ . ' The interest in forestry is increasing in extent and intensity as the injurious effects of the diminution of our wooded areas are more fully realized. Societies for the pres¬ ervation of forests and the cultivation of trees are being organized and their gath¬ erings attract much attention. The meeting of the American Forestry Congress at Montreal, August, 1882, was attended by many representative men from the North¬ ern and Western States. The objects of this association are to discuss matters relat¬ ing to arboriculture, collect forest statistics, advance educational, legislative, and “Other measures tending to the promotion of forest culture and preservation, unify the •plans for work, and diffuse knowledge ascertained. A State Forestry Association ex¬ ists in Ohio. It has a committee on arbor day. An extract from a circular issued by Hon. John B. Peaslee, of Cincinnati, chairman of the committee, will give an idea of the purposes it seeks to accomplish. After urging the importance of instructing youth in the value and utility of forests and the cultivation and protection of forest trees, the committee says: The most impressive way of imparting the instruction and of interesting the pupils in the subject is through the celebration of tree planting. We therefore earnestly re¬ quest you to have the pupils under your charge plant trees on arbor day, the fourth Fri¬ day of April, with appropriate ceremonies. We suggest that the trees be planted in the school grounds, by the roadside, or in parks or commons, and that they be planted in honor and memory of American authors, thus “making trees monuments of history and character.” AVe suggest also that the exercises consist of reading compositions on the importance and usefulness of forests, of reciting selections on trees from various authors, of giving extracts from and sketches of the life and writings of the particular author in whose honor or memory each tree or group is planted, of singing, of the ceremony of throwing the soil — each pupil in turn — about the trees, and of appropriate talks by trustees, teachers, and others. In other States school authorities have encouraged the planting and protection of trees. Hon. B. Gr. Northrop, formerly secretary of the Connecticut State board of edu¬ cation, inaugurated a movement which is improving the surroundings of schools in rural districts almost beyond recognition. In West Virginia the State superintendent, Hon. B. L. Butcher, has made successful efforts to celebrate arbor day and otherwise to promote tree culture. The 27th of April, 1883, was recommended as a suitable occasion for planting trees for the adornment of school grounds, and was very gener¬ ally celebrated in that way. This Office has published a letter, written by Dr. Franklin B. Hough, on planting trees in school grounds, which contains directions as to time and place of planting. The study of forestry is pursued in the agricultural colleges of many States, especi¬ ally in the West. Forest culture is under the charge of a separate professor of horti¬ culture and botany in the Ohio State University and it is one of the junior year studies in the agricultural course of Purdue University, Indiana. Pomology and forestry are included among the special studies in horticulture in the Illinois Industrial University. Forest plantations, wind breaks, hedges, and ornamental trees are dis¬ cussed in the Iowa Agricultural College, and its grounds are an object lesson in tree planting and cultivation. The study of arboriculture in the Minnesota State Univer¬ sity includes the consideration of the reasons for planting forest trees, kinds to be chosen for planting, methods of propagating, care in the nursery, and special culture of each species. The School of Political Science of the University of Michigan has an attractive course of instruction in forestry. The historical development of the science, the in¬ fluence of forests on human affairs, the control of wood lands, and forest legislation in Europe and America are subjects considered. Prof. C. K. Adams, dean of the school, says: The course on forestry has naturally attracted much attention ; and it is not a little singular that a subject of so much importance has hitherto been entirely neglected by our colleges and universities. AArithin the past few years the necessity of some FORTHCOMING CIRCULARS OF INFORMATION. CCXCI care of our forests lias impressed itself upon tlie people of our country as never before. Their rapid disappearance in some parts of the land is a matter of the gravest con¬ sequence. Not only are vast economic questions directly involved in the destruction of timber, but, what is, perhaps, of even greater importance, if this destruction is not properly guarded against or counterbalanced by the judicious planting and care of trees, even our climate is in great danger of being permanently changed. In this State our forests are a great source of wealth, and there is no one of our industrial resources that is worthy of more careful study. We have recently had painful admo¬ nitions that the unwise cutting away of our forests may be attended with the most appalling consequences. The mere statement of these facts is enough to show that the subject is entitled to the most careful consideration. In the Old World schools of forestry have long devoted themselves to a systematic study of the various ways in which the questions that now perplex us in regard to the care of forests are best to be met. As the fruit of studies carried on in these schools, and the consequent wise management of forests, Germany is much less likely to suffer in the near future from the want of the different kinds of the useful woods than is the United States. An important literature on the subject has grown up ; and although it is not to be sup¬ posed that the methods adapted to European requirements can be transferred to America without essential modifications, yet it is certain that great advantage may be gained from a familiarity with the results of European study and experience. Prof. J. T. Rothrock, of the University of Pennsylvania, has given from fourteen to eighteen lectures annually on botany and tree culture for some years past in Hor¬ ticultural Hall, Fairmount Park, Philadelphia. I am indebted to Hon. Eli K. Price for the following account of the origin of this course of lectures: The history of the free lectures in the Fairmount Park by Professor Rothrock is this : Andrd Frangois Michaux, of Vaur6al, near Pontoise, France, by his will, dated 4th September, 1855, gave the income of his estate to his widow for life, and after her 'death $12,000 to the American Philosophical Society of Philadelphia and $8,000 to the Society of Agriculture and Art of Boston, Mass. By an earlier will, revoked by the last, his chief purpose was to promote the culture of trees, which himself and father had so much loved, and to that purpose the American Philosophical Society have de¬ voted all the income of the legacy since the death of the "widow, directly or indi¬ rectly. The direct mode is the gift of half the income in the purchase and planting of tree seeds and trees, and thence making distribution into our park and to other parks, the city, institutions, and individuals, and especially to churches and schools, meet¬ ing houses, cemeteries, and graveyards. The indirect mode is by applying the other half of the income in support of the lectures on botany, sylviculture, and forestry, as a basis to effect the further purpose of the testator, namely, by tree culture to promote agriculture; both as a protection from high winds and severe cold and as at¬ tractors of rain and the prevention of droughts, and also by the preservation of natu¬ ral springs. SUBJECTS RESERVED FOR SPECIAL TREATMENT. Teachers’ institutes, city school systems, instruction iD shorthand, instruction in physics, the detection and measurement of impurities in the air, the study of hygiene, and decisions on questions of school law are among the subjects now being investi¬ gated under the direction of this Office. The results of these studies will be pub¬ lished as they are completed by the persons undertaking them. The appropriation and expenditure of money, the length of session, the plans of management, and re¬ sults are topics to be discussed in relation to teachers’ institutes. The plans and differences of administration of city schools, their courses of study, methods of gov¬ ernment, and the management of details will be presented from a practical stand¬ point. Instruction in shorthand has increased rapidly for a few years past, and the schools in which it alone is taught or is a prominent feature are becoming numerous. The statistics of the study are being collected in a most thorough manner and a bib¬ liography of English and American works on the subject is being prepared. The growth of this study and the call for those skilled in the practice of the art indicate the interest now taken in the provisions made for instruction and in its literature. The object of the inquiry respecting instruction in physics is to obtain a full dis¬ cussion and comparison of views with regard to the systematization of the study of this branch of science, so that different classes of schools should give instruction of a different kind, according to their grade. This is made desirable because at present CCXCII REPORT OP THE COMMISSIONER OF EDUCATION. the same ground is passed over in colleges that has previously been covered by the course in high schools and academies. The inquiry into the study of hygiene is to cover the most practical ground, ascer¬ taining the examinations of candidates for admission into various classes of schools, both as to their knowledge of the laws of hygiene and as to their physical condition; the gymnastic exercises or military drill required or expected of eith'er sex ; the provision for medical attendance upon students; the character and equipment of gymnasiums; the management of athletic sports and intercollegiate contests; and the opinions of experienced men on the effects of special forms of exercise. The decisions relating to school law will be obtained by an examination of the cases which have been decided in the highest courts of the various States in recent years. Such points are to be selected from these as have a public bearing upon edu¬ cational interests, such as the constitutionality of measures, the manner of conduct¬ ing school meetings, the formation of school districts, and the administration of their affairs, the duties and liabilities of officers and teachers, and the discipline of the school. RECOMMENDATIONS. I recommend the publication of twenty thousand copies of this report for the use the Office. This will only enable it to supply its correspondents, and whatever may be deemed best to distribute under the personal direction of members of the Senate and House of Representatives should be in addition to this number.1 The organization of the educational museum in connection with this Office, which I have had the honor to recommend, now constituting a collection of great value and more and more visited and studied by teachers and school officers, should have a sufficient appropriation to enable it, by exchange and otherwise, to supply similar collections in the offices of the several State superintendents and the leading cities when desired. A new and important additional demand has been made upon the collection for supplying exhibits where educational collections are presented in State and other expositions. There can be no question of the effective aid these collections would render to the progress of education. Through this Office the best illustrations of improved appliances should be collected and distributed to all parts of the country. The reports of efforts to educate the youth of 30,000 Alaskans continually disclose the embarrassments arising from all absence of local administration of law. It is said the parents are disposed to have their children taught and the xiupils learn readily, but it is clear there can be no satisfactory success, that the entire youth cannot be reached, until some form of law is provided for the organization of society. The pledges of the past and the honor of the nation would seem to permit no delay. Some inexpensive form of organization can be devised, and an appropriation of $50,000, it is believed, would give the work of education an excellent start, and is earnestly recommended.2 I renew most earnestly the following recommendations : (1) I recommend that the office of superintendent of public instruction for each Territory be created, to be filled by appointment by the President, the compensation to be fixed and paid as in the case of other federal appointees for the Territories. (2) In view of the large number of children growing up in ignorance on account of the impoverished condition of portions of the country, and in view of the special diffi¬ culties in the way of establishing and maintaining therein schools for universal edu¬ cation, and in consideration of the imperative need of immediate action in this regard, I recommend that the whole or a portion of the net proceeds arising from the sale of 1 Aa this report goes through the press Congress has passed a joint resolution ordering the publi¬ cation of thirty-eight thousand copies of this report, twenty thousand for the use of this Office, as recommended, six thousand for the use of the Senate, and twelve thousand for the use of the House of Representatives. 2 See pages xlv, xlvi, note. CONCLUSION. CCXCIIX public lands be set aside as a special fund, the interest of said fund to be divided an¬ nually pro rata among the several States and Territories and the District of Columbia, under such provisions in regard to amount, allotment, expenditure, and supervision as Congress in its wisdom may deem fit and proper. The returns of the last census emphasize the importance of this recommendation. The per cent, of illiteracy of per¬ sons 10 years of age and upward has decreased from 20.05 in 1870 to 17 in 1880, but the number of illiterates over 10 years of age has increased from 5,658,144 to 6,239,958 in the same period. (3) I recommend the enactment of a law requiring that all facts in regard to national aid to education and all facts in regard to education in the Territories and the District of Columbia necessary for the information of Congress be presented through this Office. (4) I recommend an increase of the permanent force of the Office. The experience of the Office indicates clearly that the collection of educational information and publica¬ tion of the same, as required by the law regulating it, cannot be properly done with the present limited clerical force. CONCLUSION. I take pleasure in acknowledging my indebtedness to the faithful laborers in the Office and to all others elsewhere who have contributed to the success of its work. I have the honor to be, very respectfully, your obedient servant, JOHN EATON, Commissioner, Hon. Henry M. Teller, Secretary of the Interior, ABSTRACTS OF THE OFFICIAL REPORTS OF THE SCHOOL OFFICERS OF STATES, TERRITORIES, AND CITIES, WITH ADDITIONAL INFORMATION FROM VARIOUS SOURCES. PREFATORY NOTE, The following abstracts of education in the States and Territories are derived from a great variety of sources. First among these come reports of State officials, such as State boards of education and State superintendents of instruction ; next, those of county and city superintendents, school com¬ mittees, acting school visitors, and principals of State institutions. From these are derived nearly all the information given respecting elementary and special instruction, city school systems, and nor¬ mal schools, and much of that relating to secondary schools, as the high schools of the States and cities. What concerns private secondary schools is almost wholly from returns made by the princi¬ pals of these to the Bureau of Education, supplemented by catalogues and other documents. For the matter relating to universities, colleges, and scientific and professional schools, depend¬ ence is placed on the annual catalogues of such institutions, on occasional circulars issued by them, and on special returns, made usually in the autumnal and winter months, in reply to circulars of inquiry sent them by the Bureau. In every instance, official authority only is relied upon for statements distinctly and definitely made, the printed catalogues and reports being chiefly used for this purpose, though sometimes an item of interesting information from other than official sources may be given, with a reference to the q barter from which it is derived. In such cases, however, the effort is always made to verify the statement before it is committed to the- press. The matter derived from the various sources above indicated is formulated, in the abstracts of education for each State, substantially in accordance with the schedule given below. GENERAL PLAN OF THE ABSTRACTS. 1. Statistical summary . (a) School population and attendance. (b) School districts and schools. (c) Teachers and teachers’ pay. (d) Income and expenditure. 2. State school system . (a) Officers. (6) Other features of the system. (c) General condition, marking specially anything new and noteworthy. 3. City school systems . . . (a) Officers. (b) Statistics. (c) Other particulars. 4. Training of teachers . (a) Normal schools and normal departments. (b) Teachers’ institutes. (c) Educational journals. 5. Secondary instruction . (a) Public high schools. (b) Other secondary schools. 6. Superior instruction . . . (a) Colleges for men or for both sexes. (b) Colleges and high grade schools for women. 7. Scientific and professional instruction..^) Training in scientific schools and agricultural col¬ leges. (b) Training in theology. (c) Training in law. (d) Training in medicine, dentistry, and pharmacy. 8. Special instruction . . . . . (a) Deaf, dumb, blind, &c. (bj Industrial and reformatory training. (c) Instruction in oratory, music, art, &c. 9. Educational conventions . (a) Meetings of State associations. (6) Special meetings of teachers, school principals, and superintendents. 10. Noteworthy benefactions. 11. Obituary record . (a) Brief memorials of teachers, superintendents, and other promoters of education who have died during the year. 12. Chief state school officer . (a) State superintendent. The statistics furnished the Bureau in answer to its circulars of inquiry, for convenience of refer¬ ence and comparison, are given in tables following these abstracts, while summaries of these sta¬ tistics may be found under similar headings in the report of the Commissioner preceding. For the general courtesy with which his circulars have been answered, alike by State and city offi¬ cials, by college presidents and heads of schools, as well as for documents additional to these replies, the Commissioner of Education here tenders his cordial thanks to all concerned. 4 REPORT OF THE COMMISSIONER OF EDUCATION. ALABAMA. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. White youth of school age (7-21) _ _ Colored youth of school age - Whole number of school age - Whites enrolled in public schools. _ Colored enrolled in public schools. . Whole enrolment _ Average attendance of whites - Average attendance of colored - Whole average attendance _ SCHOOL DISTRICTS AND SCHOOLS. Number of school districts - Public schools for whites - Public schools for colored - Number of public schools reported . Pupils in spelling - Pupils in reading - Pupils in writing - Pupils in arithmetic - Pupils in geography - Pupils in grammar _ Average length of school in days _ Schools for whites _ Schools for colored _ Valuation of public school property TEACHERS AND THEIR PAY. White teachers in public schools — Colored teachers in public schools Whole number of teachers - White male teachers - White female teachers - Colored male teachers - Colored female teachers - Average monthly pay of teachers in white schools. In colored schools _ RECEIPTS AND EXPENDITURES. Total receipts for school purposes. . Total expenditure for same _ 1880-’81. 1881-’82. Increase. & Decrease. 217, 590 224, 464 6, 874 170, 413 176' 538 6, 125 388, 003 401, 002 12,999 107, 338 107, 949 611 68, 951 69, 479 528 _ 176, 289 177, 428 1, 139 66, 840 67,381 541 — 48, 476 ' 47, 146 1, 330 115, 316 114, 527 “X - 789 1, 776 2, 981 1, 776 3, 058 77 1,591 1,566 25 4, 572 4, 624 52 165, 157 166, 173 1,016 114, 544 120, 339 5, 795 78, 385 82, 448 4, 063 74, 669 72, 859 1,810 33, 016 37, 787 4, 771 22,214 22, 958 744 81.21 79 2. 21 84 80.1 3. 90 76 78 2 $285, 976 $264, 457 $21, 519 3, 053 3, 056 3 1,645 1,508 137 4, 698 4, 564 134 1,873 1,874 1 1,180 1,182 2 1, 169 1,064 5 476 444 32 $22 98 $21 52 $1 46 23 15 21 88 1 27, $397, 479 $392, 905 $4, 574 410, 690 403, 602 7, 088 (From reports of Hon. H. Clay Armstrong, State superintendent of public instruction, for the two years indicated. ) STATE SCHOOL SYSTEM. OFFICERS. These are (1) a State superintendent of education, elected by the people; (2) a superin¬ tendent for each county, appointed by the State superintendent; (3) a township superin¬ tendent of schools, appointed by the county superintendent; and (4) a county board in each county, composed of the county superintendent and 2 teachers of his appointment, to examine teachers and organize institutes. The State, county, and® township superin¬ tendents serve 2 years; the members of the county board, 1 year. ALABAMA. 5 OTHER FEATURES OF THE SYSTEM. The public schools are sustained from the following sources: 6 per cent, interest on the proceeds of sales of lands granted by the United States; 4 per cent, interest on United States surplus revenue deposited with the State; net proceeds of a poll tax of $1.50 on every male inhabitant over 21 and under 45 years of age; an optional local tax in each county (except Mobile) of not more than 10 cents on $100 (not less than one-half to be used for pay of teachers in the county thus taxed) ; the annual proceeds of the sales of lands that may be given for the support of the public schools; an annual appropriation of $130,000 from any money in the treasury not otherwise appropriated; and all sums accruing from escheats and licenses required by law to be paid into the school fund of any county. School moneys are distributed according to the number of children 7 to 21 years of age. No denominational school is to share in the fund; while separate schools for whites and blacks must receive their pro rata shares and the amount of poll tax paid in by each race. All children of school age are entitled to the benefits of any public school for their own race in their district or township. Public examinations must be held in the schools at least once each year; and students who have completed the course of studies required receive from the board of education a certificate to that effect. The school month is' 20 days, of not less than 6 hours 'each; the scholastic year extends from October 1 to September 30. Teachers must be duly licensed, and they must make the required quarterly reports to the county superintendent before receiving their pay. They must attend at least one of the three annual institutes held in each county. GENERAL CONDITION. The State superintendent regards the public school system of the State as a well de¬ vised and good one, adapted to the wants and condition of the people, the only necessity being an adequate fund to properly administer it. The statistics for 1881-’ 82 show an increase of 12,999 in school population over the pre¬ vious year, while the school income was less by $4,574, with a decrease in expenditures of $7,088. Contrasting the two races, the figures show that while the white school popu¬ lation increased 3 per cent, the colored gained 3 j per cent. In nearly all other respects the contrast is largely in favor of the whites. » Both had about the same proportionate increase in enrolment, while in average daily attendance (nearly 65 per cent, of the en¬ rolment) the whites gained 541 and the colored lost 1,330. Schools for whites increased by 77, those for blacks decreased 25; the number of white teachers was increased by 3, that of colored teachers was decreased by 137. In the grades of spelling, reading, writ¬ ing, geography, and grammar there was a large increase of pupils, while in arithmetic there was a decrease. The appeal of the State superintendent to the legislature, show¬ ing that with present means only 44.25 per cent, of the children of the State were enrolled and only 28.56 per cent, were in average daily attendance, it was hoped would secure the necessary aid, especially as the reduction of the school fund was made when the State was overburdened with debt and taxation, and now the time had come when the State could do tardy justice to her children. — (State report.) AID FROM THE PEABODY FUND. In fulfilment of the proiiTise made the previous year, $5,000 of this fund were appro¬ priated to Alabama for the scholastic year. 1882; the sum was disbursed as follows: For 10 scholarships in the normal college at Nashville, Tenn., $2,000; for 16 scholarships in the State Normal School at Florence, $2,000; the remaining $1,000 was divided equally between the colored normal schools at Marion and Huntsville. In addition to this timely aid to the normal schools, which greatly enlarged the sphere of their usefulness, 25 Peabody medals were offered for the highest degree of attainment in scholarship and deportment; after a lively contest, they were about equally divided between white and colored pupils in the normal and leading city schools. — (State report.) SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. OFFICERS. Montgomeiy and Selma are the only cities calling for notice that have city school sys¬ tems separate from those of the counties of which they form a part. Each has a city board of education and a superintendent of city schools. Mobile, reported under this head in preceding years, has neither city board nor city superintendent separate from those of the county of which the city is a part, and makes no report of city schools as distinct from the very numerous ones of the county. It is therefore omitted here. e REPORT OF THE COMMISSIONER OF EDUCATION, STATISTICS. Cities. Population, census of 1880. Children of school age. Number of schools. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Montgomery . Selma . 16,713 7,529 3,793 2,021 13 14 1,205 736 985 622 14 18 ADDITIONAL PARTICULARS. Montgomery reported 2,054, or 54 pier cent., of its school population as colored. There were 376 whites enrolled and 829 colored, with 360 whites in average daily attendance and 625 colored. In the white schools there were 47 whites to each teacher ; in the colored schools, 138. The average length of schools for both races was 180 days as against 160 the year before. — (State report. ) Selma reported a school population of 863 whites and 1,158 colored; but, unlike Mont¬ gomery, had a preponderance of school attendance on the white side, 424 whites being enrolled against 312 colored, and 382 whites appearing daily in the schools against 240 colored. Two school-houses were reported, which, with other property, were valued at $10,000; there were 8 schools for white and 6 for colored pupils. With the same num¬ ber of schools as in 1880-’81, there was an additional school building reported. Enrol¬ ment, however, was less by 151. The average time of school was 206 days, against 195 the year before. There were 12 teachers of white and 6 of colored schools, while under each of the white teachers there were enrolled 35 pupils and under the colored 52, the average monthly pay of the white teachers being $85.40 and that of the colored $73. — (State report.) TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. In 1881-’82 there were 4 normal schools under the care of the State, 1 for white teachers and 3 for colored, all reported to be doing good work, their graduates being called for from all parts of the State. The State Normal School (for whites of both sexes), Florence, had 164 students in the school year 1881-’82, of whom 76 were normal, a gain of 8 over the previous year. The senior class of 7 received certificates of graduation, and 5 engaged in teaching, accord¬ ing to contract with the State. The school year opening September 6, 1882, promised still better results, the pupils in the first term numbering 12 more than in the previous session, 10 more being normal, and the class for graduation having 20 more members. Grateful mention is made of the help given to the school from the Peabody fund, by which 2 students have been able to complete and 14 others to undertake the normal course. Appropriation by State for payment of the faculty, $7,500. — (State report.) The Normal School for Colored Teachers , Huntsville, with the aid of the State and the Peabody fund, purchased, before the opening of the session of 1881-’82, a desirable school building in the city for $3,000. It had, for the session, 3 teachers and 227 pupils in all departments, 68 of them normal, of whom 4 were graduated. The next session opened with 150, against 130 at the same time in the previous year. Its course of study covers 4 years. There is a model school for practice teaching. Music, vocal and instrumental, is taught. The school had a library of 217 volumes, 150 of which were added during the year, with 10 pedagogical works. There were also 4 educational journals and maga¬ zines taken. — (Stale report and return.) Lincoln Normal University (for colored students), Marion, for the school year 1881-’82 reported 5 instructors and 174 students, 128 being normal, of whom 9 graduated from its 4-year course and engaged in teaching. A falling off of 50 from the attendance of the previous year was attributed to short crops and competition with other schools. There were 200 volumes in the library. There were the usual facilities for the study of drawing, vocal and instrumental music, chemistry, physics, and natural history. — (State report and return. ) Tuskegee Normal School (for colored teachers), Tuskegee, provided for by the legisla¬ ture of 1880, opened July 4, 1881, with 3 instructors and 30 'students, closing its first session of 36 weeks with 112. The regular 4 years of study include all the branches laid down in the State law, with some others. The town public school, being on the grounds of the normal school, is used as a model school for the normal students. The school has a farm of 100 acres, used by pupils studying agriculture to defray a part of their expenses. On this farm was erected a 3-story building containing recitation rooms, a chapel, a reading room, an office, and dormitories for girls. To meet various ALABAMA. 7 o expenses the people of Tuskegee and friends at the North raised $5,522 and the State gave $2,000, while 600 volumes for a library, a cabinet organ, and many other valuable articles were. donated by friends. This prosperous beginning, it is said, is owing largely to the hearty cooperation of the white and colored citizens of Tuskegee. — (State report. ) OTHER NORMAL SCHOOLS OR DEPARTMENTS. Rust Normal Institute (for colored), Huntsville, under the care of the Freedman’s Aid Society of the Methodist Episcopal Church, had 2 instructors and 111 students in 1880-’81 and reported steady growth. Emerson Institute (for colored), Mobile, conducted by the American Missionary Asso¬ ciation, for 1881-’ 82 reported 9 instructors; 22 normal and 230 other pupils; a 4-year course of study, of 32 weeks each year ; 100 volumes in the library, 25 of them pedagogical works, and 2 educational journals. Graduates receive diplomas, but are subject to ex¬ amination as teachers in the State. The school building, having burned down a sec¬ ond time, was rebuilt on an enlarged scale, but at an expense not much above the insurance money. — (Return and American Missionary, 1882.) Alabama Baptist Normal and Theological School (for colored), Selma, is reported to have been the first school of its kind established and managed by the colored Baptists in America. It aims to educate colored teachers and supply the colored churches with an educated ministry; has a 3-year course, including vocal and instrumental music; and in 1882 had 7 instructors and 151 students, normal students not designated. — (American Baptist Year Book.) In the normal department of Talladega College , Talladega, the course of 4 years is in¬ tended to prepare students to teach in the most advanced schools in the South, and to meet the demand for better teachers special attention is given to strictly normal work. A teachers’ institute is held at the close of the spring term. In 1881-’82 there were 36 normal students. — (Catalogue and American Missionary, 1882.) teachers’ institutes. The State superintendent reported that 122 teachers’ institutes (voluntary organiza¬ tions of teachers) were held in 1881-’82 in the different parts of the State and that the expenses of the same were a tax on teachers which he regarded as unfair. The insti¬ tutes, he thought, should be sustained by public funds. He would have one held yearly in each county, for each race, during one month, to be conducted by a thoroughly com¬ petent instructor. The present law, while it provides for holding at least three institutes annually and requires teachers to attend one of them, fixes no penalty for non-attendance and forbids involuntary assessments upon members. The superintendent would have the law changed in this respect also, as county superintendents complain of the non- attendance of teachers and the want of power to enforce attendance. — (State report.) EDUCATIONAL JOURNAL. ■* The Alabama Progress, a weekly educational journal edited and published by George P. Keyes, was established at Montgomery, April, 1882, under the auspices of the depart¬ ment of education, of which it is the official organ. The State superintendent speaks of it as steadily growing in popularity and circulation, and thinks it should be liberally supported by the friends of free education. — (State report.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. No provision for schools of this grade appears in the (latest) school law of 1879 and no mention of such schools is made in the State report for 1881-’82. OTHER SECONDARY SCHOOLS. For information concerning business colleges, private academic schools, and preparatory departments of colleges, see Tables IV, VI, IX, and X of the appendix, and the summaries thereof in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Alabama , Tuscaloosa, was reported in 1880-’81 to have extended its curriculum and raised its standard of graduation. There were 2 general departments of instruction, academic and professional, but no preparatory department. The academic comprised scientific and classical courses and was arranged under 9 schools. Candidates for the degree of b. A. were required to take either the full classical or full scientific REPORT OF THE COMMISSIONER OF EDUCATION. 8 O course, each of 4 years. Students unable to complete all the studies of one of the regular courses are allowed to select a course of study from the 9 schools, and upon completion of the course of any school are entitled to a diploma of graduation in that school and are enrolled as alumni of the university. The session of 1881-’82 opened with 14 resi¬ dent professors and instructors, 173 undergraduate students, the above mentioned col¬ legiate courses of 4 years of 36 weeks each, and 6,000 volumes in the library. Students in the academic department are subject to military discipline and are required to reside in barracks. — (Catalogue of 1880-’ 81 and return for 1882.) Southern University , Greensboro’ (Methodist Episcopal South), reported in 1881 the presence of 69 students, under 6 instructors, with 2-year preparatory, 4-year classical, and 3-year scientific courses, arranged under 7 schools. To the 4-year classical course was appended a master’s course of 1 year, the completion of which, after pursuing the regular course, was required for the^ degree of M. A. A return lor 1882 reports a tempo¬ rary suspension, but with a prospect of early reorganization. — (Catalogue and return.) Howard College, Marion (Baptist), continued its courses of study in 11 schools, in¬ cluding the usual classical and scientific studies, with a business school and a school of military art and science. For the degree of B. A. 4 years of classical study are re¬ quired. Certificates of distinction are given to undergraduates for distinguished at¬ tainments in any class of any school. A certificate with title of “distinguished under¬ graduate” is conferred on a student who secures high standing in any three schools within one session. There were 8 resident professors, 103 students, 20 of them prepara¬ tory, with 7 graduates at the end of the year. — (Catalogue and return.) A return from Spring Hill College , Mobile (Roman Catholic), gives a total of 20 in¬ structors and 168 students for the year ending October 1, 1882. For full statistics of colleges reporting, see Table IX off the appendix; for summary of their statistics, a corresponding table in the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. For information regarding the colleges for this sex alone, reference is made to Table VIII of the appendix. A summary of this table will also be found in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The State Agricultural and Mechanical College of Alabama, Auburn, has four reg¬ ular degree courses, each covering 4 years of 39 weeks, viz, a course in agriculture, with degree of B. s. A. ; in engineering, with degree of B. e. ; in literature, with degree of A. b. ; in general science, with degree of B. s. The studies are the same in all for the first two years and the full course is followed by a graduate course of 1 year, on the com¬ pletion of which the graduate in engineering receives the degree of civil and mining engineer and the graduate in agriculture, literature, or science the degree of master in that course. There is also a department of military science and tactics, in which every able-bodied student is subjected to strict military discipline and training. There were 9 professors and instructors and 122 students, 81 in the scientific and 41 in the pre¬ paratory department. Since its organization 901 have been matriculated, while only 94 have graduated with degrees, owing to the large number of young men who, after two years’ study, leave the college to enter business. To accommodate such students, a 2- year special course has been established. Since 1879-’80 the increase of the regular college classes studying for degrees had been from 67 per cent, in that year to 83 per cent, at the close of 1882. There were 2,500 volumes in the library, college property was valued at $1 00, 000, and the productive funds were $253,500, affording an income of $20,280. — (Report of trustees, catalogue, and return.) PROFESSIONAL. Theological. — The Alabama Baptist Normal and Theological School, Selma, for 1881- ’82 reported 1 instructor; 45 students; a 5-year course of 32 weeks each, including pre¬ paratory and literary studies; and 400 volumes in library. The theological department of Talladega College (Congregational) had 2 instruc¬ tors and 14 students. Its full course of .study was 3 years of 34 weeks each; it had 1,000 volumes in the library, property valued at $5,000, a productive fund of $5,000; and received during the year $5,000 for scholarships from the estate of R. R. Graves, of Mor¬ ristown, N. J. The Institute for Training Colored Ministers, Tuscaloosa (Presbyterian Church South), reported 30 students, under 2 instructors; a 3-year course of study of 43 weeks each; about a thousand volumes in the library; property valued at $2,000; and an income from contributions of.the churches amounting last year to $3,200, besides .a gift of $100 from ALABAMA. 9 the late Edmund H. Payton, of New Jersey. All these schools require an examination for admission. — (Returns.) Legal. — The law department of the University of Alabama, Tuscaloosa, reported 3 in¬ structors; 25 students; 15 graduates; 2 years of 36 weeks, each in the full course of study. Instruction by a weekly lecture was given in international and. constitutional law; in common and statute law and in equity jurisprudence, by lectures and recitations. — (Catalogue and return.) The law department of the Southern University, reported as having been suspended in 1881, sends no report of resumption of studies in the ensuing year. Medical. — The Medical College of Alabama, Mobile, for 1881-’82 reported 11 in¬ structors; 60 students, 2 of whom had received degrees in letters or science; graduated 16 with degree of M. D. ; required 3 years’ study, of 20 weeks each; and had college prop¬ erty valued at $150,000. As many medical colleges have extended their courses of lect¬ ures and made instruction in the different departments more thorough and practical, the college announced that it would keep up with other institutions in every step to elevate the profession and raise the standard of medical education. — (Catalogue and return.) The medical department of Southern University, said to have been suspended in 1881, has sent no report. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The Alabama Institution for the Deaf and Dumb and the Blind, Talladega, was reported in 1880-’81 to have had a complete corps of instructors in both departments, the ordinary branches of a practical English education being taught. There was training in shoemaking, cane seating, mattress making, printing, plumbing, gas fitting, and agriculture. Articu¬ lation was not taught. The Annals of the Deaf and Dumb, published at Washington, D. C., gives an. attendance of 48 for the year 1882 — males 28, females 20 — but there is no distinct statement whether these included the deaf-mutes alone; instructors, 5, 3 of them mutes; value of buildings, $60,000; expenditure for support, $10,886; pupils from the beginning, 175. — (Annals of the Deaf and Dumb.) t EDUCATIONAL CONVENTIONS. STATE ASSOCIATION OF TEACHEES OF COLOEED SCHOOLS. The colored teachers and white teachers of colored schools, from all parts of the State, met in convention at Selma, April 6 and 7, 1882, when 60 members effected a permanent organization of a State Teachers’ Association, adopted a constitution, and elected officers. Papers, which are said by the State superintendent to have indicated remarkable advance¬ ment by the colored race, were read on “The teacher and his work,” by Prof. Martin, of Montgomery; on “Text books,” by Prof. Silsby, Selma; “The Quincy method,” by Prof. Patterson, Marion; “Model lessons,” by Miss Holmes, Selma; “How to secure the cooperation of parents and guardians,” by Prof. Miles, Marion; followed by dis¬ cussion of the school law of the State, by Hon. H. C. Armstrong, State superintendent, and others. Prof. D. T. Washington, of Tuskegee, a colored graduate of Hampton, spoke with much force, it is said, on “Industrial education.” Entire harmony and the best of spirit are said to have prevailed, and the association adjourned to meet again at Montgomery the first week in April, 1883. — (Journal of Education and Present Age.) STATE ASSOCIATION OF WHITE SCHOOL TEACHEES. The white teachers met in convention at Birmingham, July, 1882, for the first timein ten years, having about the same attendance as the colored convention. State Super¬ intendent Armstrong was elected president. Among the papers read and the addresses made were “The schoolmaster,” “Graded schools,” “Educational wants of the pres¬ ent time,” “Industrial education,” “Textbooks: what they are and what they should be,” “Normal schools,” “Technical education of women,” “How much and what mathematics should be taught in our common and high schools,” “ Educational literature,” “Institutes, and how they should be conducted,” “How to teach Eng¬ lish composition,” “ Study of the classics,” and “ English grammar.” The association adjourned to meet at Talladega, Ju.ly 5, 6, and 7, 1883. CHIEF STATE SCHOOL OFFICER. Hon. H. Clay Armstrong, State superintendent of education , Montgomery. [Second term, December 1, 1882-, to December 1, 1884.] 10 REPORT OF THE COMMISSIONER OF EDUCATION. ARKANSAS. STATISTICAL SUMMARY. • 1880-’81. 1881-’82. Increase. Decrease. POPULATION AND ATTENDANCE. White youth 6 to 21 reported _ 199, 109 212, 940 13, 831 Colored youth 6 to 21 reported _ 65, 206 69, 113 3, 907 Whole number of school age a272, 841 a289, 617 16, 776 Whites enrolled in public schools _ 76, 598 Colored enrolled in public schools _ 23, 139 Total enrolment reported _ _ 98, 744 all7, 696 18, 952 Average daily attendance _ 56, 291 Studying higher brunches ..... 1,480 1, 453 27 SCHOOLS AND DISTRICTS. Public school districts _ 2, 839 Number reporting _ 1, 401 School-houses built, during the yea r 204 129 75 Number of school-houses reported _ 1, 172 1,286 114 Estimated value of all school-houses _ $283, 125 $254, 218 $28, 907 TEACHERS. Men teaching reported in public schools-- 1, 688 1,977 289 Women teaching reported in public schools 481 441 40 Whole number reported _ _ _ 2, 169 J2, 501 332 INCOME AND EXPENDITURE. Receipts for public schools _ _ $710, 462 $574, 543 $135, 919 Expenditures for public schools - 388,412 503, 857 $115, 445 a Includes races not reported separately. 6 Includes those whose sex is not reported. (From report of Hon. D. H. Pope, State superintendent of public instruction, for the years 1881 and 1882. ) STATE SCHOOL SYSTEM. OFFICERS. These are a State superintendent of public instruction, elected for 2 years; a State board of commissioners of the common school fund; an examiner for each county, appointed by the county court; and elective boards of 3 district directors, 1 to be changed each year. OTHER FEATURES OF THE SYSTEM. Public schools are supported from the income of a State school fund, a tax of $1 on men over 21, with such other appropriations as the legislature may make, and optional dis¬ trict taxes, which may not exceed 5 mills on $1. The apportionment of public funds is on the basis of resident youth 6 to 21. If in any district the public money, with the dis¬ trict taxes voted, should not suffice to sustain a school for 3 months, directors may deter¬ mine that no school shall be taught during such year. Reports of school statistics must be made annually by all school officers. The law forbids the use of sectarian books in public schools, commands the separate instruction of white and colored, and provides for teachers’ State certificates, valid during life, as well as for limited ones of 3 grades, and for teachers’ institutes, to be held by examiners in each county and by the State super¬ intendent in each judicial district. ARKANSAS. 11 GENERAL CONDITION. An encouraging condition of public school affairs is reported. Prejudice against the system, engendered by unwise legislation and waste of school funds, was disappearing, and the people were coming to look on the public schools as the only means through which a large portion of the school population could obtain an education. The statistics, though imperfect and unsatisfactory, furnish abundant proof of progress. With but 16,776 more youth of school age than the previous year, the stated increase in public school enrolment was 18,952, although only about half the school districts report ed on this point. The superintendent thinks the real increase in attendance was about 40,000, or more than twice as great as the increase of youth to be educated. More money was ex¬ pended on the public schools. More teachers were employed, and the standard of qual¬ ification for them was raised; county examiners were more careful in granting certifi¬ cates, and the consequence was better teaching. Although the number of school-houses built was less than in 1880-’81, those erected were better adapted to their purpose; many were more attractive in appearance and were supplied with improved furniture and ap¬ paratus. Several school districts had no schools during the year, preferring to use their funds to provide school-houses. The public schools in cities and towns were rapidly in¬ creasing in number and importance. Some of the more important towns failed to report, but such reports as were received showed increased attendance on schools and larger expenditures for them. CITY SCHOOL SYSTEM OF LITTLE ROCK. OFFICERS. A law of 1869 provides for the election of 6 directors for the supervision of city schools, the directors being authorized to employ a superintendent, who may also be principal of a graded or high school established by the board. STATISTICS AND ADDITIONAL PARTICULARS. Little Rock had in 1880 a population of 13,138. and in 1882 reported 5,533 youth of school age, with 3,066 pupils in public schools and 1,742 in average attendance, a gain in enrolment of 428 over the previous year, with 2 more teachers. The public schools are classed as primary, grammar, and high, each comprising 4 grades. The improvement effected during the year was as great as could be reasonably expected, considering the crowded condition of the lower grades. Two additional rooms were opened, making seats for 120 more pupils, but this is not sufficient, even for the present, and the school population is constantly increasing. TRAINING OF TEACHERS. STATE NORMALS. The State continues its training of teachers in a normal department belonging to the Arkansas Industrial University, Fayetteville, and in a branch normal of the same at Pine Bluff, the former for white students, the latter for colored. Each of these schools in 1881-’82 offered 400 free scholarships, 63 more than the previous year, the university trustees having authority to decide as to the number. They are divided among the counties according to population. Of the 400 open to white students, 385 were vacant in 1881-’ 82. The literary requirements for admission were not high, but they em¬ braced a thorough knowledge of the four fundamental rules of arithmetic, with decimal fractions, ability to read well in the fourth reader, a knowledge of primary English grammar and geography, the rudiments of penmanship, and the ability to spell ordinary Avords of the grade of the fourth reader. The course of study, covering 4 years in both schools, in addition to instruction in the branches taught in the public schools, includes training in methods of imparting instruction, in organizing and governing schools, and in the legal duties of teachers. The school for white pupils reports 56 in normal studies; that for colored pupils, 40 during the year. OTHER NORMAL TRAINING. By arrangement with the general agent of the Peabody fund, the State was entitled to 8 Peabody scholarships in the Normal College of the University of Nashville, which scholarships are filled by appointment upon competitive examinations. Marianna College and Normal Institute, Marianna, reorganized September 15, 1882, under the supervision of the school board of Marianna and partly sustained by the public school funds, offered tuition free to residents of the district, the principal being allowed to re¬ ceive paying pupils from outside. What normal training or normal students there were does not appear. 12 REPORT OP THE COMMISSIONER OF EDUCATION. During the year, too, a normal department was added to the public graded school system of Russellville. Normal instruction is given to .colored students in Southland College and, Normal Insti¬ tute, Helena, under the direction of Friends, which, besides 248 other pupils in 1882, reported 36 under training for teaching. TEACHERS’ INSTITUTES. Twelve normal institutes were held in the several judicial districts under the personal supervision of State Superintendent James L. Denton, assisted by Prof. O. F. Russell, whose salary and travelling expenses were paid out of an appropriation from the Pea¬ body fund. State Superintendent Pope says too much importance cannot be attached to these migratory schools for teaching teachers howto teach, but that the shortness of the sessions has prevented the attainment of the best results. According to a recent rule made by the agent of the Peabody fund, the sessions of all institutes aided by that fund must henceforth be longer. SCHOOL JOUKNAL. The Arkansas School Journal, the official organ of the public school system, continued to be published at Little Rock, under the editorship of the late State Superintendent Denton, until the death of that officer in October, 1882. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. In several of the principal cities and towns, public high schools formed a part of the graded system in 1882. Little Rock, Bentonville, Searcy, Fort Smith, Russellville, and Lonoke had such schools and other towns were proposing to establish them. Little Rock reports 2, one for white and one for colored youth, the average enrolment in the former being 69; in the latter, 20. There were 1,453 in the State studying the higher branches, a slight decrease during the year. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and preparatory depart¬ ments of colleges and universities, see Tables IY, VI, and IX of the appendix, and for a summary, see corresponding tables in the report of the Commissioner preceding. . SUPERIOR INSTRUCTION. UNIVERSITIES AND COLLEGES FOR BOTH SEXES. Four out of 5 collegiate institutions in this State reported statistics for 1881-’82, viz: The Arkansas Industrial University, Fayetteville; Arkansas College, Batesville; Cane Hill College, Boonsboro’ ; and Judson University, Judsonia. All these were open to both sexes, as was also St. John’s College, Little Rock, at last accounts; but no report from it has come since 1879. The latest catalogues received from the 5 colleges show that all had preparatory and classical and that 3, the Arkansas College, Judson University, and St. John’s College, had scientific and commercial courses; that all except Arkansas College report provision for instruction in music; that Cane Hill College offered a ladies’ course of 3 years, and that the State University and St. J ohn’s College made some provision for the training of teachers. The whole number of young women availing themselves of the privileges offered them uoes not appear. Only the two universities distinguish as to the sex of students, the State University having 17 young women in the regular collegiate classes and Judson University 62 in all departments. None, except the State University, reports the number belonging to the collegiate classes. In Arkansas College, no special lines are drawn be¬ tween classes ; there is only a prescribed course for degrees, which may be completed in more or less time, according to the ability and industry of students. In Judson Univer¬ sity and St. John’s College also class distinctions were not observed, the courses being arranged in independent schools. The Arkansas Industrial University offers nine courses of study: classical, Latin letters, modem languages, English, normal, and 4 scientific courses. A preparatory department gives the necessary training for admission, which in Latin includes only a mastery of the principles of the grammar and two books of Caesar’s Commentaries. Military in¬ struction forms a part of the course for young men, and a department of music affords opportunity for thorough drill during the four years in vocal and instrumental music, including piano and violin. Evidences of substantial progress during the last few years were found in more students and teachers, more buildings, an extended curriculum, and more exacting standard. The average annual attendance during the last four years was 426, against 256 in 1877-’78, although the enrolment during the last year fell considerably below the average for the four, owing to various transient causes. The number of professor- ARKANSAS. 13 ships increased, during the same period, from 11 to 16. The State superintendent says the influence of the university has begun to be felt. Some of the graduates had obtained pro¬ fessorships, three or four were elected to the legislature, and ifoany had turned their attention to teaching. In addition to previous ones, three colleges — one for whites and two for blacks — seem to have begun at Little Rock in 1881-’ 82. The college for whites, Little Rock Univer¬ sity, under Methodist influences, secured thirteen acres of land in the city and began its instruction in the fall of 1882. The institutions for blacks, Philander Smith College (Methodist Episcopal) and Edward Smith College (Congregational), took the prelimi¬ nary steps towards organization by securing sites and preparing to build. The site for the last included fourteen acres, overlooking the city, purchased and fenced through funds furnished by Mr. Edward Smith, of Enfield, Mass. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Provision for scientific instruction is made, as already noted, by the Arkansas Indus¬ trial University in 4 distinct courses, all extending over 4 years, one being in general science, one in agriculture, and one each in civil and mining engineering. These courses are nearly identical during the first and second years, the principal differences being in the last two years. Students receive the degrees of civil engineer, mining engineer, and bachelor of agriculture on completion of the corresponding courses. There is a small farm connected with the institution, on which labor is paid for at 8 to 10 cents an hour. Cane Hill College , Boonsboro7, presents a department of engineering, with a course extending over 4 years, while at St. John's College , Little Rock, and Judson University, Judsonia, general scientific courses are outlined. , PROFESSIONAL. The medical department of the Arkansas Industrial University, organized in 1879-’80, reports its third annual course of lectures commenced October 5, 1881, and continued 5 months. There were 36 regular matriculates, 5 of whom were graduated. Among the requirements for graduation are 3 years7 study of medicine, including attendance on 2 courses of lectures of 20 weeks each, and a satisfactoryexamination on the studies of the course. There is no information of any other institution or department for professional in¬ struction in the State, although it appears that there were 3 students of theology in Judson University, Judsonia, during 1881-’82. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Arkansas Deaf-Mute Institute, Little Rock, is for the free instruction of children too deaf to be taught in the common schools. Pupils from 9 to 30 are received and may remain 7 sessions of 9 months each. Substantial improvements had been made in the erection of buildings and the introduction of trades. Printing, shoemaking, agriculture, housekeeping, and dressmaking are now taught, besides the common school branches. Attendance during the last 4 years has varied from 57 to 76. A proper appreciation of educational advantages would, it was believed, bring it up to 150 or 175, for there were on the books of the institute the names of 250 mutes, residents of the State, of proper age to be in school.— (Report of principal in State report.) EDUCATION OF THE BLIND. The Arkansas School for the Blind, Little Rock, gives instruction in all the branches of a good English education, besides training in music and in various handicrafts, with the hope of making many of them self-sustaining. The institute is reported as prosper¬ ing in its work, notwithstanding want of room, limited means, and other drawbacks. During the two years ended September 30, 1882, more new pupils were admitted than ever before for the same length of time, the whole number under instruction reaching 67. The great want was more room. — (Report of superintendent in State report.) EDUCATIONAL ASSOCIATION. ARKANSAS STATE TEACHERS’ ASSOCIATION. The annual meeting of the State Teachers’ Association was held at Hot Springs, June 20-22, 1882. President C. P. Conrad, in his opening address, touched on the educational progress made recently in the State and spoke of the necessity existing in the South for 14 REPORT OF THE COMMISSIONER OF EDUCATION. aid from the General Government in the maintenance of schools. The second day came a paper on “ What ought parents to do for their children?” one on the “Necessity of primary education,” and one on “Make the children talk.” All gave evidence of seri¬ ous thought and were discussed at length by members of the association. In the after¬ noon papers were presented on ‘ ‘A graded course of study for the primary and preparatory schools of Arkansas,” on the “Relation of the public schools to higher schools,” and on “The Bible’s place in our schools.” In the evening a letter from Hon. J. L. Denton was read, expressing regret at his inability to be present and occupy his place on the programme, and a paper by H. C. Hammond on “ Compulsory education ” was discussed at some length. The subjects on the third day were ‘ ‘ What are correct habits of study and how can we form them in our pupils?” “The profession of teaching: how can it be made more attractive, remunerative, and prominent?” “Expositions for our schools,” “The county examiner: his duties and responsibilities,” “ Natural sciences, ” “Elocu¬ tion,” and “Value of teachers’ meetings.” Among the resolutions adopted was one that in future each member who reads a paper before the association shall append to it such resolutions as shall call out the action of the body; another made it the duty of the executive committee to represent the pub¬ lic school interests before the legislature of the State and to memorialize Congress in regard to an appropriation in aid of public education in the Southern States; and still another called for the passage of arCompulsory education law to secure the attendance of every child between 6 and 14 for at least 4 months of the year. The association also expressed approval of educational exhibitions and appointed a standing committee to make arrangements for them. OBITUARY RECORD. J. L. DENTON. James L. Denton, late State superintendent of public instruction of Arkansas, was born in Johnson County, Arkansas, July 6, 1836. While still young he showed a great fond¬ ness for reading and for public speaking. The foundation of his education was laid in the country schools and academies of Washington County. At the age of 18 he taught school in that county and in Benton. Before attaining the age of 20 he was licensed to preach, and soon afterward was admitted to the conference of the Methodist Episcopal Church South, and appointed to the Clarksville circuit. In 1857 he was elected chap¬ lain of the lower house of the State legislature. In 1858 he was stationed at Van Buren, and, in addition to his ministerial duties, assisted in teaching in the Wallace In¬ stitute, and continued his studies in the ancient languages at the same time. In 1859, he was stationed at Helena, where he remained until driven out by the Federal forces in 1862. In 1869 Mr. Denton was stationed at Little Rock, but was recalled to Helena in 1870, where he remained in charge of the same congregation for four years, after which he became interested in the insurance business, which he conducted for seven years. He was one of the ablest pulpit orators of the South. His sermons were practical, forcible, and inspiring, and always attracted large audiences. In the fall of 1878 Mr. Denton was elected State superintendent of public instruc¬ tion, and entered upon the duties of his office November 2. Besides attending to the de¬ tails of office work, he delivered stirring addresses on education in the towns and vil¬ lages, awakening public sentiment on the subject to an unusual degree. He then held a series of normal institutes, which served the double purpose of giving instruction and new energy to teachers and people and of strengthening the school system, He was en¬ gaged in this work at the time of his death, October 9, 1882, having been reelected with¬ out opposition in 1880. It would be but an indifferent comment on the earnest and devoted labors of this su¬ perintendent to say that he faithfully discharged the duties of his office. He assumed duties and responsibilities not imposed on him by law and gave all his time and ener¬ gies to the work of building up the school interests of the State. Active and energetic, he devoted all his powers to the cause of popular education, creating in every part of the State a new interest in it, which was followed by better schools and by a general desire to be in harmony with the progressive spirit of the age. CHIEF STATE SCHOOL OFFICER.1 Hon. W. E. Thompson, State superintendent of public instruction , Little Rock. [Term, November 1, 1882, to October 31, 1884.] 1 On the death of Superintendent Denton (October 9, 1882), Mr. Dunbar H. Pope was appointed to fill the unexpired term, comprising only the remainder of the month. CALIFORNIA. 15 CALIFORNIA, STATISTICAL SUMMARY. 1880-’81. 1881t-’82. Increase. Decrease, POPULATION AND ATTENDANCE. Youth of school age - Total enrolment in. public schools — Children of school age enrolled - Average daily attendance - Enrolled in private schools - Not attending any school - 211, 237 163, 855 149,870 105, 541 13, 898 47, 469 216, 330 168, 024 152,217 107, 177 14, 572 49, 541 5, 093 4, 169 2,347 1, 636 674 2, 072 DISTRICTS AND SCHOOLS. Number of school districts - Districts with good accommodations. _ With sufficient grounds - With well ventilated school buildings. With well furnished school buildings. Well supplied with apparatus - Number of grammar schools - Number of primary schools - Whole number of schools _ School-houses built _ Average time of school in days _ Valuation of school property - 2, 124 1,765 1,827 1,822 1,030 592 1, 129 1,823 2, 952 114 151.6 $6, 996, 825 2, 177 53 1, 902 137 2, 021 194 1,936 114 1, 156 126 695 103 1,134 5 1,902 79 3, 036 84 111 155.4 3.8 $7, 237, 669 $240, 844 TEACHERS AND THEIR PAY. Men teaching in public schools _ Women teaching in public schools Whole number of teachers _ Number holding life diplomas _ N umber holding educational diplomas Number holding first grade county certificates. Number holding second grade county certificates. Teachers who are graduates of nor¬ mal schools. Average monthly pay of men _ _ Average monthly pay of women _ INCOME AND EXPENDITURE. Whole income for public schools _ Whole expenditure for public schools. STATE SCHOOL FUND. Amount of available fund _ 1,198 2, 539 3, 737 663 470 1, 816 1, 229 558 $79 50 64 74 $3, 680, 816 3, 047, 605 $1, 990,400 1,156 2, 621 3, 777 779 615 2, 115 568 $79 67 64 48 $3, 791, 384 3, 122, 666 aU, 989, 400 82 40 116 145 299 10 $0 17 $110, 568 75, 061 42 11 $0 26 $1, 000 a Besides nearly $300,000 not immediately available. (From report of Hon. Frederick M. Campbell, State superintendent of public instruc¬ tion, for the years indicated.) 16 REPORT OF THE COMMISSIONER OF EDUCATION. STATE SCHOOL SYSTEM. OFFICERS. For the State there are a board of education of three members and a State superintend¬ ent of public instruction, who is its secretary; for each county, a superintendent of public schools and a board of education for the examination of teachers, prescribing of text books, &c. ; for cities, boards of education, with generally a superintendent of city schools and a city board of examination; for each school district not otherwise provided for, a board of 3 trustees, chosen at first for 1, 2, and 3 years, and subsequently one each year for 3 years. The State and county superintendents hold for 4 years. Women are eli¬ gible to school offices. OTHER FEATURES OF THE SYSTEM. The State system provides for a free school to be supported in each district at least six months in every year after the first year in which a school has been established. It in¬ cludes primary and grammar schools and such high schools, evening, normal, and tech¬ nical schools as may be established, but the entire revenue from the State school fund and the State school tax must be applied exclusively to the support of primary and grammar schools. Local boards and county superintendents of counties which may not have county boards of education adopt text books, to continue in use not less than four years, and also examine teachers for certificates. Sectarian doctrine may not be taught in the public schools and no public money may be apportioned to any school district, town, or city in which denominational or sectarian doctrine is taught in any of the public schools. Teachers must be eighteen years of age and must have a certificate of qualification before assuming charge of a public school. In cities* having graded schools beginners must be taught for the first two years by teachers who have had at least four years’ experience, and such teachers rank in point of salary with those of first grade. Instruction must be given in manners and morals, in patriotism and good citizenship. The school day is of six hours; the school month, of twenty days. The public schools are sustained from the proceeds of a State poll tax of $2 on each male inhabitant over 21 and under 60 years of age, except paupers, &c. , to be used for paying teachers; a county tax, not to exceed 50 cents on $100; and a dis¬ trict tax, not to exceed 70 cents on $100 for building or 30 cents on $100 for other school purposes. GENERAL CONDITION. The report of the State superintendent of public instruction indicates a decided ad¬ vance in the public schools during 1881-’82, as will be seen from the statistical summary. Among evidences of progress is the fact that a large majority of the district school- houses were supplied with ample accommodations for the pupils, had good ventilation, &c. , and were generally surrounded by sufficient grounds. There was a decided im¬ provement in the force of teachers, the number holding first grade county certificates having increased from 1,816 to 2,115. In other points there was a slight decrease : 3 fewer school-houses built, 42 fewer men teaching, and 26 cents less in the average monthly pay of women. Superintendent Campbell says that, though highly satisfactory, the advance still falls short of the reasonable requirements and expectations of the people who furnish the means for carrying on the work of free public education. After visiting sixty-nine county teachers’ institutes and conferring with teachers and hearing them discuss the educational problems of the day, the superintendent of the State says that, taken as a whole, the teachers of California are a body of earnest, thoughtful, educated men and women, doing good and thorough work. He strongly advocates a return to State uni¬ formity in text books and urges that the legislature submit to a vote of the people an amendment to the constitution embodying this change. His only objection to the present system is the great variety of books upon the same subject, imposing heavy ex¬ pense upon parents who remove from one district to another. The change retards the progress of the children of such families and is a source of embarrassment to teachers taking charge of new schools. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. OFFICERS. The school officers of each city are a board of education, a board of examination, and a superintendent of public schools. Each city having over 30,000 inhabitants is allowed a deputy superintendent. CALIFORNIA. 17 STATISTICS. • Cities. Population census of I860. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. T.os Angeles . 11, 183 3, 617 8,608 43 Oakland . Sacramento . 34, 555 21,420 233, 959 7, 262 5,033 136 $156,505 San Francisco . 55,880 3,323 40, 752 30,827 a687 735, 475 San Jose... . 12, 567 2 422 1,590 40 51, 276 Stockton . 10, 282 2,310 2^187 1,390 634 38,972 a Including principals, teachers in evening schools, and one teacher of music. b Includes one special teacher of writing. ADDITIONAL PARTICULARS. Los Angeles city schools had, as above shown, 43 teachers, the rapid growth of the city requiring the employment of eight more than in the previous year. Three school- houses were built, and, still lacking room, the board rented seven rooms for the city high school and three primary classes. The grades appear to have embraced, as before, 5 primary, 3 grammar, and 4 high school divisions, covering 12 years. A commercial course, apparently of 2 terms, is also offered. Oakland shows by a return the continuation of its graded system of schools (which em¬ braced primary, grammar, and high) in 16 buildings, with sittings for 6,347 children. Music and drawing still entered into the instruction given, there being special teachers of these branches. The evening school before reported was also continued, with 1 teacher. The estimated enrolment in private and church schools increased 239. For the only fur¬ ther information available, see Secondary Instruction, page 18. Sacramento , according to the Rules and Regulations of the City Board of Education, in¬ cludes in its system some ungraded schools, with the usual primary, grammar, and high schools. The last three cover 11 years, 4 each in the primary and grammar grades and 3 in the high. Evening schools are also provided for, to afford the means of an elementary English education to boys and girls that cannot attend the day schools, as well as to adults who may wish to avail themselves of this means of remedying past neglect of train¬ ing. Beyond this there is no information for the year. San Francisco , with 765 more census children, shows an increase of 565 in public school pupils; a per cent, of attendance on the average number belonging higher than for two preceding years; an increase of 343 in the average daily attendance in all the public schools; and yet 14,189 children of school age that had not attended school at any time during the year, an increase of 1,216. This number did not include Chinese. In addi¬ tion to the ordinary English studies, German was taught in two primary schools; French and German, in two grammar schools; and French, in the Boys’ High School. Twenty substitute teachers and one teacher of music were employed. One school-house was built, at a cost of $4, 449, while four rooms were added to another school. Evening schools were growing in favor and were reported to be the most useful and prosperous schools in the city. There were 3 such schools, with 905 young men and women in attendance, under the instruction of 21 teachers. Classification and promotions occur at the end of each term and as nearly as practicable the same course of study is pursued as in the day schools. The valuation of school property in San Francisco was $3,137,000, including $12,000, value of school libraries. The enrolment in schools other than public was 5,912. San Jose shows a decrease in the city population, in children of school age, in enrolment in public schools, in average attendance, and in number of teachers, but a slight increase in the school expenditure was noted. The estimated enrolment in private and parochial schools was 600. Stockton presents an increase of 106 in children of school age, of 51 in enrolment in public schools, and of 64 in average daily attendance, with the same number of teachers. There was a decrease of $6,622 in school expenditure. There were 246 pupils enrolled in private and parochial schools. Estimated value df school property, $145,137. There were four grades in the primary and two in the grammar schools; the studies of the high school occupy three years, with business, normal, literary, classical, and scientific, be¬ sides graduate, courses. TRAINING OF TEACHERS. STATE NORMAL SCHOOL. The attendance on this school, located at San Jose, had increased about 60 per cent, in the years 1880-’81 and 1881-’82. Out of 216 applicants for admission, 177 succeeded 2 E 18 REPORT OF THE COMMISSIONER OF EDUCATION. in entering. The highest number present at one time was 532. The average attendance for the term, exclusive of the training school, was 506, and the average daily attend¬ ance 495. A well organized training school is connected with the normal school and in this the pupil teachers find opportunity to apply practically the instruction received* in methods of teaching. The legislature appropriated $100,000 to rebuild the normal school building destroyed by fire in 1880. This, with the $50, 000 insurance on the former building, was deemed sufficient, and the cost not only came within the appropriation but left a margin of $1,063, which the trustees returned to the State treasury. A building for a branch State normal school was erected at Los Angeles in 1882. Out of 82 applicants, 64 were admitted; 19 more afterwards entered, making a total of 83. A training school was organized, numbering 145 pupils, divided into three classes, whose teachers were graduates of the San Jose Normal School. OTHER NORMAL TRAINING. The normal department connected with the Girls’ High School at San Francisco was established in 1876 and since that time has graduated 374 pupils. By resolution of the board, June, 1882, this department was restricted to one class of 50 pupils; the gradu¬ ates now receive only second class certificates. Mr. Swett, the principal, strongly urges the erection of a building for the normal school. Normal classes are formed towards the close of the collegiate course each year in Pierce Christian College, College City, and Hesperian College, Woodland, while the normal class in Pacific Methodist College, Santa Rosa, constitutes a regular department of the in¬ stitution. At San Francisco there were in 1881-’82 at least two Kindergarten normal schools, one under Miss Emma Marwedel, the pioneer in Kindergarten training on the Pacific Coast; the other under Mrs. Kate Wiggin, one of her graduates. The former had between 40 and 50 pupils in Kindergarten and primary departments, under 4 instructors, and gradu¬ ated 15; the latter, not reporting the number of students in 1881-’ 82, graduated 15, all of whom engaged in teaching. Drawing and vocal music were taught in both schools, and that of Miss Marwedel had a gymnasium and a museum of natural history. TEACHERS’ INSTITUTES. Superintendent Campbell states that teachers’ institutes have been held in most of the counties of the State and have been productive of much good, not only to the teachers, but, through them, to the schools, and have awakened in the community a more lively interest in the public schools and in the cause of education generally. The number of institutes held during the year was 48; number of teachers attending, 3,298. EDUCATIONAL JOURNAL. The State board of education in 1877 designated as the official organ of the school department The Pacific School Journal, edited by Mr. Albert Lyser. It has since con¬ tinued to be an important medium of educational information, not only for California, but for all the Pacific Slope. The new California Teacher is understood to have been since adopted as the organ of the board. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State report shows an enrolment in 1881-’82 of 3,848 in high schools, but does not give the number of such schools. San Francisco had 2. The one for boys had an enrolment of 327, of whom 34 gradu¬ ated; while the girls’ school had 930 and graduated 170. The total number in both schools, 1,257, was an increase of 82. The number of pupils in the high school at Oakland was 296 and the graduates 24, 7 men and 17 women. The San Jose high school graduated 12 young ladies. Stockton high school, numbering 99 students, at the last exercises graduated 14, 9 young ladies and 5 young men. The Pacific School Journal shows Ihe existence of a high school in Los Angeles, which graduated a class of 23 in June and was to be transferred to the new normal school building in the autumn. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, preparatory schools, gnd preparatory departments of colleges or universities, see Tables IY, YI, YII, and IX of the appendix following, and the summaries thereof in the report of the Commissioner preceding. Besides the separate business colleges, a number of the colleges in Table IX have either commercial departments or arrangements for instruction preparatory to a com¬ mercial life. CALIFORNIA. 19 SUPERIOR INSTRUCTION. UNIVERSITIES AND COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of California, Berkeley, continued its departments of instruction, com¬ prising the college of letters, which includes the customary classical course, while scien¬ tific studies Were presented in the colleges of agriculture, mechanics, mining, civil en¬ gineering, and chemistry. There were in addition a literary course, a course in letters and science, and certain irregular courses, besides professional courses, noticed elsewhere. The general funds of the university are devoted to the colleges of letters and science. The undergraduate colleges of letters, agriculture, mining, mechanics, civil engineer¬ ing, and chemistry were the only ones included in the original organization in 1868. The professional colleges have since been added. State students receive free tuition. Those from other States are admitted to equal privileges on the payment of a small fee. All courses are open to both sexes without distinction. In both the scientific and literary colleges German, French, and Anglo-Saxon enter into the courses of the freshman and sophomore years. Provision is also made for the optional study of Spanish, Hebrew, Chaldaic, and Syriac. Latin up to 4 books of Caesar, 6 orations of Cicero, and 6 books of Virgil and Greek Up to 4 books of Xenophon and 2 of Homer are required for entering the classical course. The total number of students in 1881-’82 in the college of letters was 142, including 3 graduate students. The number of other colleges continued to be twelve, California College, at Vacaville, suspended in 1881, not reporting and Supposed to be still closed, and the College of Our Lady of Guadalupe returning to the list, but with uncertainty yet as to its collegiate standing. Five of the above colleges were under Roman Catholic influence, 3 under Methodist Episcopal, 2 under Christian, 1 under Protestant Episcopal, and 1 non-secta¬ rian. Nearly all gave courses of fair standard and of four years’ duration in their clas¬ sical departments, with three or four years in the scientific and two or three in the pre¬ paratory departments. All gave instruction in music and modem languages. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Opportunity for the higher instruction of women was found in seven of the above named colleges and returns show 3 institutions designed for this sex alone: the Young Ladies’ Seminary, at Benicia, with 12 professors and teachers; Mills Seminary, at Mills Semi¬ nary P. O., with 16 instructors; and the College of Notre Dame, San Jose. Music was taught in all these; also, French, German, and Spanish. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The University of California continued its scientific courses of four years each in the colleges of agriculture, mechanics, mining, civil engineering, and chemistry. In addi¬ tion to these 4-year courses, the colleges of mechanics and mining had graduate courses, where advanced instruction was given in such studies as were necessary for the profes¬ sional degree. Upon recommendation of the faculty a diploma from the university entitled the holder to a teacher’s certificate. The University of the Pacific gave a 3-year Latin-scientific course. PROFESSIONAL. The only distinctively theological schools in 1881-’82 were the two that have been re¬ ported in preceding years : (1) The Pacific Theological Seminary, Oakland (Congrega¬ tional), with a 3-year course of study and a preliminary examination of candidates for admission that do not present evidence of sufficient scholastic preparation, and (2) the San Francisco Theological Seminary, San Francisco (Presbyterian), with the same length of course and the same rule as to examination. Some theological instruction was also given at the Franciscan College, Santa Barbara (Roman Catholic), at Pierce Christian College, College City, and at Hesperian College, Woodland (both Christian). In the University of Southern California, Los Angeles (Methodist Episcopal), students preparing for the ministry were offered instruction in Hebrew and in historical and systematic theology. During the year under review the Pacific Theological Seminary received $56,000 for endowment, Mr. Moses Hopkins, of San Francisco, giving $50,000, and Mrs. Whitin, of Whitinsville, Mass., $5,000 of this amount, while 944 volumes were given the library by the sons of the late Dr. E. Pond, of Bangor, Me. Five students were graduated from the seminary, two more than in any previous year. For legal instruction the Hastings College of the Law, San Francisco (the law school of the University of California), continued in 1881-’82 to require from candidates for its 3-year course of 40 weeks yearly preliminary evidence of literary training sufficient to 20 REPORT OF THE COMMISSIONER OF EDUCATION. warrant their admission. It also required, as before, an examination at the close of the first and second years for an advance to the class of the succeeding year, as well as a final examination for graduation. Moot courts were held for the argument of causes and the discussion of legal questions. Instructors for the year, 4; students, 136. For study in medicine, the medical department of the University of California, San Francisco, provided a 3-year graded course, with 20 weeks in each year (attendance on the preliminary or spring term of 12 weeks not being compulsory), and examinations at the end of the first and second years for promotion and final examination. The course of studies comprises clinical, didactic, and laboratory teaching, with dissections. Cooper Medical College (originally the medical department of the University of the Pacific) also gave a 3-year course of 20 weets in the regular term each year, with annual examinations as above and a preliminary examination. The California Medical College (eclectic), Oak¬ land, offered and recommended a 3-term graded course of instruction and required for graduation a course covering 2 years of at least 24 weeks each. The Woman’s Medical College of the Pacific Coast, opened in 1881, with a course of 20 weeks each year, has thus far sent no further information of itself or of its work. The dental department of the University of California, San Francisco (organized 1881, opened 1882), required for graduation two full lecture courses of 20 weeks each, a satis¬ factory final examination, a thesis, and approved cases of operative and mechanical den¬ tistry. There is no preliminary examination till 1883; then it is to be required of all except such as present evidence of graduation from a high school or college. California College of Pharmacy , San Francisco (a branch of the University of California), requires 4 years of pharmacal service, three and a half of these before graduation, with attendance on two full courses of lectures. Besides examination and additional profes¬ sional service, there must be a joint recommendation from the faculty and the examining board before a diploma will be conferred. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The California Institution for the Deaf and Dumb and the Blind, Berkeley, still con¬ tinued its useful work. The increase of pupils indicated a healthy growth. The number on the rolls June 30, 1880, was 128, which had increased to 136 June 30, 1882, while 9 more were admitted during the year. The teaching force of the institution consists of the principal, 7 teachers of the deaf and dumb, a teacher of articulation and one of draw¬ ing, 2 teachers for the blind, and a teacher of music. The course of study embraces what is usually taught in the common and high schools of the State, and a limited number were prepared for college. Two deaf-mutes were in the university at the date of the report and held good positions in their respective classes. A new school-house was erected dur¬ ing the year, which combined the requisites of light, heat, space, ventilation, and facility of exit. EDUCATION OF THE CHINESE. The American Missionary Association reports 15 schools for the education of the Chinese, with a total enrolment of 2,567 pupils, an increase of 935 over the preceding year. At the close of the year there were 31 teachers, 11 of whom were Chinese. Eleven of these schools were sustained during the entire year. The Mission Home at San Francisco, under the auspices of the Women’s Foreign Missionary Society (Presbyterian), had in 1882 an enrolment of 39 young women and girls, who were taught housekeeping, clean¬ liness and order, writing, reading, &c. There had been admitted to the home in the 10 years of its existence 129 women and girls. Two Sunday schools and one evening school were organized under the same influence, the former instructing 150 pupils; the latter, 1 40, of whom 60 were boys under 17. Another mission school at San Francisco, con¬ ducted by the same society, had 125 pupils, of whom 20 to 30 were boys. The Women’s Foreign Missionary Society also had classes at Oakland, San Jose, and other cities. The Mission of the Methodist Episcopal Church, founded in 1868, had schools in San Fran¬ cisco, San Jose, Oakland, Sacramento, and Chico. Schools, 5; teachers, 13, with 890 pupils and an average attendance of 188. EDUCATION OF OEPHANED AND ABANDONED CHILDEEN. There were 21 institutions for the care and maintenance of minor orphans, half orphans, and abandoned children, receiving aid from the State to the amount of $190,486. No child is entitled to aid from this fund who is over 14. The course of study embraced the usual branches, with some instruction in morals and religion. The girls were taught plain and ornamental needlework, &c. CALIFORNIA. 21 EDUCATIONAL CONVENTION. STATE ASSOCIATION. The State Teachers’ Association held its sixteenth annual session in San Francisco, December 27-29, 1882, President J. B. McChesney in the chair. The meeting is said to have been one of the most interesting and valuable ever held. There were present nearly 170 members, including a large proportion of the representative educators of the State. President McChesney read an interesting address, devoted to the discussion of the func¬ tions of professional organizations like this association. Superintendent J. L. Shearer, of Napa, presented an able paper on “ Our school work.” Papers were read during the session by Professor Cook, of the State University, on ‘ 1 English in our public schools ’ by Mrs. S. B. Cooper, on the question “Shall the Kindergarten be a part of the public school system of the State;” by Ex- Superintendent Mann, on “Arnold of Rugby;” and by Prof. Ira Moore, on 1 1 Graded schools. ’ ’ An address on 1 1 Physical, intellectual, and moral training” was made by State Superintendent Welcker, and there were also ad¬ dresses by Governor Stoneman and Superintendent Campbell. The discussions formed one of the important features of the meeting and general in¬ terest was manifested in all the proceedings. The subjects under discussion were “A proper course of study for our schools,” “Free text books,” “State publication of text books,” and “Home and school study.” A committee on spelling reform was an¬ nounced by the president, and was instructed to report at the next annual convention. William White, of San Francisco, was elected president for the ensuing year. s SUPERINTENDENTS’ MEETING. The second Biennial Convention of County School Superintendents of California was held in San Francisco December 27, 1882, State Superintendent Campbell presiding. Albert Lyser, editor of the Pacific School Journal, was chosen secretary. Thirty counties were represented during the entire session. A large amount of work was done and many subjects were discussed; much time was given to the subject “Should the State print its text books and should it furnish them free?” the report of a committee of five on this subject being in the negative. OBITUARY RECORD. MRS. MARY ATKINS LYNCH. Bom in Jefferson, Ohio, July 7, 1819, Mary Atkins studied in the public schools and academies of the State. In 1835 she became a teacher in the public schools of New York. Six years later she entered Oberlin College, graduating with distinction four years after¬ ward and becoming assistant principal of the ladies’ department of the college; the fol¬ lowing year she was principal of the girls’ high school at Columbus, and then of the Woodward high school, Cincinnati, remaining till 1854. Called to the head of the Be¬ nicia Seminary for Young Ladies, Cal., which had been organized two years before, she infused her vigor and energy into the school, and for eleven years so managed it as to make it the leading seminary for young ladies on the Pacific coast. Disposing of her interest in the school she spent a few years in travel, to restore her impaired health, and then, at the instance of Superintendent Rickoff, resumed work, this time in the Cleve¬ land (Ohio) high school. In 1869 she was married to Mr. John Lynch, of Louisiana, going back in 1877 to the Benicia School, with which she had been so honorably identi¬ fied. She died September 14, 1882. CHIEF STATE SCHOOL OFFICER. Hon. Frederick M. Campbell, State superintendent of public instruction , Sacramento. [Term, January 5, 1880, to January 8, 1883.] This term was one year shorter than the regular time, because of a requirement to that effect in the constitution of 1879, which shortened by so much the terms of all officers chosen at the first elec¬ tion under it, that subsequent elections might come in the years of even numbers. In November, 1882, William T. Welcker was chosen to succeed Mr. Campbell. 22 REPORT OF THE COMMISSIONER OF EDUCATION. COLORADO, STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. Youth of school age (6-21) _ Enrolled in graded State schools _ Enrolled in ungraded State schools __ Whole number in State schools _ Average daily attendance _ Per cent, of enrolment on school pop¬ ulation. Per cent, of average attendance on enrolment. SCHOOL DISTRICTS AND SCHOOLS. School districts reported - School-houses in these _ Sittings for pupils _ Volumes in school libraries _ Valuation of school property _ TEACHERS AND THEIR PAY. Men teachers in graded schools _ Women teachers in graded schools _ Men teachers in ungraded schools _ Women teachers in ungraded schools . Whole number of different teachers employed during the year. Number of teachers at one time _ Average monthly pay of men in graded schools. Average monthly pay of women in graded schools. Average monthly pay of men in un¬ graded schools. Average monthly pay of women in ungraded schools. General average pay of men a month _ General average pay of women a month. INCOME AND EXPENDITURE. Whole receipts for public schools _ Whole expenditure for them _ 1880-’ 81. 1881-’82. Increase. Decrease. 40, 804 49, 208 8, 404 13, 198 17, 929 4, 731 12, 802 13, 809 1,007 26, 000 31, 738 5, 738 14, 649 18, 488 3,839 63.7 64.5 .8 56 58 2 454 511 57 314 370 56 19, 486 26, 470 6, 984 5, 037 5, 680 643 $977, 213 $1, 235, 491 $258, 278 32 43 11 184 242 58 213 227 14 372 388 16 801 900 99 633 721 88 $103 33 $100 97 $2 36 62 87 67 39 $4 52 53 68 54 52 84 47 43 50 02 2 59 61 88 55 10 $591, 366 $661, 419 $70, 053 557, 151 626, 965 69, 814 (From biennial report of Hon. Leonidas S. Cornell, State superintendent of public instruction, for the years mentioned. ) STATE SCHOOL SYSTEM. OFFICERS. These are (1) a State board of education ; (2) a State superintendent of public instruc¬ tion; (3) a superintendent of public schools for each county; (4) district boards of 3 or 6 directors, according to population; (5) a committee of 3, with the county superintendent COLORADO. 23 as president, for any union high, school formed by uniting districts to establish one; (6) a hoard of 6 regents of the State University; and (7) a board of 4 commissioners of public lands. Women are eligible to district offices. — (Constitution and school law.) OTHER FEATURES OF THE SYSTEM. The public schools are sustained from the income of a State fund and a county tax of 2 to 5 mills on the dollar. An additional district tax may he levied for school buildings and furniture, and another, not to exceed one-tenth of a mill on the dollar, for the pur¬ chase of a school library. The public schools, except the high schools, are to he open at least 3 months in each year for the instruction of youth 6-21 residing in the districts, the district hoard having power to admit others, if thought best. Instruction must he given in English, though German or Spanish may he taught when demanded by the parents or guardians of 20 or more pupils attending any school. The district hoard must employ teachers, fix the course of study and the exercises and text hooks to be used, procure hooks for indigent children, require all pupils to he furnished with the hooks prescribed, exclude from school and school library all reading of a sectarian character, and require teachers to conform to the laws. School funds are apportioned according to the youth of school age in each district; and a school to receive its share must have been taught by a duly licensed teacher 60 school days. The constitution forbids secta¬ rian instruction in the State schools, as well as a distinction or classification of pupils by race or color. Teachers must have certificates of qualification, and, besides the ordi¬ nary one, the State board issues certificates, good throughout the State, to teachers of two years’ experience who are highly qualified. The public schools are organized as graded and ungraded, the graded having high school courses, open to all. — (School law.) GENERAL CONDITION. The year ending August, 1882, presents a large increase of school population and cor¬ responding Work on the part of State school officers. During two years the school youth had increased 13,642, and in the last year 8,404. To provide schools for these there were organized during the two years 97 new districts, 57 of them in 1881-’82; 78 new school-houses were provided and furnished, affording 9,910 additional sittings and increasing the value of school property $553,081, of which $258,278 were for the last year; 222 more teachers were employed, 99 of them the increase of the last year. Only 2,471 of the school population in 1882 could neither read nor write. The State super¬ intendent speaks of this growing and organizing period as of great importance, though attended with the danger of giving more attention to securing school privileges than to having these of the best quality; still, he reports a steady improvement in the quality of the schools as well as an increase in number. In all the other items the statistics show a corresponding increase. Schools were taught an average of 100 days. The ex¬ cellent school system of the State is ascribed to the character and intelligence of the people, a large per cent, of whom, from the earliest settlement of the State, have come from the best educational centres of the East. — (State report.) SCHOOL SYSTEMS IN CITIES OF 7,500 OR MORE INHABITANTS. OFFICERS. Denver and Leadville have school boards of 6 directors, elected by the people for 3 years, With annual change of 2, each board appointing a superintendent of schools.— (State report and calendars.) 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. Denver (school district No.l). 35, 620 7,300 4,820 3,084 a67 $255,586. Leadville . 14,820 2,075 2,000 1,700 28 ...... - ...... a Number reported last year. ADDITIONAL PARTICULARS. Denver reports only the statistics of district No. 1, including five-sixths of the city, there being also one ward west of Cherry Creek and a district beyond the Platte, in each of which there was an independent school authority, making ample provision for public instruction. Enrolment and average attendance were greater in 1881-’ 82 than in any preceding year. 24 REPORT- OF THE COMMISSIONER OF EDUCATION. Hon.'J. D. Philbrick, long the superintendent of schools in Poston, Mass., speaks as follows of the Denver schools, which he visited in the spring of 1882: “ In the latter part of April I made a thorough inspection of the school system of Denver, especially the division constituting the first district, which comprises the bulk of the schools. In the first place the school-houses were visited while occupied by the pupils, and their qualities, mechanical, economic, hygienic, and pedagogical, noted in detail. Superintendent Gove then, with documents in hand, went over to me, at great length, the organization and practical management of the system with respect to admin¬ istration, supervision, instruction, and discipline. Thus instructed 1 applied myself to the inspection and examination of the classes in the school rooms, beginning with the lowest primary and ending with the graduating class of the high school, in the hands of Mr. Principal Baker. In this survey I observed carefully the methods of teachers, the proficiency of the pupils, and the spirit in which teachers and pupils were working for the ends in view. Finally, I had the privilege of meeting the teachers in a body and conversing with a considerable number of them. “In the progress of this study of the system I could not but be impressed with the accumulating evidence of its efficiency and excellence. The result may be summed up by saying that I found the Denver school system to be admirable in all respects. Although its origin dates back scarcely more than a decade, its development has been so wisely and energetically conducted that already it fairly belongs to the front rank of city systems. It is pretty safe to say that the creation of a system of schools on so large a scale, of sucli exceptional merits, and in so brief a space of time, is a phenomenon to which the history of education affords no parallel. ’ ’ Leadville is as remarkable for its progress in education as for its growth In material prosperity. Its public schools, begun in 1878, are primary, with 2 grades of a year each ; intermediate, with 4 grades; grammar, with 3; and a high school of 4 grades. For these there were 4 school buildings, 2 of brick, costing with their furniture $102,000, and 2 of frame, costing $11,000. The buildings contained 22 schools, with 1,500 sittings, and were valued at $150,000. To provide for the rapidly increasing school population 2 of these, 1 of brick and 1 of frame, were erected during the year. Of the school population in 1881-’82, 82 per cent, were in average attendance. There were 26 regular and 2 special teachers (of German and music) employed at an average monthly pay of $92.13; the superintendent received $150. The superintendent thinks the school system of Lead¬ ville so complete that it offers in its fourth year as good facilities for public education as any city of its size in the United States. TRAINING OF TEACHERS. NORMAL SCHOOLS. The University of Colorado , Boulder, has a definite normal course of 3 years. Applicants for admission to it must be at least 16 years of age, must declare their intention to become teachers, and must pass a satisfactory preliminary examination in elementary English studies. There were 17 normal students in 1881-’ 82. Three completed the normal course, 2 of whom were teaching. Colorado College, Colorado Springs, had, at the last advices, a normal course of 4 years, requiring for admittance a satisfactory knowledge of the elementary English branches. It sends no report for 1881-’82. The University of Denver provides a special course of studies for those who wish to pre¬ pare for teaching in the public schools. Denver City has also a normal and training class, with examinations, for such as desire to teach in the city schools. TEACHERS’ INSTITUTES. No information has reached this Bureau regarding teachers’ institutes held during 1881-’82, and probably there were none, owing to the reason mentioned in the Bureau report of 1880-’81, viz, the great extent of territory in each county, and the consequent difficulty of gathering at any central point a sufficient number of teachers to make an institute successful. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Denver and Leadville in 1880-’81 were reported to have fair high school studies, the former having 3 courses, each of 4 years. The course at Leadville was also of 4 years. OTHER SECONDARY SCHOOLS. According to the information at hand, there appear to be 4 church schools of academic ^xank,.2 of them, Jarvis Hall, for boys, and Wolfe Hall, for girls (Protestant Episcopal), COLORADO. 25 at Denver; 1, St. Mary’s Convent Academy, for girls (Roman Catholic), also at Denver and Trinidad Academy (Congregational), the last believed to be open to both sexes. Five other Roman Catholic schools in different parts of the State are reported as acad¬ emies in Sadlier’s Roman Catholic Directory, bnt without such statement of courses as to indicate academic rank. — (Year books and Report for 1881.) For statistics of business colleges, private or church academic schools, preparatory schools, and preparatory departments of colleges, see Tables IV, VI, VII, IX, and X of the appendix; for summaries of their statistics, see cqrresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOE, YOUNG MEN AND FOE BOTH SEXES. The University of Colorado, Boulder, is a part of the public school system of the State and is governed by a board of regents elected by the people. It aims to complete the work begun in the public schools by affording facilities for education in literature, sci¬ ence, and the arts. It has full preparatory courses of 3 years, leading to classical, scien¬ tific, and Latin-scientific courses of 4 years each, with special courses for students not candidates for graduation. The normal course has been already mentioned. Males and females are admitted on equal terms. At the close of 1881-’82 there were, in all departments, 113 students: 72 in preparatory classes, 18 in collegiate, 17 in normal, and 6 special students; 19 completed the prepar¬ atory, and 6 who completed the full classical course wore graduated in June, 1882. — (Calendar and State report.) Colorado College , Colorado Springs (non-sectarian), has a preparatory, a classical col¬ legiate, and a normal course, each of 4 years, and one of undefined length in mining and metallurgy. French and German are elective studies in the freshman and sophomore years, and Spanish in the junior year. There are also special lines of studies for such as cannot pursue full courses. Both sexes are admitted to all the courses. Two wings were added to the college building; the property of the college was valued at $75,000. The metallurgical department was in operation and scientific work was made more effi¬ cient by the addition of suitable rooms and apparatus. The college held its first commencement in June, 1882, when two young men gradu¬ ated and President Tenney was formally inaugurated. The University of Denver (Methodist Episcopal) had, in 1881-’82, preparatory, classical collegiate, scientific, music, and mining engineering courses, each of 4 years, a medical course meant to cover 3 years, and normal and art courses not fully defined. There is also provision for commercial instruction when desired by 5 students. Instruction is given in French, Italian, German, and Spanish. Both sexes are admitted. — (Calendar.) For statistics of 1881-’82, see Table IX of the appendix; for a summary of such sta¬ tistics, a corresponding table in the report of the Commissioner preceding. INSTITUTIONS FOE THE SUPEEIOE INSTEUCTION OF YOUNG WOMEN. Up to 1881-’82 no institution of full collegiate rank exclusively for females had been established, but the 3 above mentioned colleges admitted them on equal terms with males. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The University of Colorado, Boulder, provides a scientific course. The well arranged courses of the University of Denver lead to the degrees of bachelor of science and mining engineer, while Colorado College limits its scientific instruction to mining and metal¬ lurgy. The State School of Mines, Golden, near Denver, works in the same direction through courses which in the first two years deal with the general elements of science and in the next two prepare especially for mining engineering, civil engineering, and metal¬ lurgy. The Colorado Agricultural College, Fort Collins, beginning also with general elements, branched from these in 1882, as previously, into studies relating to scientific agriculture: horticulture, botany, zoology, geology, and chemistry. A part of its teach¬ ing is also directed to preparation for practical mechanics, including the use of tools and materials, with the principles underlying the various trades, v All these institutions, ex¬ cept the State School of Mines, offer instruction preparatory to the collegiate scientific courses presented. For statistics of these schools, see Tables IX and X of the appendix; for summaries of their statistics, see corresponding tables in the report of the Commissioner preceding. ♦ 26 REPORT OF THE COMMISSIONER OF EDUCATION. PROFESSIONAL. Theological instruction was given in 1881 by the Protestant Episcopalians in the Cathe¬ dral Theological School, in Denver, by 4 instructors, but apparently to only 4 'students. The required course is 3 years. — (Protestant Episcopal Almanac.) There was also some ecclesiastical instruction given under the auspices of the Roman Catholic Church, as 12 ecclesiastical students were reported in 1881-’ 82. — (Catholic Year Book.) Medical. — The only medical course reported in 1881-’82 was offered by the College of Medicine of the University of Denver, with a faculty of 17 professors and instructors. This college followed in its instruction the graded course recommended by the American Medical Association, although the completion of that course, which embraced 3 annual lecture terms of 20 weeks each, had not yet been made obligatory. Applicants for admis¬ sion must pass an examination in the ordinary high school studies or give other evidence of fitness. The conditions of graduation were 3 years of study, attendance on two courses of 20 weeks, instruction in practical anatomy and chemistry during two sessions, the presentation of a medical thesis, and the passage of an examination before the faculty on the seven principal branches of medical science. — (Calendar.) SPECIAL INSTRUCTION. EDUCATION OF MUTES AND THE BLIND. The Colorado Mute and Blind Institute, Colorado Springs, is a State institution, founded in 1874, with a course intended to cover 7 years. The State report discloses the presence of no blind pupils, and as to mutes only states that during the year there had been 49 in attendance, under 3 teachers ; that in the domestic department some of both sexes were employed in the printing office; and that some girls were taught fancy work, dressmaking, and general housekeeping. — (State report.) INSTRUCTION IN ART. The University of Denver, in its College of Music and Art, presents a course of 4 years in music; also, one in painting, the length of which depends on the ability and diligence of the student. In 1881-’ 82 there were in the former 49 students, under 2 instructors, and in the latter 17, under 1 instructor. Both courses appear to be thorough. — (Calendar.) REFORMATORY AND INDUSTRIAL TRAINING. The Colorado State Industrial School, Golden, incorporated February, 1881, was opened in July, 1881. During the year additions were made to the buildings, and the grounds were graded and ' improved, mainly through the work of the boys. Beginning with 3 boys, July 11, 1881, in November, 1882, there were 80 enrolled, most of them under 15 years of age. Of those received, 48 were committed for incorrigibility ; 53 had been habit¬ ually idle and only 9 regularly employed. The board of control reported the school under thorough discipline, with energy and good management manifest in every depart¬ ment. It is made a principal object to teach trades involving the use of tools. "Within two years, it is thought, the school will be required to care for 250 boys and 60 girls. — (State report.) EDUCATIONAL CONVENTIONS. COLORADO STATE TEACHERS’ ASSOCIATION. This body held its eighth annual meeting at Pueblo, opening Wednesday, December 27, 1882. For the first time in the history of the association the entire State was repre¬ sented, delegates appearing from every educational institution, including the colleges and universities. On Thursday the president, James S. McClung, of Pueblo, addressed the convention, and this address, as well as each paper read, was followed by a general dis¬ cussion. One read by Prof. Copeland, touching the work of teachers in the formation of character, led to much debate. Superintendent Gove held that there is no character worth having but Christian character, and earnestly objected to the least shadow of an inference that the schools of this country are not forming good character, saying that a purer, better, truer, and more noble body than our public school teachers does not exist. In the even¬ ing Prof. Paul Hanus, of the State University, gave a lecture on “Growth” to a large audience. After the election of officers, the association adjourned. — (Journal of Edu¬ cation.) EDUCATIONAL CONVENTION. At the call of the State superintendent a convention was held at Denver, June 17, 1882, to consider the need of a uniform course of study in the State public schools. The leading COLORADO. 27 educators of the State were present. Committees were appointed to report courses for the different grades of schools. The following resolutions were adopted : ( 1 ) That in all towns of sufficient size we deem it important that a 3-year high school course be established as soon as possible if not already in existence ; (2) that so far as practicable the course of study in the high schools of the State should meet the requirements for admission to the State University ; (3) that we recognize the necessity of encouraging a uniform course in both the graded and ungraded schools of the State. The superintendent was instructed to have full reports of the committees printed in his report to the governor, giving the courses of study for each grade. — (State report.) CHIEF STATE SCHOOL OFFICER. Hon. Leonidas S. Cornell, State superintendent of public instru,cti — (Returns. ) CONNECTICUT. 35 EDUCATIONAL CONVENTIONS. CONNECTICUT STATE TEACHERS’ ASSOCIATION. The thirty-sixth annual meeting of the State Teachers’ Association was held at New Haven, October 26-28, 1882. After singing by a chorus of 128 members from the high, school, showing superior musical training, President Warren delivered an inaugural address, after which a message was read from Mr. Ariel Parish, temporarily residing in Colorado. The address of the evening, by W. T. Harris, ll. d., of Concord, Mass., was on the theme ‘ ‘Do the public schools educate children beyond the position which they must occupy in life?” The speaker said, among other things, that we' should consider what education ought to be as a whole; that in this country people make the laws as well as obey them, and that, therefore, education should not be wholly one of business. He opposed the idea that the common laborer ought to be contented with the lot in which he is placed by the accident of birth and said that no contented race has ever accomplished anything for which mankind are the better, that our civilization rewards the workman who is looking beyond the machine he is using to a better one that he has conceived in his mind, and that invention keeps pace with educated intelligence. The first exercise of the following day was on the Grube method of teaching numbers. Following the discussion on this was an illustration by a class, dressed in costume, of a method of cal¬ isthenics taught in the schools of Milwaukee, Wis. “The relation of the public library to the public school” was considered in a paper by H. F. Bassett, of Waterbury, and, after a discussion as to the character of reading matter which should be provided, it was resolved that a committee be appointed by the chair to consider the subject and report at the next meeting. Exercises were given in map drawing, in teaching language in the lower classes, and in giving first lessons in script. A paper was read by Charles G. Leland, of Philadelphia, on the question ‘ ‘ Should hand work constitute a part of all education?” He claimed that the elements of hand work should be taught in the public schools, but not special technical instruction ; certain arts, but not trades ; that simple outlines of decorative art require but little time and may be properly introduced, one lesson a week being given. Mr. L. H. Marvel, of Boston, presented some perti¬ nent facts, growing out of his experience in the supervision of a manual training school at Gloucester, Mass. A spirited discussion followed, participated in by Messrs. Beech of Windsor, Sheldon of Boston, Kellogg of New York, and others. An address by Rev. Newman Smyth, d. D., of New Haven, on “The art of thinking,” called out a large audience in the evening. The opening paper of the third day, by E. Sawyer, A. M., was entitled ‘ ‘ Less hours per day, more days in the year, ’ ’ advocating shorter vacations and longer school terms, embracing 45 or 48 weeks, with only three hours a day for study. A paper by T. I. Briggs, of Waterbury, on ‘ ‘ The examination of teachers by the State, ’ ’ advocated the enactment of a bill before the legislature concerning a State board of ex¬ aminers. After the adoption of resolutions and the election of officers for the ensuing year, the association adjourned. — (Journal of Education and State report.) CONNECTICUT COUNCIL OF EDUCATION. The State Council of Education met at Hartford, June 17, 1882, I. N. Carleton in the chair. The principal business before it was a consideration of the report of a committee appointed at the annual meeting to present the merits of the bill to secure the appoint¬ ment of a State board of examiners to the State legislature. From the committee’s re¬ port it appeared that the bill failed in consequence of the opposition of a few men from some of the large cities in the State, who feared that the measure might interfere with the operation of their city boards of education, although they acknowledged that it must do good in the sparsely settled districts for whose benefit it was especially intended. It was decided by the council that the bill, being in the line of true progress, must not be abandoned, and a new committee was appointed to bring the subject before the next legislature. — (Journal of Education.) The sixth semiannual meeting was held December 29. A paper was read by Mr. M. S. Crosby, reviewing Dr. W. T. Harris on “The church, the state, and the school.” Other papers, on the improvement of the present system of school supervision, on the con¬ ditions of growth in teaching power, and on the question whether there are too many studies in the public schools, were also presented. — (New York School Journal.) OBITUARY RECORD. J. E. SHEFFIELD. Joseph Earle Sheffield, founder of the Sheffield Scientific School of Yale College, was bom in Southport, Conn., June 19, 1793. His early education was obtained in the com¬ mon schools, which he left in 1808 to become a clerk in a bnsiness bouse at New Berne, 36 REPORT OF THE COMMISSIONER OF EDUCATION. N. C. In 1813 he formed a partnership with a house in New York, though continuing to live in New Berne; but afterward he transferred his business to Mobile, Ala., and soon became one of the largest shippers of cotton in the country. Returning to the North in 1835, he established himself in New Haven. A sagacious and successful business man as well as a generous giver, he was the chief projector of two railroads, was largely en¬ gaged in the construction of another, and was prominent in banking circles. Mr. Sheffield’s principal donations to Yale College were Sheffield Hall, twice enlarged and fitted up throughout; a fund of $130,000 for professorships; a library fund of $10,000, increased to $12,000; the Hillhouse Mathematical Library, costing $41,000; $2,700 to the Collier cabinet; Nprth Sheffield Hall, erected and equipped at a cost of over $100,000; and numerous contributions to current expenses, amounting for ten years to $10,000 annually, to the Scientific School, and during 1881 to $20,000, this additional sum being intended to increase the pay of professors. He also made large donations to Trinity Col¬ lege, Hartford, and to the Theological Seminary of the Northwest, in Chicago. He established a parish home, costing $75,000, in connection with Trinity Church, New Haven, and gave liberally to a great number of public institutions of various kinds in New Haven and elsewhere, the aggregate of his educational benefactions alone exceed¬ ing $650,000, to be probably more than doubled by his final bequests for such purposes. Mr. Sheffield was a prominent member of the Episcopal Church. His manner was that of the proverbial gentleman of the old school, gracious, gentle, charming, with the simplicity of the highest breeding and the kindliness of a noble heart that was always moved to helpfulness by a story of need or suffering. Until within the last two or three years he enjoyed good health, and even after eighty years of age his handwriting was as perfect and legible as that of a young man. He died February 16, 1882. HENRY A. YARDLEY. Henry A. Yardley, professor of Christian evidences and homiletics in the Berkeley Divinity School, at Middletown, Conn., born in Philadelphia December 20, 1834, died on Sunday, April 2, 1882, after a long illness. He was graduated at Yale in 1855, taking high rank as a scholar. — (Philadelphia Evening Telegraph.) CHIEF STATE SCHOOL OFFICER. Hon. Birdsey G. Northrop, secretary of the State board of education, Hartford. [Since January, 1867, Mr. Northrop has served for four successive terms, the last closing January 1, 1883, at which time Mr. Charles S. Hine succeeded him.] DELAWARE. 37 DELAWARE. STATISTICAL SUMMARY. 1880-’ 81. 1881-’82. Increase. Decrease. POPULATION AND ATTENDANCE. 33, 133 4, 152 37,285 26, 578 2, 544 29, 122 «3, 459 2, 282 SCHOOL DISTRICTS AND SCHOOLS. School districts reported 410 516 153 $450, 000 51 527 222 305 $31 49 27 56 56 $22 00 $144, 840 Free schools for white youth in these - Average time of white schools in days - Valuation of white school property Schools for colored youth - - TEACHERS AND THEIR PAY. Teachers in free white schools _ - 69 18 Male teachers in such schools Female teachers in such schools _ Average monthly pay of men, white schools. Average pay of women, white schools _ Teachers in schools for colored youth - Average monthly pay of colored teachers. _ INCOME FOR PUBLIC SCHOOLS. Whole receipts for free white schools _ Receipts for colored schools _ _ _ $5, 329 STATE SCHOOL FUND. Amount of permanent school fund _ $495,749 28, 870 Amount annually allowed the schools _ a Highest enrolment in any one month. (From the report of Hon. James H. Groves, State superintendent of free schools, and the report of the Delaware Association for the Education of Colored People.) STATE SCHOOL SYSTEM. OFFICERS. The officers of the State system are a superintendent of free schools, with an assistant, both appointed annually by the governor, and a State board of education, composed of the secretary of state, president of Delaware College, and the State superintendent. The president of Delaware College is president of the board, and the assistant superintend¬ ent, secretary. In each district, for schools for whites, committees of 3 members are elected by the people for 3 years, with change of one member each year. OTHER FEATURES OF THE SYSTEM. The State superintendent is required to report in writing to the governor annually the condition of the public schools and make any recommendations he may think proper. 38 REPORT OF THE COMMISSIONER OF EDUCATION. The State hoard determines what text hooks shall he used in the free schools. The school s are sustained from “the school fund of the State of Delaware” (which cannot he used for academies, colleges, or universities) and from a local tax which, in each school dis¬ trict of New Castle County, amounts to $150, of Kent County to $125, and Sussex County to $60, yearly, to be applied to the support of schools in the district in which the tax is raised. In addition, under special acts, other needed sums are authorized to he raised either annually or for a limited time in various school districts of the State. Two or more school districts in. any county may unite in supporting a free school for their com¬ mon benefit. The State superintendent is to hold teachers’ institutes of 3 days’ session in each county once a year, which the teachers are required to attend in their respective counties. Teachers are required to submit to the proper authorities a quarterly report; otherwise their pay will he withheld. For the instruction of colored children the Delaware Association for the Education of Colored People has in charge two separate funds, one of $2,400, annually appropriated from the State treasury since 1881; the other, a tax of 30 cents on the $100 of real and personal property and poll of colored persons, levied annually in aid of colored schools. The $2,400 is divided equally among the schools of New Castle, Kent, and Sussex Coun¬ ties, no school receiving its pro rata unless it is sustained at least 3 months of the school year with an average attendance of at least 15 pupils. A body politic, called the “Indian River school districts for a certain class of colored persons,” is exempted from the regular taxation and establishes schools of its own, voting the sum required, not to exceed $200 for the two suhdistricts it embraces. Each school is to he open to the children of the persons specified, and is to receive a pro rata share of the school fund for colored people, provided that $25 have been raised by taxation for each school during the year and that the schools are taught at least 3 months in the year with an average attendance of 20 scholars. GENERAL CONDITION. The schools for colored pupils under the care of the Delaware Association for the Edu¬ cation of Colored People, with the aid of a State appropriation, have done better than ever before, nearly every locality that could support a school having had one. New Castle County, including 2 schools in Wilmington, had 6 more schools and 327 more pupils; Kent County, 6 more schools and 357 more pupils; and Sussex County almost doubled the number both of schools and pupils. The teachers are said to have been prompt, energetic, and competent. CITY SCHOOL SYSTEM OF WILMINGTON. OFFICERS. Wilmington — the only city in the State with more than 7,500 inhabitants — has a board of public education composed of two members from each of its 11 wards. These mem¬ bers appear to be elected for 2-year terms, with change or reelection of 1 each year. The board employs a superintendent of schools, who has not been changed for many years. STATISTICS. The population of the city, according to the school report, was 45,000; youth of school age (6-21), not given; enrolment in 1881-’82 in public schools, 7,123; average number belonging to these schools, 5,191; average attendance, 4,600; teachers employed, 117; expenditure for current needs of schools, $73,581; for new buildings, $15,791; total, $89,372. ADDITIONAL PARTICULARS. The schools were held in 1881-’82 in 19 buildings, with 116 rooms and 5,920 sittings; three new buildings were in course of erection, which it was believed would accommo¬ date all likely to attend. The grades, probably only covering half a school year each, were 10 primary and 6 grammar, beyond which were 3 high school years. Industrial drawing enters into the studies of the grammar grades and geometrical drawing is con¬ tinued in the first high school year. Four pupil teachers are reported as in training and on trial in as many divisions of the training school. These receive no salary. TRAINING OF TEACHERS. NORMAL TEACHING. The normal class formerly taught at the State College, Newark, seems to have been dropped. TEACHERS’ INSTITUTES. In place of the teachers’ institute at Wilmington, formerly held for city teachers of all grades, Supertendent Harlan writes that he now holds grade meetings, including DELAWARE. 39 only teachers of one grade at each meeting, for suggestions as to their special work. These are held after school hours about eight times a year. The training school for candidates for teachers’ places is continued. Of the county institutes held under the State law there is testimony from an unofficial source tending to show that the interest and enthusiasm of preceding years have not abated. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. No specific provision for this class of schools appears in the State law, but 2 have long been sustained at Wilmington, 1 for each sex, with 3-year courses, which include at present only advanced studies in English. These schools had 5 teachers in 1881-’82, with an enrolment of 110 and an average attendance of 83. A return from Dover shows also 2 high school rooms there, with 1 male and 1 female teacher and sittings for 96 pupils, but does not give the statistics of attendance. OTHER SECONDARY TRAINING. Fourteen academic institutions report from this State, most of them giving instruction in the classics and about half offering also modern languages. The Wesleyan Female College, Wilmington, has an academic preparatory course for such as intend to take the English collegiate course, adding Latin for those expecting to enter the classical course. For statistics, see Tables VI and VIII of the appendix; for a summary, corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. STATE COLLEGE. Delaware College, Newaik, first opened as a preparatory school in 1830, then for some years known as Newark College, and finally chartered under its present title in 1867, has admitted both sexes since 1872. It has no preparatory department; its collegiate work is embraced in 3 courses: classical, scientific and agricultural, and literary. The last mentioned is open to all, but is more especially intended for young lady students. It embraces English studies, with German or French and Latin, as required parts of the course, Latin being optional in the senior year. The faculty includes 5 professors, be¬ sides the president; the students in 1881-’82 numbered 54, of whom 9 were graduated, 4 of them from the literary course, none from the classical. Students in the first session of the next year, 52. COLLEGE FOR WOMEN. Wesleyan Female College, Wilmington (Methodist Episcopal), was chartered in 1841 as the Wesleyan Collegiate Institute and in 1855 under its present title. It is the only college for women in the State; it has primary and preparatory as well as colle¬ giate classes, and permits in the collegiate a choice between a 3-year English and a 4- year classical course. The former embraced at the last accounts Euglish studies only; the latter added to these French, German, and Latin. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The scientific and agricultural department of the Delaware State College offers to stu¬ dents that can sustain an examination in the ordinary English school studies a well arranged course covering four years and leading to the degree of B. s. This includes Latin, French or German, civil engineering, the natural sciences, laboratory practice; some training in tillage, stock breeding and feeding, fruit and cereal culture; and the elements of veterinary science. Military drill is obligatory in the fall and spring terms. Selection of studies is allowed, but the full course is strongly recommended. PROFESSIONAL. No strictly professional schools appear to have been established. The State board of health examines candidates for medical practice who do not present diplomas from accredited medical schools. SPECIAL INSTRUCTION. EDUCATION OF DEAF-MUTES, *BLIND, AND FEEBLE-MINDED. Unfortunates of these classes continue to be either cared for by the authorities of their respective counties and by parents and friends or are sent for training- to institutions in Pennsylvania and elsewhere. One feeble-minded youth from Delaware is reported in an 40 REPORT OF THE COMMISSIONER OF EDUCATION. institution in Pennsylvania, and 13 deaf-mute pupils aie in the Columbia Institution for the Deaf and Dumb, District of Columbia. EDUCATION OF ORPHANS AND FRIENDLESS CHILDREN. In a Home for Friendless and Destitute Children, Wilmington, about 700 in all had been under care and training up to the close of 1882, and out of about 70 inmates of the home some 50 were in the school connected with it. CHIEF STATE SCHOOL OFFICER. Hon. James H. Groves, State superintendent of free schools, Smyrna. [Mr. Groves, appointed in 1875, has held by successive annual reappointments since. Mr. Thomas N. Williams succeeds him in 1883.1 FLORIDA, 41 FLORIDA. STATISTICAL SUMMARY. 1880-’81. 1881-’82. Increase. Decrease. POPULATION AND ATTENDANCE. Youth 6 to 21 in 1880 _ 97, 224 Enrolled in public schools _ _ _ a30, 548 651, 945 21,397 Average daily attendance _ _ _ e appendix, and for a summary, see the report of the Commissioner preceding. SUPERIOR, SCIENTIFIC, AND PROFESSIONAL INSTRUCTION. STATE UNIVERSITY. The State constitution makes it the duty of the legislature to establish a State univer¬ sity, but as far as has been learned no steps had been taken in 1882 to establish more than the agricultural and mechanical departments of it. Provision for instruction in the pro fessionl of teaching, medicine, and law is directed to be made in this university, and at least one medical school is likely to avail itself of this. FLORIDA. 43 SPECIAL INSTRUCTION. EDUCATION OF TIIE BLIND, DEAF, AND OTHERS. The constitution of 1868 says that ‘ ‘ it is the paramount duty of the State to make ample provision for the education of all the children residing within its borders, without distinction or preference.” But thus far the blind, deaf, feeble-minded, and children needing reformatory training do not appear to have had any benefit from this provision. Superintendent Foster now suggests that, as the census shows 119 deaf-mutes in the State, 78 of them within the school age, some institution should be provided in which they may be taught the mute language. Nothing is said as to provision for the other classes indi¬ cated, though there were 215 blind and 369 feeble-minded also shown by the census. EDUCATIONAL CONTENTIONS. COUNTY SUPERINTENDENTS’ MEETINGS. The school law makes it the duty of the State superintendent to call meetings of county superintendents 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. No information has been received of such meetings for 1881-’82. CHIEF STATE SCHOOL OFFICER. Hon. E. K. Foster, State superintendent of public instruction, Tallahassee. [Term, January 1, 1881, to January 1, 1885.] Information has come that Mr. Foster, chosen for a second term, retired before its close and was succeeded by Mr. A. J. Russell. 44 REPORT OF THE COMMISSIONER OF EDUCATION. GEORGIA. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. White youth of school age (6-18) _ Colored youth of school age (6-18) _ Whole number of school age _ White youth in public schools _ Colored in public schools _ Whole number in public schools _ Average daily attendance _ Youth in elementary private schools _ Youth in academic private schools _ Youth in collegiate schools _ Whole number in private schools _ SCHOOLS. Public schools for white pupils - Public schools for colored pupils _ Public schools under local laws _ Whole number of public schools _ Public schools reported as graded _ Public schools reported as high schools . Private elementary schools _ Private academic schools _ Private and State collegiate schools _ Whole number of private schools _ TEACHEES. Number of teachers employed _ Teachers in private elementary schools. Teachers in private academic schools. Teachers in collegiate schools _ INCOME AND EXPENDITUEE. Receipts for public schools _ Expenditure for public schools _ 1880-’81. 1881-’82. Increase. Decrease. «229, 872 «231, 144 a461, 016 261, 884 234, 889 32, 012 3, 745 6496, 773 35, 757 153, 156 91, 041 161, 377 95, 055 256, 432 8, 221 4, 014 — 244, 197 12, 235 149, 908 33, 493 7, 841 ■ 164, 180 33, 304 14, 272 189 6, 383 4, 282 1,458 2, 040 2 242 43, 374 43, 969 ’595 4, 053 4, 297 244 . 1,704 1,815 111 298 239 59 6, 055 6, 351 296 163 10 1, 080 931 149 119 99 20 15 1,214 6, 128 1, 183 6, 351 223 1, 005 178 227 198 29 98 224 126 1, 508 1,427 81 $498, 533 $584, 175 $85, 642 a Census of 1880. 6 Including some corrections, and estimates for four counties not reporting, the superintendent makes this total 507,801. (From reports of Hon. Gustavus J. Orr, State commissioner of common schools, for the two years indicated.) STATE SCHOOL SYSTEM. OFFICEES. For the State there is a board of education composed of the chief State officers, with the governor as president; there is also a State school commissioner, appointed by the governor every two years, who is the chief executive officer of the State board ; for each county there is a board of education of 5 freeholders, holding office for 4 years, which elects a secretary, who is ex officio school commissioner; for each subdistrict into which a county may be divided 3 trustees are appointed by the county board for local supervision. GEORGIA. 45 OTHER FEATURES OF THE SYSTEM. The State school fund is derived from a poll tax of not more than $1, from a special tax on shows and exhibitions and the sale of spirituous and malt liquors, from the half rental of one railroad and dividends on stock held in another, from the proceeds of com¬ mutation taxes for military service, from a tax on dogs, and from such other sums as may be authorized to be raised by general taxation. High schools are not provided for except in districts chartered before 1877, as the constitution since then provides for the elementary branches only. The schools are free and provision is made for the separate instruction of white and colored children. Each county board of education prescribes rvhat text and reference books shall be used, provided it does not introduce any books of a sectarian or sectional character or exclude the Bible. Ambulatory and manual labor schools are provided for in the school laws, as well as evening schools for such youth over 12 years of age as arc unable to attend the day schools; but thus far none have been reported. Teachers, to receive their pay, must report to the county commis¬ sioner at the close of each term; he to the State commissioner, who reports annually to the general assembly. Primary schools, free to all, must be taught at least 3 months of the year to entitle a county to its proportion of the State fund. But when from sparsity of population a county cannot maintain a school for that time, the board may provide schools of at least 15 pupils, to continue 2 months, in places convenient to a majority of the children, the terms of which may be so arranged that the same teacher may serve in more than one of said schools. Each county commissioner examines can¬ didates for teaching; he must also visit the schools in his county twice a year, enumerate the school population quadrennially, distribute the school fund on the basis of such enumeration, and report annually to the State superintendent. GENERAL CONDITION. The condition of the public schools seems to have improved, the enrolment of pupils increasing by 12,235, the average daily attendance by 14,272, the number of teachers by 223, and the receipts for school purposes by $85, 642. For ob vi ous reasons, the large addi¬ tions to the average attendance and to the funds for support of schools are especially en¬ couraging. As the reported attendance in elementary private schools continued to sensi¬ bly diminish, the number of teachers in such schools falling off still more, it looks as if the free State system would eventually absorb the private pay schools. AID FROM THE PEABODY FUND. The proceedings of the Peabody fund trustees at their meeting in New York City, October 4, 1882, show that for 1881-’82 Georgia received from the fund $8,590, of which $3,700 went for normal scholarships at Nashville for Georgia students ; $800 to the public schools of Americus; $1,500 to Atlanta University, for normal training of colored stu¬ dents ; and $2,590 for State teachers’ institutes. KINDERGARTEN. The report of the meeting of the State Teachers’ Association indicates that there were at least 12 children under Kindergarten training in a school of the Misses Chase and Thornbury, at Albany, Dougherty County ; but no report from it has been received. A prospectus of the Atlanta Female Institute, Atlanta, for 1882-’83, shows that a Kin¬ dergarten department was to be established in that seminary in the autumn of 1882, under the charge of a young lady trained at St. Louis, Mo. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. OFFICERS. Cities of over 2,000 inhabitants may have independent school systems under boards of education or trustees of schools, mayors of cities and judges of courts sometimes being ex officio members. Augusta, Macon, and Savannah combine county and city systems,1 and each city employs a superintendent. 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 10,554 4,752 4,465 rrp $73,710 Augusta . 26, 874 6, 056 3,026 1,486 44 Columbus . 10, 123 3, 655 1,548 1,148 27 13,933 Macon . 12, 749 3,413 1,831 1,209 35 22, 382 Savannah . 30,709 7, 745 3,155 2,776 57 39, 900 1Only statistics of the cities, however, are given in the table. 46 REPORT OF THE COMMISSIONER OF EDUCATION. ADDITIONAL PARTICULARS. Atlanta , for 3 881-’ 82, reported 10 schools, 7 for white children and 3 for colored. The total enrolment was, in high schools, 221 girls and 111 hoys; white pupils in grammar schools, 2,043; colored, 1,477. There was still a lack of room in all grades, and there was room for only half of the colored children of the city. The employment of colored teach¬ ers for colored pupils is said to be a success. Private and parochial schools enrolled 1,000 pupils. Augusta had a graded system of schools, classed as primary, intermediate, grammar, and high schools, the studies in the primary grades occupying 3 years; in the interme¬ diate and grammar, 2 years each; and in the high school department, 3 years. There were two normal classes, one for white teachers and one for colored. Columbus had 7 school-houses, with 1,282 sittings, valued, with grounds, buildings, &c. , at $39,700. In the primary schools 992 pupils were enrolled and in the grammar 556. The estimated enrolment in private and parochial schools was 275. Macon reports 8 school buildings, with accommodations for 1,420 pupils; value of buildings, including grounds, &c., $55,500. The primary and grammar courses cover 7 years and the high school 2. There were 2 normal classes gratuitously instructed by the superintendent. The graduates of the high school for 1882 numbered 18 girls and 14 boys, 7 more than ever before graduated during one year. The superintendent reports, too, that a much higher proportion of the graduating class were trained in the public schools exclusively; also, that there had been a steady advance in attendance and deport¬ ment. The enrolment in private and parochial schools was 400. Savannah had 7 white schools and 2 colored, with an enrolment of 1,658 girls and 1,497 boys. Two high schools had an average daily attendance of 147. Below the high schools there are 8 grades, beginning with the lowest elementary studies. Although the esti¬ mated value of school property was $105,500, the city was in need of more school room to accommodate the growing enrolment. In private and parochial schools there were 600 pupils. TRAINING OF TEACHERS. NORMAL DEPARTMENTS. There is no school under State direction especially devoted to normal training, but State Commissioner Orr earnestly recommends that a State normal school be established. This he does on the ground that the constitution requires a thorough system of common schools; that to such a system thoroughly prepared teachers are necessary, and that these can only be secured by means of a normal school. The Peabody fund, by means of an appropriation of $3,700 for scholarships, provided for a number of specially selected white students from this State at the Normal College at Nashville, Tenn. The Middle Georgia Military and Agricultural College , Milledgeville, and the North Georgia Agricultural College , Dahlonega, both offered free normal instruction to students of either sex who wished to become teachers. Certificates of proficiency granted by the faculty enable their holders to teach without further examination. Atlanta University (for the superior instruction of the colored race) presented a 4-year normal course, in which were 61 students, of whom 10 (young women) were graduated in 1882. Clark University , Atlanta, gives a 4-year course of normal training for colored teachers. The Haven Normal School , Waynesboro’, for the instruction of colored teachers, as¬ sisted by the Freedman’s Aid Society of the Methodist Episcopal Church, presented a 4-year course of study. There appears to have been an enrolment of 80 pupils, under 2 instructors, the same as reported the preceding year. Some normal instruction was given to the teachers of public schools in Augusta and Macon by the superintendents, classes being held so as not to interfere with school duties. TEACHERS’ INSTITUTES. Superintendent Orr reports that, failing to obtain an appropriation from the general assembly for holding teachers’ institutes, he applied to the agent of the Peabody fund for the necessary means, and had $2,000 put at his disposal. With this sum he con¬ ducted 3 institutes, at Americus, in South Georgia; Milledgeville, in Middle Georgia; and Toccoa, in North Georgia. Several eminent gentlemen visited the institutes and deliv¬ ered lectures. They were held during the entire month of August. The one at Ameri¬ cus, W. H. Baker, superintendent, had an attendance of 41 white teachers and 41 colored, representing 22 counties. Daily instruction was given in common English branches and in the practical work of teaching. The institute held at Milledgeville, B. M. Zettler, superintendent, enrolled 68 white teachers and 47 colored, with an average daily at¬ tendance of 71 during the session of 4 weeks. In addition to the regular exercises, each GEORGIA. 47 Friday was given to the discussion of questions relating to difficulties and matters occur¬ ring daily in school. The institute held at Toccoa, H. C. Mitchell, superintendent, had in attendance 45 white and 10 colored teachers and 15 county commissioners, representing 30 counties. The common branches were taught, with instruction in the hygiene of the school room and analysis of English poetry. The institutes are said to have accomplished much good for the educational interests of the State. EDUCATIONAL JOURNAL. The proceedings of the Georgia Teachers’ Association for 1882 show that a periodical, entitled the ‘ ‘ Musical Eclectic and Journal of Education,” was established in the spring of that year at Macon. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. No provision is made in the constitution of 1877 for high school instruction in the public schools, but in a few cities and counties under local laws high schools are sustained. Atlanta, Augusta, and Sava Aah in 1881-’82 had each 2 separate high schools for whites, with courses of 3 and 4 years. Augusta had also one for colored youth. Those at Atlanta had 332 pupils, of whom 40 were graduated in 1882. The one for white girls at Augusta reported an enrolment of 100; that for white boys and girls, an enrolment of 22, under 3 teachers. The full course was 3 years. The cost for each enrolled scholar is reported to have been only $2. 17 a month. Statistics of the third school (for colored boys and girls) are not given, but the school is said to be thoroughly taught. Macon Central High School, for white boys and girls, had 3 teachers and 111 pupils, of whom 32, the highest number ever reached, were graduated in 1882. At Savannah there was a high school for boys and also one for girls, with courses of four years and an enrolment of 186 pupils, under 5 instructors. OTHER SECONDARY SCHOOLS. For statistics of commercial schools, academies, special preparatory schools, and pre¬ paratory departments of colleges, see Tables IY, VI, VII, and IX of the appendix, and the summaries thereof in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Georgia, Athens (non-sectarian), had for 1881-82 collegiate, law, and medical departments. In the collegiate department there were 10 schools, but in¬ struction was giverrin scientific and literary courses of four years each. The total num¬ ber of students in all the departments, including four branch colleges, was 900. Seven other institutions of different grades, but all claiming collegiate rank, present themselves, namely: Atlanta University and Bowdon College (non-sectarian), Clark Uni¬ versity and Emory College (Methodist. Episcopal), Methodist College (Methodist Church South), Mercer University (Baptist), and Pio Nono College (Roman Catholic). These all had classical courses of four years, some of them beginning at a low point, and all but Mercer did some preparatory work. College Temple, Newnan (non-sectarian), presents preparatory and collegiate courses, but not of high grade. Atlanta steadily advancing and Clark beginning full collegiate instruction, gave some industrial training to both sexes, teaching the young men the elements of mechanical trades and farming, and the young women cookery, nursing, sewing, and housework. Pio Nono offered graduate in¬ struction, but had no students beyond the sophomore year. Clark University presented an English classical course. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Atlanta and Clark Universities, Bowdon College when last heard from, and College Temple gave equal instruction to young women. There were 16 institutions reported for young women alone, all giving instruction in music, drawing and painting, and modern languages. For statistics, see Table VIII of the appendix. SCIENTIFIC AND PROFESSIONAL TRAINING. SCIENTIFIC. The State College of Agriculture and the Mechanic Arts offered courses of 4 years in agriculture, horticulture, and natural history; engineering ; and chemistry ; with a course in building and architecture of undefined length. To aid in the instruction in chemistry, the citizens of Athens gave a 3-story building, 100 by 50 feet, costing $25,000, and the 48 REPORT OF THE COMMISSIONER OF EDUCATION. legislature added $15,000 to equip this with requisites for chemical and physical work, as well as with aids to instruction in engineering. Some scientific training was offered also in the four branch agricultural colleges and in the courses of Atlanta and Clark Universi¬ ties; while at Mercer University, Emory College, and Pio Nono College there were special scientific courses, of 3 years in Mercer and Emory and of 4 at Pio Nono. For statistics, see Tables IX and X of the appendix; for a summary of them, like tables in the report of the Commissioner preceding. Of the 9 schools for superior instruction of young women mentioned on page 45 of the report for 1881 as having laboratories and apparatus for illustration of instruction in chemistry and physics, all but 3 continued to report these (Andrew College, Cuthbert, and Monroe College, Forsyth, not heard from, and Georgia Female College, Madison, said to have lost its buildings by fire). College Temple, Newnan, and Wesleyan Female Col¬ lege, Macon, are to be added to the list of those with such aids, and Columbus Female College, Columbus, reports considerable additions to its means of training in science. PROFESSIONAL. Theological instruction continued to be given to some ext mills^on the dollar and a State tax of 1 mill on the dollar on all other property, with local taxes of at least 80 cents for each inhabitant. GENERAL CONDITION. The statistics for 1881-’82 compared with those of 1880-’81 show a loss of 920 in school population and of 2,079 in enrolment, but an increase of 11,688 in average daily attend¬ ance. In view of these remarkable figures Superintendent Luce says that the almost con¬ stant decrease in school youth that has characterized the last 20 years goes on, though the decrease for the year was less than the average for some preceding years. Should this continue for another decade the condition of the schools in the older rural sections will be deplorable, for in those sections the decrease has been most marked. Already in many of the farming towns the majority of the schools register not more than a dozen pupils. The marked decrease in enrolment, he admits, is difficult to account for, espe¬ cially in connection with the large increase in average attendance; but he suggests that as many pupils in the rural towns not only attend school in their own districts but also in the neighboring ones, they are counted but once as enrolled and counted twice in reg¬ istered and daily attendance, so that increase in daily attendance does not, of necessity, indicate an increase of individual pupils. He relies upon the actual increase in the aggregate daily attendance as measuring the productive work of the schools, and thinks that as a whole the statistics of attendance show a healthier condition of school affairs than in the preceding year. Statistics of graded schools appear for the first time. The ungraded schools improved in the scope and character of their work. A large increase in female teachers was not deemed indicative of less effective work, inasmuch as many of these were experienced, and districts were able to secure first class female teachers at less cost than third class male teachers. The abolition of the ‘ 1 outgrown, wasteful, inequitable, and iniquitous school district system ” is said to have made slow progress during the year, only 2 towns having changed to the town plan. Nevertheless, taken as a whole, the superintendent regarded the statistics for the year as indicating that the schools were moving toward a higher state of efficiency. As compared with last year, the attendance had been more regular; better teachers had better appliances; instruction was broader and more prac¬ tical; the schools were carefully and -wisely supervised, and their financial management was more economical. — (State report.) KINDERGARTEN. For statistics of these schools, see Table V of the appendix; for a summary of them, a corresponding table in the report of the Commissioner preceding. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. OFFICERS. These are school supervisors or superintending school committees, school agents, and, in Lewiston and Portland at least, superintendents. STATISTICS. Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Auburn . Augusta . 0, 555 8, 605 16, S56 3,055 2, 060 1,550 . 51 $1.9, 140 10.249 Bangor . 5, 390 3,072 82 31,716 Bath . 7,874 12, 651 3,117 4,210 1,915 38 1 7, 397 Biddeford . 1,874 1,292 38 22,915 Lewiston . 10,083 6, 408 2, 538 1,705 02 32, 662 Portland . 33, 810 10, 973 6,737 4,412 139 • 01,144 Rockland . 7,599 2,186 1,448 1,130 30 9,319 96 REPORT OF THE COMMISSIONER OF EDUCATION. ADDITIONAL PARTICULARS. Auburn for 1882 reported 30 school buildings, 2 less than the previous year, -with 2,200 sittings, and entire school property valued at $105,000. Enrolment decreased 412 and expenditure increased $3,219. Schools were classed as primary, grammar, high, and rural mixed; they were in session 175 of the ISO school daj's. Estimated enrolment in private and parochial schools, 25. — (Keturn.) Augusta reported 28 school buildings instead of the 33 of 1881 (probably from an ad¬ ditional building, erected during the year at a cost of $20,000, having accommodated the pupils of some smaller schools) ; but the value of school property rose to $75,000. There was a falling off of $9,547 in expenditure. — (State report.) Bangor, for its school population of 5,390, had 35 school buildings, 1 less than the year before. Notwithstanding the loss of the high school building by fire, school property was rated at $122,000, or $47,000 more. In school population and enrolment there was a slight falling off from 1881, but an addition of 3 teachers and of $1,153 in expendi¬ ture. One special teacher in penmanship was employed. The superintending school committee reported a year of earnest work, though serious inconvenience was experienced from the burning of the chief school building. The experiment of the previous year in placing all the schools above the intermediate grade under the control of a principal had proved a marked success. Two ungraded schools were opened, to which were sent from the grammar schools such pupils as had failed to maintain their standing. The standard for promotion established the year before had been sustained. The school year was lengthened from 34 to 36 weeks. — (City report and return.) Bath had 14 school buildings, 2 less than in 1881, 13 of them in good repair. The entire school property of the city was valued at $59,300. Enrolment increased 79; ex¬ penditure, $285. Schools were in session 204 days of the school year. — (State report.) Biddcford reported 26 school buildings, a gain of 3, but the same number of sittings, 1,835, and the same estimated value of school property, $95,000. There was a loss of 17 in enrolment, of 43 in average daily attendance, and of 4 teachers. Schools were taught 184 days. — (State report and city return.) Lewiston reported 29 school buildings, the same as in 1881, and entire school property valued at $174,700. There was a loss of 381 in enrolment, of 357 in average daily attendance, and of 7 teachers, with a decrease of $570 in expenditures. One special teacher of music was employed. Schools were taught 183 days. The estimated enrol¬ ment in private and parochial schools was 500. — (City report and return. ) Portland reported for the year ending March 6, 1882, the erection of 1 school building, costing $21,720, giving to all school property the value of $370,000, an increase of $20,000 over 1881. The schools were taught by 131 teachers for 190 days, and classed as primary, grammar, and high, with 1 ungraded and 1 for the deaf. Compared with 1880-’81, there was a gain of 129 in enrolment and of 7 teachers, and a loss of 91 in average daily attendance, owing to contagious diseases ; while expenditure was increased $10,432. The chairman of the school committee says that the schools were in a more satisfactory condition than a year ago, although no marked change for the better could be expected in one year, in view of the excellence which their schools had attained. With less corporal punishment, truancy had in a measure been kept under control. Two special teachers in music and penmanship and drawing were employed. Estimated enrolment in private and parochial schools, 1,200. — (State and city reports.) Rockland , so far as reported, shows no advance from the few statistics of 1880-’81. The schools, classed as primary, grammar, and high, were in session 150 days. — (State report. ) TRAINING OF TEACHERS. STATE NORMAL AND TRAINING SCHOOLS. The normal schools at Castine, Farmington, Gorham, and the training school at Mad- awaska, all under the care of the State, are reported as having about the same attendance as in 1880-’81. Though the attendance was less than it should be, the schools did valua¬ ble work, having 498 students, under 21 teachers, and having graduated 84 in 1882, of whom 78 were teaching in the State. OTHER NORMAL TRAINING. The practice school at Portland, sustained by the city, had 3 teachers, with 9 female students, and graduated 8, all of whom engaged in teaching. In a similar school at Lewiston 7 teachers were graduated. For local reasons, this school was discontinued at the close of 1881-’82. MAINE. 97 teachers’ institutes. Under the new law of 1881 changing the time of teachers’ institutes to two days in¬ stead of five, teachers’ associations were organized in every county in the State where they did not already exist. During the year there were 25 meetings, and the year’s trial indicated the superiority of the shorter term over the former one. Nearly 2,000 teachers were thus associated, the number doubling in one year. As a specimen of the working of these institutes, the outline of the one held at Bethel, Oxford County, in December, 1882, is given . The first subj ect presented was ‘ ‘ Opening exercises : their purposes, char¬ acter, and methods of conducting them.” Next came “Practical exercises in arithme¬ tic, ’ ’ followed by ‘ ‘Arithmetic for practical ends. ’ ’ Then came an essay on ‘ £ Morals and manners,” another on “Reviews: their purposes, frequency, and methods,” followed by still another on “School government: its purposes, means, ends, and methods.” In closing, examples in reading and gesture were given by a class trained by Miss Mary M, Parker, teacher of elocution. SECONDARY INSTRUCTION. FREE HIGH SCHOOLS. Free high schools in Maine are not a required part of the public school system, it being optional with towns and districts whether they will have such schools. In some cases they have become part of a graded system, though such cases are exceptional. A vote to establish one remains in force only a year. The superintendent says that these schools have been growing in public favor; for ten years they have existed in their present form, and have come to stay in some form. They are a necessity to the common schools below them and the seminaries and colleges above them. In 1881 there were 101 towns that had them, in 1882 there were 109, at a cost in 1881 of $69,469 and in 1882 of $88,372, enrolling 7,792 in 1881 and 10,374 in 1882. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and schools devoted to pre¬ paring students for college, see Tables IY, VI, and YII of the appendix; for summaries of them, corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR BOTH SEXES. Bowaoin College, Brunswick (Congregational), reported for 1881-’ 82 a faculty of 14 pro¬ fessors (3 non-resident), with 147 students in its 4-year collegiate course, in the junior and senior years of which a wide range of elective studies is allowed. For the depart¬ ments of engineering, medicine, and military science, see Scientific and Professional In¬ struction, next page. Facilities for graduate instruction are provided for such as desire to pursue special studies after graduation, either with or without reference to an ad¬ vanced degree. Special students may also enter the regular classes and remain in them at their pleasure. Gifts of $1,500 in aid of students and $1,500 for the libraries were received during the year. There were 44 specific scholarships, which were based on a fund of $46,859. — - (Catalogue and return.) Colby University , Waterville (Baptist), with a faculty of 9 in 1881-’82, had 124 students in its 4-year classical course, including 8 females and 2 special students. Women are admitted on equal terms with men. The university held 69 scholarships, with an ag¬ gregate fund of $50,000; had 17,763 bound volumes in the library, increased by 573 dur¬ ing the year, and productive funds amounting to $235,000. Much attention is given to the study of French and German, the natural sciences, art, and political economy. — (Catalogue and return. ) Bates College, Lewiston (Free-Will Baptist), reported for 1881-’82 a faculty of 7 resi¬ dent and 3 non-resident professors, with 106 students in its 4-year classical course, 12 being women, who are admitted on equal terms with men. The preparatory work is done in the Nicholas Latin School, which, though owned by the college, is a separate school and had 63 pupils in 1882. There were 24 scholarships, sustained by a fund of $24,000. The degree of A. b. was conferred on 24 young men and 2 young women, and that of A. M. on 17 young men. A library of 6,883 volumes was increased during the year by 1,112, and nearly $20,000 in gifts were received. — (Return.) INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. For statistics of this class of institutions, see Table VIII of the appendix ; for a sum¬ mary of them, a corresponding table in the report of the Commissioner preceding. 7 E 98 REPORT OF THE COMMISSIONER OF EDUCATION. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC, The Maine State College of Agriculture and Mechanic Arts, Orono, reported no changes in its general workings since 1880-’81, having 9 professors and instructors, with 81 stu¬ dents in its 4 regular courses of 4 years each, 4 being females; also 4 in in its partial and and 1 in its graduate course; total 86, a decrease of 17 from 1880-’81. The trustees reported a year of hard work and substantial results. Two much needed instructors were added, 1 in military science, the other in agriculture, thus providing in the latter for experimental and practical farming. In the shop decisive success was reached in vise and forge work, but carpentry, lathe work, &c. , had not been added to the courses, for want of necessary buildings. At the last commencement 12 young men received the degree of b. s., 7 of b. c. e., 5 of b. m. e., 2 of c. E., and 1 of M. s. ; 1 young woman took M. s. — (Report and return.) PROFESSIONAL. Theological. — Bangor Theological Seminary (Congregational), located at Hampden in 1816, war, moved to Bangor in 1819, where in 1820 it graduated its first class. Up to 1880 its graduates numbered 600 ; counting 160 other students, educated for 1 and 2 years, the seminary had sent out 760 ministers. A majority of these are still living : 6 are college presidents; 13 have been college or seminary professors; 24 have been foreign and large numbers home missionaries. For 1881-’ 82 it had 5 professors, 28 students (of whom 7 had a degree in letters and science), and 11 graduated from the 3-year full course of 36 weeks each. An examination is required for admission. There were 15,500 volumes in the library, of which 300 were added during the year.— (Statement and return.) The Bates Theological School, Lewiston (Free Will Baptist), in 1881-’82 had 4 pro¬ fessors and 20 students, 9 with a degree of letters or science. It graduated 6 from its 3-year full course of 36 weeks each. The library consisted of 3,000 bound volumes. An examination is required for admission. — (Return.) Legal. — No law school reports for 1881-’82, and it is believed that none existed. Medical. — The medical school of Maine, Brunswick, is a department of Bowdoin Col¬ lege and for 1881-’S2 reported 7 professors and lecturers, 104 students (19 of whom had received a degree in letters or science), and 28 graduated from the full 3-year course of 16 weeks each. The library contained about 4,000 bound volumes. An examination for admission is required. — (Return.) The Portland School for Medical Instruction is a high grade preparatory school not conferring degrees. It was organized in accordance with resolutions adopted by the American Medical Association, approving the establishment of private schools to meet the increasing desire of students for a higher grade of professional instruction than can be had by the usual study with a single instructor. The report for 1881 --’82 shows 11 professors and 19 students, 6 having a degree in letters or science, and a 3-year course of 32 weeks each. An examination in English, Latin, and physics is required for admission. (Announcement and return.) SPECIAL INSTRUCTION. REFORMATORY and industrial instruction. The State Reform School, Portland, admits boys 8 to 16 for any offence not punishable by imprisonment for life. In 1881-’82 there were 17 employed as officers, teachers, and assistants; 110 inmates, 106 native born and 4 foreign; 30 were committed and 33 dis¬ charged during the year. Since its establishment, 1,711 have been committed. The common English branches, including book-keeping and vocal music, were taught in school; the industries were baking, cane seating, house and laundry work, sewing, gar¬ dening, and farming. Many released on “ticket of leave” had been placed in good homes and some indentured until 21 years of age. The library contained 1,600 vol¬ umes. — (Return.) The Maine Industrial School for Girls , Hallowell, was designed as a place of refuge for girls 7 to 15, who by force of circumstances are in danger of becoming outcasts from society. During the year 1881-’82 there were 44 inmates, 18 committed, 5 returned, 18 sent to homes provided for them, and 4 married. Since 1875 148 had been received, 112 sent to homes, 32 returned for a new trial, and 81 were in homes provided for them. A flower garden was one of the attractive features of the home, the whole work in it being done by the inmates, besides a large amount of sewing and knitting. Under the good discipline, running away had ceased, no locks were used, and as much freedom as possi¬ ble was given to the girls. — (Report, 1882.) MAINE. 99 EDUCATIONAL CONVENTION. MAINE PEDAGOGICAL SOCIETY. The Maine Pedagogical Society was organized in 1875, and, having similar aims to those of the Maine Educational Association, took its place in 1881, when the latter went out of existence. The third annual meeting of the society was held at Portland, and its first session opened in the afternoon of November 9, 1882, with Prof. H. L. Chapman, of Bowdoin College, in the chair, many of the prominent educators in the State being present. Hon. N. A. Luce, State superintendent, gave an address on “School supervision in the smaller towns,” in which he defined the duties of school supervisors. At the evening session, Professor Chapman, delivered the annual address on “The duty and the opportunity of the teacher in respect to the development of character in the pupil. ’ ’ He said that our conception of the teacher’s duty is determined by our theory of education. The end of education is not reached when the intellect is informed and the reasoning power disciplined, as the intellect is not the man. To realize the object for which schools have.been endowed, they should be something more than training places of special aptitudes or magazines of multitudinous facts. More and more will society distrust these educational agencies if they do not send forth successive generations of young people fitted to act wisely in the social conditions under which their lives must be passed. One of the foremost thinkers says: “It has come to be one of the chief en¬ deavors of educational thought of to-day to go deeper, and moralize as well as mental- ize children, and to develop the will as the chief factor of character.” The teacher who does not aim to furnish the pupil with this equipment fails to appreciate the true ends of his calling. This idea of the teacher’s mission of to-day was elaborated with much clearness and force. Principal C. C. Rounds, of Farmington Normal School, then gave an account of the last session of the National Educational Association. Prof. E. W. Hall, of Colby Univer¬ sity, read a paper on “Admission to college on certificates from fitting schools.” After a discussion of some length the opinion was unanimous that colleges should not admit without the certificate of the fitting school. Prof. C. H. Smith, of Bowdoin College, read a paper on ‘ £ Instruction in geometry, ’ ’ followed by a report from Mr. Rounds on “The study of arithmetic;” this by a paper on “ The use and abuse of text books,” by Dr. O. S. Lowell, of Ellsworth High School; and this by a paper from Principal Woodbury, of Castine Normal School, on ' £ Professional enthusiasm. ’ ’ The 1 1 Ranking system in schools ” was then discussed by Messrs. Frash, Chase, Rounds, Hon. W. J. Corthell, Prof. E. W. Hall, and Dr. D. O. S. Lowell, all expressing disapprobation of the system of marking as now practised. The officers for the ensuing year having been elected and 15 new members received, the association adjourned. The session was said to have been of much profit to the teachers in attendance. — (Maine State Press.) OBITUARY RECORD. REV. ENOCH POND, D. D. Rev. Enoch Pond, D. d., was born at Wrentham, Mass., July 29, 1791, and died at Bangor, Me., January 21, 1882. He graduated at Brown University in 1812 and entered at once upon the study of theology with Rev. Nathaniel Emmons, at Franklin, Mass. After a pastorate of thirteen years at Auburn, Mass., and editing the Spirit of the Pil¬ grims four years, he was elected professor of theology in the Theological Seminary at Bangor. He held this professorship twenty-three years, when he was transferred to that of ecclesiastical history and made president of the institution. Resigning the professor¬ ship in 1871, he retained only the general duties of president, which office he held till his death, having been connected with the seminary for nearly 50 years and having trained 700 young men for the ministry. He was also the author of about 50 volumes on theological and practical themes, besides preparing 115 articles for magazines, 70 oi which were published in the Bibliotheca Sacra. CHIEF STATE SCHOOL OFFICER. Hon. N. A. Luce, State superintendent of common schools , Augusta. [Term, February 6,1880, to February 6, 1883.] Mr. Luce has been chosen for another term. He also served as superintendent from December 31, 1878, to April 16, 1879. 100 REPORT OF THE COMMISSIONER OF EDUCATION, MARYLAND. STATISTICAL SUMMARY. 1880-’81. POPULATION AND ATTENDANCE. Youth 6 to 21 a - . . - _ &316, 182 Attending public schools _ _ 158, 909 Average daily attendance - 79, 739 Colored pupils enrolled _ 26, 887 Colored in average attendance - 11, 661 SCHOOLS. Public schools reported - 2, 039 Average length of term in days — _ Public schools for colored pupils — 394 Estimated value of school property. _ TEACHERS AND THEIR PAY. Men teaching in public schools. _ 1, 319 Women teaching in public schools _ 1,861 Whole number employed . — 3, 180 Average monthly pay of teachers _ _ _ . Teachers in colored schools - 494 RECEIPTS AND EXPENDITURES. Whole receipts for public schools. _ $1,608,274 Whole expenditure for public schools . 1, 604, 581 STATE SCHOOL FUND. Amount of available fund - $906,229 1881-’82. c330, 500 159, 945 83, 189 29, 146 11,760 2, 058 199 396 $2, 900, 000 1,220 1,977 3, 197 $40 499 $1, 618, 030 1,651,908 $906, 229 Increase. 1,036 3, 450 2, 259 99 116 17 $9, 756 47, 327. Decrease. 99 a This is the school age for whites ; for colored it is 6-20. The age taken for distribution of school funds is 5-20 for both races. b Census of 1880. c Estimated. (From reports and return of Hon. M. A. Newell, State superintendent of public instruction, for the two years indicated. ) STATE SCHOOL SYSTEM. OFFICERS. State educational affairs are in the hands of a State board of education, composed of the governor and 4 persons appointed by him, with the president of the State Normal School, who is ex officio secretary and executive officer of the board and superintendent of public instruction ; county school affairs are managed by boards of 3 school commissioners, appointed for 2 years by the judges of the circuit courts, this number being increased to 5 in counties having over 100 schools; district schools are under boards of 3 trustees selected by the commissioners. OTHER FEATURES OF THE SYSTEM. The schools for whites are supported from the income of a free school fund and from a State tax of 10 cents on each $100 of taxable property. If in any county these funds should prove insufficient to keep the schools open for the legal term of 10 months the commissioners are required to levy such a tax on the property of the county as will make good the deficiency, but not to exceed 10 cents on $100 unless with the approval of the county commissioners. If in any county on the 31st day of December the term for the year has been less than 7| months, such county forfeits its instalment of the State school MARYLAND. 101 tax in April. The schools for colored youth receive a State appropriation of $100, 000 annu¬ ally, and all the taxes paid by colored people for educational purposes are devoted to the support of colored schools. The funds for both races, are distributed on the basis of the number of youth 5 to 20 years of age; but the legal age for free attendance for whites is 6-21 and for colored 6-20. It is the duty of the county school board to establish in each election district one or more public schools for colored youth. These schools are under the direction of a special board of school trustees, appointed by the county com¬ missioners. If the average attendance does not fall below 15 they may be taught as long as the other public schools of the county. Orthography, reading, 'writing, geography, arithmetic, history of the United States, and good behavior are required studies in the schools for both races; other branches may be added when deemed expedient by the board of trustees. County commissioners select the school boohs, which must contain nothing of a partisan or sectarian character. The system provides for high schools, teachers’ insti¬ tutes, and a State normal school. Aid from public funds is also given to several colleges, which are required to make annual report to the State superintendent. The law recom¬ mends the establishment of district, county, and State teachers’ associations; also, of district libraries, the latter receiving each $10 annually from county funds, provided the people of the district raise the same amount for the purpose. Teachers, in order to receive pay for services, must report quarterly to the county commissioners; county boards must report annually to the State board, and the latter to the governor. Teachers, unless graduates of the State Normal School, must have a certificate of qualification from the county examiner, the principal of the State Normal School, or the State board of education. Teachers for schools of high grade are trained in 4 colleges aided by the State. GENERAL CONDITION. The board of education reports another year of successful work by the public schools, and evidences of advance appear in almost every item of the above summary. The number of pupils enrolled increased by more than a thousand, and the number in aver¬ age daily attendance by nearly 3,500; more teachers were employed, more schools were taught, and more money was expended on them. The report calls attention to the inad¬ equacy of teachers’ pay in some of the schools and to the very small enrolment in a num¬ ber of schools,* a single county reporting 21 schools with an average attendance ranging from 1 to 8. The law allows schools having less than 10 pupils in average attendance to be closed, but closing one is always unpopular, and school commissioners are reluctant to resort to it. It is suggested that in such cases the law might allow teachers to receive full pay for the first term and for succeeding ones pay in proportion to the average attendance, or else that the smaller schools be taught for a number of terms propor¬ tional to the attendance, the same teacher thus being employed in two or more schools. The necessity for some provision to secure statistics in regard to the number of pupils of school age in the State is presented by the report and a plan is proposed similar to one used in an adjoining State, in which it is made the duty of the principal teacher in every school district to make annually an enumeration of all the children in the district of school age. It is suggested also that information be added as to the causes of non-attend¬ ance. The superintendent remarks that such a plan, besides securing the desired infor¬ mation, would bring teachers into direct contact with parents and afford them an oppor¬ tunity to explain to careless and indifferent parents the advantages their children lose by non-attendance. In consequence of the complaint of a parent whose son had been unmercifully whipped for having missed lessons, the general question of corporal punishment in school came before the board for consideration. The result developed a decided opinion on the part of members that the best school management discards the rod. But in consideration of the faulty home training of many children it was believed that the abolition by law of corporal punishment would not promote the welfare of the schools at present. It was decided, however, that for missed lessons it is not a proper punishment, and no teacher will be sustained who resorts to it to correct scholars delinquent only in that respect. CITY SCHOOL SYSTEM OF BALTIMORE. OFFICERS. The schools of Baltimore are controlled by a board of 20 school commissioners, appointed by the city council for 4 years, 5 going out each year. The board appoints a superintendent of public instruction for the city, who serves 4 years, devoting his whole time to the work; likewise, an assistant superintendent. STATISTICS. Population, census of 1880, 332,313; children of school age, 86,961; enrolment in public schools, 48,277; average daily attendance, 29,178; number of teachers, 818; ex¬ penditure, $692,740. 102 REPORT OF THE COMMISSIONER OF EDUCATION. ADDITIONAL PARTICULARS. The above statistics include 121 public schools, of which 14 for colored pupils had au attendance of 4,314. Sixty of ffhe white schools were of primary grade and had 15,521 pupils; 39 were grammar schools, with 10,586; 5, With over 3,000 pupils, had been formerly English-German schools; 2 were high schools for girls numbering 947 pupils ; while the city college for boys had 596. These schools were taught in 65 different buildings, of which the city owned 62; estimated value, about $1,200,000. Liberal ap¬ propriations were made during the year for the erection of new buildings and the repair of old, but still more money will be needed to make some of thpse in use comfortable and suited to their purpose. Additional and better accommodations were especially needed for the primary schools; had they been provided, more pupils would have attended the schools during the year. The number of different pupils in all the schools increased by 1,229, but the average attendance was lower, having been diminished by the prevalence of an epidemic. The percentage of attendance was about the same as during the pre¬ vious year, ranging from 76.6 in the colored schools to 92.3 in the city college, and av¬ eraging 82 in all. The average cost per capita for education was $17.70. Teachers’ asso¬ ciations, which meet monthly for professional improvement, and public libraries for the use of teachers and pupils, are a part of the school system. The schools are reported to be generally in good condition, giving evidence of progress and success. Discipline Was good ; while corporal punishment was not prohibited, the annual summary of cases showed that it was inflicted much less than formerly, the schools being satisfactorily con¬ trolled by other means. The primary and grammar schools, enrolling as they do a very large proportion of all the pupils, receive special attention from the board and superin¬ tendents. Each of these had 6 grades, requiring 3 years for completion, so that the child who enters the primary at the age of 7 generally finishes the grammar school course at 13. Physical training is not forgotten, a portion of each day being devoted to calis- thenic exercises; and not more than 2 hours a day need be given by any g; ade of pupils to study out of school. — (City report,) TRAINING OF TEACHERS. STATE NORMAL SCHOOL. The Maryland State Normal School, the chief agency for the training of teachers in this State, has been from its organization in 1866 steadily and sometimes liberally sup¬ ported by the legislature. From the first, when 11 anxious pupils gathered around a no less anxious master in a rented hall, till 1882, when about 300 met 12 teachers in one of the most comfortable and best appointed school-houses in the country, there has been no change of administration or of plan. The principal has been at his post for 17 years, the vice principal for 16, and two other teachers 5 and 10 years respectively. During 1881-’82 there were 38 graduated from the course of study, which extends over 3 years, all but 3 of whom engaged in teaching. Diplomas, conferred after one year of success¬ ful work as teachers, authorize employment in the public schools without further exam¬ ination. Tuition is free to 200 State scholars. OTHER NORMAL SCHOOLS. The Baltimore Normal School for the Education of Colored Teachers is reported to be in a very flourishing condition, with 6 teachers, 142 pupils on the roll, and a total enrolment during the year of 150, 25 of them in normal studies. There was a library of 1,100 good books in constant use by the pupils. Over 150 of the pupils of the school have been em¬ ployed to teach at different times and in various localities of Maryland, Virginia, and North Carolina. An annual appropriation of $2, 000 is made by the State, and the results from this expenditure are more satisfactory than could have been expected. — (State report and return.) The Centenary Biblical Institute, Baltimore, a Methodist school for the education of col¬ ored preachers and teachers, reports a normal department in which only those studies are required in which candidates for positions in grammar schools must pass; but this de¬ partment is intended only to meet the emergencies of the present. — (Report, 1882.) teachers’ institutes. The law requires a teachers’ institute to be held in each county once a year, to con¬ tinue in session 5 days and to be presided over by the principal or one of the professors of the State Normal School, if he can be present, assisted by the county examiner. It appears, however, that this law has not been carried out in all portions of the State. The school authorities are not always convinced of the necessity of such meetings, and it has not been thought advisable to hold an institute without the hearty approbation of county school boards. MARYLAND. 103 SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Higii schools or high school departments are reported by the State hoard as existing in 12 of the 23 counties. All the counties, however, report pupils in geometry and phi¬ losophy; 22 had students in algebra and physiology, and 21 in book-keeping. In 19 counties Latin was studied by over 600 pupils; in 2, Greek by 25; and in 2, French by 92. The course varies greatly in the different counties, since, although high schools are recognized as a part of the public school system, the law does not define what con¬ stitutes one. Some give adequate preparation for college in English, classics, and math¬ ematics; in others the course is only an extension of the district school to a seventh, eighth, or ninth grade. OTHER SECONDARY SCHOOLS. State aid was given during the year to 15 academies and academic schools, amounting in all to |!11,229. Of 788 students attending, 194 studied Latin; 32, Greek; 42, French; 30, German; 180, algebra, and 87, geometry. Pupils were also reported in trigonometry, natural philosophy, chemistry, physiology, botany, geology, logic, rhetoric, English lit¬ erature, and instrumental music. For statistics of these and other secondary schools reporting to this Office, see Tables IY, VI, and YII of the appendix ; and for summaries, see corresponding tables ill the re¬ port of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Johns Hopkins University, Baltimore, liberally endowed by the merchan t whose name it bears and opened in 1876, presents two distinct departments, undergraduate, or colle¬ giate, and university. Of 175 students enrolled during 1881-’82 under 43 instructors and lecturers, 99 (including 21 fellows) were university students, graduates of 50 colle¬ giate institutions; 45 were undergraduates, candidates for the degree of A. b. ; and 3^. were admitted as special students to pursue courses for which they were fitted without regard to graduation. Of the whole number, 97 were residents of Maryland, 68 canie from 21 other States, and 10 from foreign countries. In the organization of this institution, the funds being ample and unrestricted, it Was decided to follow no existing model but to create a true American university. The aim has been to select the ablest teachers whose services could be secured ; to keep them free from petty cares and encourage them in original research ; to maintain a high standard of matriculation and graduation; to allow wide latitude in respect to the choice of courses of instruction; and to give special facilities, such as fellowships and scholarships, to those who show unusual ability in any department of study. In the undergraduate department 8 different courses have been marked out and so arranged that before gradu¬ ation all will have been trained* in mathematics, Latin, German, French, and English, in one branch of science, and in some branch of historical or philosophical investigation. Graduate students are received with or without reference to candidacy for a degree and attend such lectures and exercises as they prefer and are fitted for. The university pro¬ fessors give personal counsel and instruction. Books and instruments adapted to inves¬ tigation and advanced work have been liberally provided. The system of fellowships secures the presence of 20 students imbued with the university spirit. Seminaries, lim¬ ited to a few advanced students, have been organized in Greek, mathematics, physics, &c. ; societies devoted to philology, the sciences, metaphysics, and historical and political science afford opportunities for the presentation of original communications; there are clubs for the discussion of various topics; and lectures by specialists. Select libraries for the use of scholars are accessible. The university reading room is well supplied and every provision made not only to instruct, but to encourage original investigation. — (University Register. ) Besides Johns Hopkins University, which stands first among institutions for superior instruction, 10 colleges report, of which 4 receive a regular annual appropriation from the State. These are St. John’s College, Annapolis; Washington College, Chestertown; Fred¬ erick College, Frederick; and Western Maryland College, Westminster. The last named is under Methodist control, the other 3 are unsectarian. All 4 report to the State authori¬ ties 337 pupils, a total of $20,290 received from the State, and in return 58 free scholarships given. These are for students selected by county boards, after competitive examination, and are good for the full, course of 4 years, the holders being pledged to complete it and to teach in the public schools of the State at least 2 years after graduation. The remaining col¬ leges are Baltimore City College, already noted under Secondary Instruction, but present¬ ing a collegiate course of 3 years; Loyola College, Baltimore, Rock Hill and St. Charles Col- 104 REPORT OF THE COMMISSIONED OF EDUCATION. leges, Ellicott City, and Mt. St. Mary’s College, Emmittsburg (all 4 Roman Catholic) ; and New Windsor College, New Windsor, non-sectarian. The course of study in these 10 col¬ leges remains essentially the same as reported for 1880-’81. All make provision for pre¬ paratory work and present classical courses extending in most cases over 4 years, 5 adding scientific courses of from 3 to 4 years. St. John’s had a graduate coutse of 2 years and reports additional facilities for scientific instruction; W ashington, a special course for non¬ matriculates; and Loyola, Rock Hill, Mt. St. Mary’s, and New Windsor had commercial courses. Only two, New Windsor and Western Maryland Colleges, receive young women, providing for them separate departments and 3-year courses. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Special facilities for scientific study are afforded by the Maryland Agricultural and Mechanical College, College Hill, the United States Naval Academy, Annapolis, and Johns Hopkins University, Baltimore, while, as already noted, courses in general science are presented by 5 of the other colleges, viz, St. John’s, Baltimore City, Rock Hill, Fred¬ erick, and New Windsor. The Maryland Agricultural College reports 40 students under 6 instructors, a decrease for the year of 15 students and 1 instructor. The withdrawal of the usual annual State donation of $6,000 made it necessary to add $75 to the annual charge for each student, and thus the enrolment fell off. This failure to afford the usual aid resulted, as the trustees were assured, from no dissatisfaction with the administration of the affairs of the college, but simply from an opinion that agricultural colleges are not required. Not¬ withstanding the discouragement resulting from this action, the several departments of the college were in good condition, even better than ever before. The faculty agreed to a reduction of 20 per cent, in their already moderate salaries, all the farm hands but one were discharged and the work done by students, and 7 young men who came well recommended were allowed board, tuition, and all other expenses in consideration of 5 hours’ labor from them each day on the farm. Military tactics, as required by law, re¬ ceives some attention in the course of study; English literature is studied by all; Greek, by 2; Latin, by 8; French, by 6; and German, by 10. In the United States Naval Academy the course of study, comprising 4 years at the acad¬ emy and 2 at sea, includes , besides literary and linguistic branches, all the higher mathe¬ matics, physics, astronomy, chemistry, dynamics, navigation, surveying, and steam engi¬ neering. The number of cadet midshipmen allowed at the academy is one for every mem¬ ber and delegate of the House of Representatives, who nominate them, and one for the District of Columbia and 10 at large, nominated by the President of the United States. In addition to these, 25 cadet engineers may be appointed each year by the Navy Depart¬ ment, after a competitive examination, those who possess the greatest skill and experience in the practical knowledge of machinery having precedence. The course of study for engineers, as for midshipmen, comprises 4 years at the academy and 2 at sea. Graduates are commissioned as assistant engineers in the Navy as vacancies occur. The stipulated age for engineers on entering is 16 to 20; that for midshipmen, 14 to 18. Johns Hopkins University furnishes opportunities for advanced scientific study and in¬ vestigation in its graduate department, while the undergraduate presents two courses in which general scientific studies are pursued, viz, a scientific and a mathematical course, the latter being intended for those who prefer mathematical studies with reference to en¬ gineering, astronomy, &c. Of 175 students in the university during 1881-’ 82 there Avere 33 engaged in mathematical studies, 24 in physics, 44 in chemistry, and 32 in biology. The university is provided with 3 scientific laboratories, fully equipped. Chemistry has a special building, with facilities for about 40 workers, and a well selected library. The physical department is furnished with apparatus from the best European and American makers. It was selected with especial reference to investigations, and is particularly valuable for researches in respect to electricity, magnetism, light, and heat. The bio¬ logical laboratory, occupying the entire upper story of the university building, includes a general laboratory, several private work rooms, and a lecture room and cabinet. Over $43,000 have been expended for scientific apparatus. For statistics of scientific schools, see Table X of the appendix, and for a summary, see the report of the Commissioner preceding. PROFESSIONAL. The theological schools in this State are the Theological Seminary of St. Sulpice, Bal¬ timore, the Ecclesiastical Seminaries of St. Mary’s College, Emmittsburg, St. Clement’s College, Ilchester, and Woodstock College, Woodstock, all four Roman Catholic, and Centenary Biblical Institute, Baltimore for colored men, under Methodist influence. MARYLAND. 105 The courses of study reported by the first named four are. respectively, of 5, 4, 6, and 7 years, but the portion which is strictly professional does not appear. The course in Cen¬ tenary Institute extends over 9 years, 3 of these being theological. For statistics of the¬ ological schools, see Table XI of the appendix, and tor a summary, see the report of the Commissioner preceding. The law department of the University of Maryland reports 64 students, of whom 15 had received a degree in letters or science, and 30 graduates in 1882. The course of study comprises 2 years of 32 weeks each. There are four examinations each session, and in order to be graduated students must attain a grade of at least 75 per cent, in all the examinations. For fuller statistics, see Table XII of the appendix. Four schools of medicine are reported from this State, all ‘ ‘ regular ’ ’ and all in Balti¬ more, viz, the School of Medicine of the University of Maryland, the College of Physi¬ cians and Surgeons, Baltimore Medical College, and the Woman’s Medical College of Baltimore. The School of Medicine of the University of Maryland, organized in 1807, presents a regular course of 22 weeks and a preliminary one of 10 days, recommends but does not require a 3-year graded course, and for graduation requires attendance on 2 regular courses. During the last 6 years 40 per cent, of the matriculates have graduated. Matriculates for 1881-’82, 197; graduates, 73; faculty, 10. In the College of Physicians and Surgeons (organized in 1872) there is a regular course of 20 weeks and a spring course of 12, a 3-year graded course is recommended but not required, and there are no requirements for admission. To graduate, students must have a good English education and must have studied medicine 3 years and passed a satisfactory examination. Thirty-nine per cent, of the matriculates during the last 6 years have graduated. Matriculates, 346; graduates, 158; faculty, 10. Baltimore Medical College, first opened in 1881, reports a lecture course of 30 weeks annually. Students, in order to graduate, must attend two of these courses and must pass an examination in the 7 branches of medical study. An examination in English studies is required of applicants for admission who are not graduates of some literary or medical school. Matriculates, 46 ; graduates, 17 ; faculty, 10. The Woman’s Medical College of Baltimore, organized in 1882, provides sessions of 28 weeks, advises a 3-year graded course, and as an inducement thereto offers free tuition during the third year; requires for admission an examination in English branches; for graduation, attendance on 2 full courses of lectures on clinics, at least 1 dissection, and an examination in all the branches of the course of study. Faculty, 8 ; matriculates, 19. Besides the above, Johns Hopkins University, in a course preparatory to medical study, affords opportunity for students expecting to take up the study of medicine to become proficient in laboratory work while continuing their general education. Besides modern languages and other collegiate studies, the course includes physics, chemistry, and biology, the last being the dominant subject. Dentistry is taught in the Baltimore College of Dental Surgery and the dental depart¬ ment of the University of Maryland. The former, organized in 1839, reports 1,906 stu¬ dents since then; 89 present during 1881-’82, of whom 10 had received degrees in letters or science, and 36 graduated from the 2-year course. The college removed in June, 1881, to new and commodious buildings. The dental department of the University of Mary¬ land, first opened October 2, 1882, presents a 2-year course of lectures, each session last¬ ing about 5 months. Pharmacy was taught in the Maryland College of Pharmacy, Baltimore, to 98 students, of whom 17 were graduated. Besides attendance on 2 sessions of the regular course of lecturesand ononecourse of analytical instruction, students, to graduate, must have served an apprenticeship of 4 years in the apothecary business and must have passed an exam¬ ination (under the supervision of a board of examiners assisted by the professors) in each branch of study, at least 60 per cent, of the whole number of questions to be answered correctly. For statistics of schools of medicine, dentistry, and pharmacy, see Table XIII of the appendix, and for a summary, see the report of the Commissioner preceding. SPECIAL INSTRUCTION. ' EDUCATION OF THE DEAF AND DUMB. The Maryland School for the Deaf and Dumb, Frederick City, receives youth 9 to 21 years of age and gives free board and tuition to residents of the State unable to pay. Instruction is given in the elementary English branches, in the elements of philosophy and chemistry, in algebra, drawing, speech and lip reading; also, in such industries as shoemaking, cabinet making, printing, and needlework. There were 89 pupils in at¬ tendance during the year, under 10 teachers; and since the foundation of the school in 1867 instruction has been given to 248. 106 REPORT OF THE COMMISSIONER OF EDUCATION. EDUCATION OF THE BLIND. Tlic Maryland Institution for the Instruction of the Blind, Baltimore, reports 70 pupils during 1881-82. The course of instruction consists of English branches and music, be¬ sides broom and mattress making, sewing, and knitting. Pupils remain in school from 8 o’clock A. M. to 1 P. m., with intermission of 10 minutes each hour; from 2 to 5 P. m. they are employed in the shops, sewing room, and music classes. The age for admission is 9 to 18; expenses to each one, $300 a year, which is remitted, on consent of the gov¬ ernor, to those whose guardians are unable to pay. The colored blind and deaf-mutes receive instruction in an institution organized for them in 1872 by the directors of the institutions lor the blind and the deaf and dumb white children assisted by the State, which makes annual appropriations for its support. The building formerly occupied by the institution for blind white children is commodi¬ ous, in good repair, and well adapted for the purpose. There were 28 pupils during the year, of whom 15 were blind and 13 deaf-mutes. Besides the public school branches, they were taught chair caning, broom making, sewing, and other employments adapted to their capacities and needs. m’donogh institute. This school, which prepares poor boys for useful occupations, considerably increased its accommodations in 1882 by the erection of new buildings, the expense of which en¬ croached somewhat on the principal of the endowment fund. Hence, no new pupils can be admitted for a time unless the trustees adopt a recommendation of the principal that boys of means be received, the fees from whom might add a free foundation. For the free pupils admission for some time has been allowed only on competitive examination, as, for 10 vacancies in 1872, there were nearly 70 applicants. The boys, in addition to instruction in school studies, work in the garden and on the farm in the afternoons and on Saturdays, and during the summer vacation are employed continuously in such out¬ door occupation. They are also trained in military tactics. Pupils in 1881-’82, under 4 instructors and a principal, 50. REFORMATORY AND INDUSTRIAL TRAINING. There are 3 institutions for the reformation of youth under 18 (one of them for colored youth), besides one which receives inmates from 3 to 50 years of age, the last being under the control of the Roman Catholic Church, the others under State and municipal or pri¬ vate management. Of 3 industrial schools, 2 were under Roman Catholic influence, the other Protestant Episcopal. Two of the reformatory schools, the House of Refuge and House of the Good Shepherd, both in Baltimore, report a total of 421 inmates during the year. Most of those received into the House of Refuge were committed for incorrigi¬ bility, inveterate truancy, or for vagrancy or criminal practices. The obj ect of the school, as distinctly stated, is reformation and not punishment. Besides the daily sessions of the schools, a portion of time is regularly devoted to industrial hand work. Systematic in¬ struction is given in music as an element of moral training. INSTRUCTION IN ART. The schools of art and design of the Maryland Institute for the Promotion of the Me¬ chanic Arts made marked progress during the year. The exhibition of students’ work in June, 1882, showed advance in work of different kinds, especially in original designs for wall papers and other manufactured goods. Creditable work was also exhibited in the higher branches of art, particularly in drawing and painting from objects and life. In”the lower grades applicable to industrial pursuits many young women have learned the art of decorating pottery, and some of them have obtained employment in decorating faience, at which they can earn respectable wuges. The night schools for mechan¬ ical drawing and design have increased in popularity and attendance, being, indeed, crowded beyond the limits of comfort. Artisans find that their surest way to promotion lies in a knowledge of drawing. Numerous instances have occurred of young men being promoted solely in consequence of being trained at these schools. The number attending at date of the report was about 700, under 13 teachers besides the principal. — (State report.) EDUCATIONAL CONVENTIONS. STATE ASSOCIATION. The annual meeting of the State Teachers’ Association for 1882, held at Cumberland in August, was well attended by representative teachers from all sections of the State, as well as by school commissioners and county examiners. The evening sessions were also attended by the citizens of Cumberland, who showed marked interest in the proceedings and by their hospitable attentions made the occasion one to be long and pleasantly re- MARYLAND. 10? membered. The papers read were appropriate, interesting, and instructive, and the dis¬ cussions which followed searching, animated, and often eloquent. — (State report.) OTHER ASSOCIATIONS. County and district as well as State associations are authorized and recommended hv law as important agents for the improvement of teachers and the increase of professional spirit; and the report says all were conducted during the year ‘ ‘ with a success proportioned to the amount of energy displayed; ’ ’ No particulars of the different meetings are given. — (State report. ) CHIEF STATE SCHOOL OFFICER. lion. M. A. Newell,, State superintendent of public instruction , Baltimore. [Eighth term, January, 1882, to January, 1884.] 108 REPORT OF THE COMMISSIONER OF EDUCATION. MASSACHUSETTS. SUMMARY OF SCHOOL STATISTICS. POPULATION AND ATTENDANCE. 1880-’81. 1881-’ 82. Increase. Decrease. Children of school age (5-15) _ Pupils of all ages in public schools. Pupils over 15 years of age _ Pupils under 5 years of age _ Average membership for the year _ Average attendance for the year _ Per cent, of attendance on average membership. Enrolment in evening schools _ Average attendance in evening schools. Enrolment in high schools _ Pupils in charitable and reformatory schools. Pupils in academies and private schools. 312, 680 325, 239 24, 344 1,685 262, 031 233, 108 89 10, 294 4, 765 18, 900 945 25, 911 321, 377 330, 421 23, 198 1,646 265, 442 235, 739 90 8, 697 5, 182 3,411 2, 631 1 1,146 39 11,214 5, 915 19, 256 1,002 29, 865 920 1,150 356 57 3, 954 SCHOOLS. Number of public day schools _ Average time of these in days - Number of evening schools _ Number of high schools _ Charitable and reformatory schools. _ Academies and private schools _ TEACHERS AND THEIR PAY. Men teaching in public schools a _ Women teaching in public schools a~ Whole number teaching in the year. Teachers in high schools - Teachers in evening schools _ Teachers in charitable and reforma¬ tory schools. Average monthly pay of men teach¬ ing. Average monthly pay of women _ SCHOOL EXPENDITURE AND PUBLIC SCHOOL FUND. 6, 001 178 97 215 15 417 6, 090 178 107 221 14 409 89 1 8 1,134 7,727 8, 861 595 408 23 $85 54 38 49 1,079 7, 858 8. 937 ' 605 451 29 $102 90 34 32 131 76 10 43 6 $17 36 O.J $4 17 Expenditure for public schools _ Permanent State school fund Decem¬ ber 31. Income from this fund _ &$5, 776, 542 2, .086, 887 138, 775 &$5, 881, 124 2, 711, 263 137, 465 $104, 582 624, 376 $1, 310 a Below high schools. b Not including the cost of reform schools, schools for the deaf and dumb, &c., on which the State spent $186,264 in 1881 and $183,000 in 1882. (From printed reports and written returns of Hon. J. W. Dickinson, secretary of Stata board of education, for the two years indicated.) MASSACHUSETTS. 109 STATE SCHOOL SYSTEM. OFFICERS. Since 1837 the State has had a board of education for the general care of public schools. This board has the aid of a secretary of its own choice, for office work and general super¬ vision, and of 3 agents, for the local inspection of schools, holding of institutes, &c. Each town (township) has an elective school committee, for the direction and care of its schools, and may also have a superintendent. Cities have like arrangements. The old pruden¬ tial committees of 1 in each district of a town ceased at the close of 1882 with the aboli¬ tion of the old district system throughout the State. OTHER FEATURES OF THE SYSTEM. The State board holds for the Commonwealth the principal of a small fund in aid of normal schools and disburses the income of this for such things as are not provided for by legislative appropriations. One half of the income of a State school fund is also dis¬ bursed by it in aid of schools in towns and cities that maintain schools for at least 6 months each year, with a high school for 10 months where the town- or city has 500 fam¬ ilies or householders. The other half goes for general educational purposes in connection with the State system. The board is authorized to prescribe the form of registers to be kept in the schools, and the form of the blanks and returns to be made by school com¬ mittees. Beyond this, however, it has no control of the tree schools. The school com¬ mittees engage teachers, fix their salaries, direct what text books shall be used, and prescribe the course of studies. They procure the books for use within their schools and furnish them at cost to pupils, and they may, under an ordinance of their city or a vote of their especial town, lend pupils the books they need and furnish them stationery. Under the State system local control of schools is dominant, while the State stimulates interest in them and gets full and regular reports by the distribution of a small fund. Nor does the State content itself with this. It endeavors to make sure that all its youth are educated. For this purpose it requires the taking of an annual census of the children of school age; provides the needful teachers, school-houses, and funds for their instruction; exacts attendance on this instruction for at least 20 weeks each year by every child from 8 to 14 years of age not incapacitated or taught elsewhere; and provides vigi¬ lant school officers to see that the laws respecting attendance are enforced. No child under 10 years of age may be employed in occupations that hinder school attendance and no child under 14 is to be so employed, except during the vacations of the public schools, unless in attendance at some school for 20 weeks in the preceding year. Lest, after all, the schools should fail of due effectiveness through lack of sufficiently taught teachers, care is taken to have these teachers trained as thoroughly as possible in 6 good normal schools under State direction, in district institutes under agents of the State board, and in county as well as State associations, aided by State funds. HEW LEGISLATION. The only notable legislation for the year was an act to abolish at the close of 1882 the district school system, which for many years has been an incubus on progress in the little country neighborhoods where it had survived. This leaves the town as the unit of the school system and secures better supervision, with the likelihood of better schools, teachers,, and school-houses. GENERAL CONDITION. Progress appears at almost every point, less marked, however, in some cases because of advances in 1880-’81, in which year public school enrolment rose 18,462, schools out¬ side of the public system showing a considerable loss. In 1882 the private schools seem to have recovered what they lost in 1881. Still, with 8,697 additional children of school age, the State schools received 5,182 more pupils of all ages, average membership being 3,411 more and average daily attendance 2,631 more. The evening schools under public direction enrolled 920 more pupils and had 1,150 more in average attendance. Academies and private schools exceeded their enrolment for the previous year by 3,954, the average attendance in them not being reported. In all schools, not including col¬ leges, there were thus 10,113 more youth brought under instruction than in 1881-’82, or 1,416 more than the increase in persons of school age. To meet the increase of attend¬ ance on the public schools there were 89 more schools in use for day pupils and 10 more for evening pupils. The cost of the public schools, exclusive of reform schools, instruc¬ tion of the blind, deaf and dumb, &c., was $104,582 greater than in 1881. It is evident from the State report that there is a steady though gradual advance in the quality of the teaching. This is attributed by the State superintendent to the fact that more than a quarter of the teachers in the State free schools have been trained in normal schools, nearly one-fourth being graduates. The influence of such a number versed 110 REPORT OF THE COMMISSIONER OF EDUCATION. in scientific methods of instruction must he beneficial to the teachers of inferior preparation with whom they are brought more or less in contact. The labors of the travelling agents of the State board of education in visiting and examining the remoter schools aud in holding institutes for the improvement of the teachers, tend also to ele¬ vate the standard of instruction, as do the discussions of school methods in the county and State teachers’ associations and in the widely circulated educational periodicals. KINDERGARTEN. For information as to the numerous Kindergarten in this State, see Table Y of the appendix; for a summary of their statistics, see the report of the Commissioner preceding. SCHOOL SYSTEMS OF CITIES AND TOWNS WITH OYER 7,500 INHABITANTS. OFFICERS. For both cities and towns the general rule is that school committees of 3 members or some multiple of 3 are chosen for terms of 3 years, to have charge of the public schools. These committees may be changed in one-third of their membership each year. In cities they generally have superintendents for their schools, the mayor being ex officio chair¬ man of the board. Boston, besides a superintendent, has 6 supervisors for special parts of the school work. STATISTICS, a Cities and towns. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Attleborough . 11,111 1,991 2,082 1,331 62 $32, 917 Beverly . 8, 456 1, 454 1,421 1,114 34 19, 325 Boston . 362, 839 61,056 60,000 46, 902 1,141 1,708,728 Brockton . 13, 608 2,457 2,683 1,795 52 43, 302 Brookline . . . 8,057 1,263 1,503 997 39 36, 650 Cambridge . 52, 669 9, 582 8,912 6,759 207 167, 067 Chelsea . . . 21,782 3,884 4,443 2,947 70 60, 835 Chicopee . 11,286 2,081 1, 463 824 38 26,909 Clinton . . . 8,029 1,657 1,671 1,199 30 18,908 Fall River . 48,961 10, 252 10,361 6, 131 175 136, 112 Fitchburg . 12. 429 2,473 2,493 1,866 72 36,937 Gloucester. . 19, 329 3, 974 3,984 3, 159 100 56, 276 Haverhill . 18, 472 3, 528 3, 420 2,406 83 62,385 Holyoke . 21,915 4,640 3,462 1,800 63 58, 996 Lawrence . 39, 151 7,143 6,451 4,349 132 100, 351 Lowell . 59, 475 10,024 9,472 6,120 170 206,918 Lynn . 38, 274 6,397 6, 472 4,826 118 112,925 Malden . 12, 017 2, 160 2,670 1,643 49 41,795 Marlborough . 10, 127 2,194 2, 332 1,638 51 Medford . 7, 573 1,149 1,340 1,086 33 29,717 Milford . 9, 310 1,870 2,203 1,475 45 21,807 Natick . 8,479 1,619 1,709 1,315 48 18,050 New Bedford . 26, 845 64, 083 4,550 3,620 115 83, 883 Newburyport . 13, 538 2,552 2,205 1,497 48 25, 983 88, 621 Newton . . 16, 995 3,252 3,677 2,588 85 North Adams . 10, 191 2,348 2,473 1,473 50 20,042 Northampton . 12,172 2, 204 2, 238 1,655 73 27, 614 Peabody . 9,028 1,673 1,645 1,297 41 23, 853 Pittsfield . 13, 364 2,611 2,783 1,830 82 33, 944 Quincy . 10,570 2, 137 2,179 1,558 64 36, 210 Salem . 27, 563 4,900 3,464 2, 884 94 81, 784 Somerville . 24, 933 4,204 5,271 3, 793 96 111,293 Springfield . 33, 340 6, 285 5,981 4, 323 122 97, 509 Taunton . 21,213 3,610 3,778 2,627 28 48,048 Waltnam . 11,712 2, 283 2, 392 1,707 54 34,621 Westfield . 7, 587 1,389 1,591 1,123 54 20,982 Weymouth . 10, 570 2,040 2,175 1,650 61 40,909 Woburn . 10,931 2,166 2,369 1,774 52 34,654 Woreester . 58, 291 11,363 11,447 1 8,069 215 200, 485 a To secure uniformity the figures in this table, and largely in the Additional Particulars that follow, are taken from the State report for 1881-’82. The expenditures given only include money paid out of the proceeds of taxation. I) Census of 1880. ADDITIONAL PARTICULARS. Aitleboronyli in 1882 regraded its larger district schools, making 4 deportments, pri¬ mary, intermediate, subgrammar, and grammar. Class promotions from grade to grade occur at the close of the spring term, but individual promotions whenever a scholar com¬ pletes the work of any grade. High school courses of four years appear beyond these departments. Of the 62 teachers 20 were graduates of normal schools. With 125 more MASSACHUSETTS. Ill children of school age the town enrolled only 24 more pupils in public schools and had 28 fewer in average attendance. In 3 private schools there were 60 pupils. Beverly , with 13 more children of school age, enrolled 14 more and had 12 more in av¬ erage attendance. In its high school, under 4 teachers, were 131 pupils; in 2 private schools, 52 pupils. Of the 34 public school teachers, 7 were graduates of normal schools. Boston had 3,353 more children of school age, but, as far as the reports show, had only 232 more enrolled in its public schools, though there were 2,017 more in average attend¬ ance. In its 11 high schools there were 2, 389 pupils, under 88 instructors; in 22 private academic schools, 5,107 pupils; in 70 other private or church schools, 2,761. Adding these private pupils to the 60, 000 reported in the public schools, it appears that there were in all 6,812 more children and youth under instruction in the city than the whole number of school age, which, however, is only from 5 to 15. As to the quality of this instruction in the schools under the city system, Superintendent Seaver says that for most of the year he had been engaged in inspecting the primary schools, and from careful observation, visiting every room once and many twice or three times, he is convinced that the new methods of instruction, tried now lor nearly 3 years, have borne good fruit. That they have not borne better is due largely, he believes, to ultra-conservatism in some of the old teachers, who cling tenaciously to former methods or admit new ones with reluctance. But he found by far the greater number enthusiastic as to the im¬ provement due to the new methods, which include much object teaching, fresh reading, and free use of the pencil for expressing thoughts in writing. The superintendent thinks he sees in the improvement made in composition in these lower schools a token of a coming higher standard throughout all. A more uniform standard, too, he evi¬ dently believes, has in some degree resulted from the work of the 6 supervisors, though it seems to him that the control of the supervisors should be guarded lest it get beyond bounds. For improvement of the teachers outside of the 600 who were graduates of normal schools, Colonel Parker, late of Quincy, had a well attended course of Saturday lessons on psychology; Mr. Hitchings, director of drawing, another course on that element of in¬ struction in the schools; and Mr. Holt, a special teacher of music, one on methods of teaching that subject. Twice also the superintendent called the teachers generally to¬ gether, and with the aid of the 6 supervisors at the first meeting went over the work of the year, especially “methods of teaching reading.” As to this he warned them against a too exclusive use of the word-method and urged a fair employment of the phonic method also. At the second meeting ‘ - methods of teaching music in primary schools, ’ ’ after in¬ troduction by the superintendent, were discussed by the headmaster of the normal school and the 3 special instructors in music. In 19 evening schools (one of them a high and 5 others drawing schools) there was an average belonging of 2,839 and an average attend¬ ance of 1,636, under 107 teachers. These schools were not so expensive as in 1880-’81, a circumstance due to some delay in opening the high school and to the closing of poorly attended schools; but the interest shown was stronger and the general*results better than in one or two preceding years. Training in the use of tools was given in the Dwight School with great success, and in sewing in many of the schools. Brockton increased its school children by 190; its enrolment in public schools by 239 (besides 30 in a private school); its average attendance by 26; its expenditure for schools by $17,026, $13,750 being for new school-houses. Of its 52 town teachers, 17 were nor¬ mal graduates. Its high school had 3 teachers and 125 pupils. Brookline , with 40 fewer children to be taught, enrolled 85 more than in 1880-’81, but fell 26 below that year in average attendance. Its high school had 4 teachers and 119 pupils. Seven private schools had 226 pupils. Cambridge , with 192 additional school children, enrolled 375 more and had 145 more in average attendance, spending $5,343 more for school purposes. In its high school there were 481 pupils, under 12 teachers. Of the 207 teachers in public schools, 116 had attended normal schools and 98 had graduated from them. Twenty private schools reported the year before showed nearly the same attendance. The city schools were: 1 high, 8 grammar, 23 primary, 1 reformatory, and 2 evening drawing schools. Drawing and music formed a part of the instruction in all the day schools. An additional public school-house was completed in August, 1882, making 2 new ones within 2 years; but more are said to be needed. Improvement in the sanitary arrangements of existing schools was also greatly needed. Chelsea spent of funds from taxation $6, 808 more on its public schools than in 1880-’ 81, enrolled in them 274 more, its additional school children numbering 236, and increased by 70 the average .attendance. Chicopee had 2 high schools and 2 grammar schools, with intermediate, primary, and ungraded schools, the number of which is not given. Subject to the fluctuations in pop¬ ulation that mark manufacturing towns, its public schools fell off 194 in enrolment and 99 in average' attendance, though 2 parochial schools had rather more than the full num¬ ber that had been reported in 5 non-public schools the year before. 112 REPORT OF THE COMMISSIONER OF EDUCATION1-. Clinton enrolled 177 more pupils and had 72 more in average attendance. Its high school had 74 pupils, 3 more than in 1880— ’81 ; a private school, 40, the same number as in that year. Evening schools were maintained. Drawing, introduced in the autumn of 1881, will he taught by a special teacher until the regular teachers are sufficiently trained to carry it on. An evening drawing school for mechanics had an average attend¬ ance of 19. Music was taught in the grammar and high schools. Fall River , with only 489 more children of school age, enrolled 998 more, but the aver* age attendance was only 286 greater than that of 1881. In other than city schools 900 additional enrolments were reported. Seventeen evening schools, opened in December, 1881, had an enrolment of 982 and an average attendance of 530. One of these was for advanced students. Respecting the training school , see Training of Teachers, p. 115. Fitchburg had 8 ungraded, 12 primary, 7 secondary, 6 intermediate, and 3 grammar schools, with 1 high school; special teachers of singing, drawing, and penmanship were employed ; and the course is well arranged. An evening school for teaching drawing had an enrolment of 72 pupils, with 43 in average attendance. A teachers’ association met once a month to discuss methods of teaching, &c. During the winter, grade meetings were also held by the superintendent to discuss topics relating to every day work in teaching and to get at the experience of different teachers. The increased enrolment in city schools exceeded the increase of youth of school age, and the average attendance reached 89 per cent, of the average membership. In the high school there were 185 pupils. Out of 72 teachers, only 12 had received a normal school training. Gloucester paid $12,169 less for school purposes. The high school enrolled 205 against 145 the year before, and 2 private schools reported 70 students. No evening schools appear to have been held. In the day schools music and drawing were taught. Of its 100 teachers, 38 had attended normal schools. City school buildings numbered 22, primary, grammar, and high. The instruction in sewing and in the use of tools, given for some sessions through private liberality, was discontinued in 1881. Haverhill had 28 more school children and enrolled 15 more, but had 86 fewer in aver¬ age attendance. Its high school had 161 pupils; 2 private schools, 60 pupils. Holyoke , with 373 more children, enrolled 299 additional to its previous roll, having 187 more in average attendance. In private and church schools there were enrolled over a thousand pupils; in the high school there were 105; in evening schools, 622. Among the studies in the day schools were music, drawing, and penmanship, all taught by special teachers. Language lessons continued to receive careful attention, drill in the correct use of English running throughout the course. Two of the schools had formed excel¬ lent libraries, one of them for pupils especially, the other rather for teachers, but with a department for pupils also. In the high school more attention was given to English litera¬ ture; the study of elocution was begun; and the facilities for laboratory practice in chem¬ istry were improved. Enthusiasm for the study of modern languages was awakened by the introduction of the conversational method. Lawrence continued to do well, showing an enrolment of 150 additional pupils in public schools, out of 278 more children of school age, but an average attendance of 131 fewer than in 1880-’81. There were 1,200 pupils in private and church schools. The city high school had 246 pupils, an increase of 49. The payments for city schools were $15,688 more in amount than in the previous year. A new school course, entered on in 1882, gave 3 years each for primary and grammar studies and 2 for intermediate. All included drawing and music. The high school had 4 courses: English, of 2 and 4 years; classical, of 4; and one styled “mixed,” in which Latin replaces certain English studies. French was optional in the 4-year English and mixed courses. Teachers of the city schools continued to be trained for their work in a 2-year course under the control of the city school officers. The evening schools had a drawing department lor training in me¬ chanical and architectural work, which covered 2 years. There was also an evening high school. Lowell’s school population increased 903, its enrolment in city schools 175, and its average attendance 159. There were 1,520 pupils in an academy and in 5 church schools. The city high school had 398 pupils, 41 fewer than the year before. Military drill introduced in 1881 was continued in it. Free text books were supplied to all. Six evening schools were maintained, one of them a free evening drawing school, which cost about $4,000. The reform school had 125 different scholars for the year 1882, 38 of them from the city . Lynn also did well, with an increase of 168 school youth enrolling 173 more and hav¬ ing 96 more in average attendance. In the city high school there were 336 pupils against 265 the year before; in 7 private schools, 515 pupils. The public schools cost $31,622 more; 60 of the teachers had attended normal schools, 41 being normal school graduates. The ordinary evening schools were suspended, but an evening drawing school, with 3 teachers and 124 pupils, was maintained. Music and drawing appear to have been taught in all the city schools. MASSACHUSETTS. 113 Malden , with a small increase of school population, enrolled in its 10 school buildings 61 fewer pupils and had 182 fewer in average attendance, though it paid for school pur¬ poses $14,484 more than in 1880-’ 81 and included among its teachers 12 graduates of normal schools. The high school had 180 pupils; 2 private or church schools, 570. Marlborough reported 73 more children and enrolled in its 13 school buildings 65 more pupils, the average attendance falling off slightly. The number in its high school fell from 141 to 118. In 3 private or parochial schools there were 250, a diminution of 1 school and 40 pupils. Only 7 of its 51 teachers were trained in normal schools. Medford's school statistics disclose a slight retrograde movement generally. The high school had 119 pupils; 1 private school, 20 pupils. In the free schools, 6 of the 33 teach¬ ers came from normal schools. Milford had 15 teachers who had received normal instruction out of 45 in all. There were 24 fewer children of school age, 98 fewer on the list of enrolled pupils, and 67 fewer in average attendance. The high school had 203 pupils, an increase of 14; 2 private schools, 40 pupils. Natick , with 23 teachers from normal schools out of 48 in its employ, also reported loss as to school children, enrolment, and average attendance, though no private schools ap¬ pear to have competed with the public. The high school enrolled 125. New Bedford , with a large but indeterminate increase in the number of children of school age, reports in its 1 high, 3 grammar, 11 primary, 6 country, 1 mill, and 1 farm school an increase of 191 in enrolment and of 115 in average attendance. There was also some increase in the membership of private schools. Two evening schools for adults enrolled 250, and there was an average attendance of 21 on an evening drawing school. Of its 115 teachers 24 were graduates of normal schools. Drawing was continued in the day schools, and Superintendent Harrington says that every boy or girl exhibiting special proficiency was in request long before the allotted time of schooling was over. Of the quality of the instruction, Professor Walter Smith, late State director of art education, said: “ New Bedford has earned the right to say that in her public day schools industrial drawing has been developed more practically and with more general success than in any other city. 5 ' The city high school had 236 pupils. Swain Free School, founded in 1881 by trustees under the will of the late William W. Swain, is meant to receive such graduates of local secondary schools as wish to continue their studies and ‘ ‘ carry them on in their most essential and culturing pursuits to broader and higher reaches of attainment. ’ ' N ew Bedford will thus have substantially a free college, though it does not take that title. The school, at its first session, had 87 pupils, mostly in English and other modern lan¬ guage studies and in industrial art, under 3 instructors. Newburyport had 66 more school youth, enrolled 99 more, and had 22 more in average attendance. The high school had 135 pupils, an increase of 4. The cost of city schools was $2,443 greater than in 1881. Newton paid $2,723 more for schooling its children, had 70 more of school age, enrolled 259 additional in its city schools (besides 94 in private schools and 247 in academies), but showed only 17 more in average attendance than in 1880-’81. Of its teachers 23 had attended normal schools and 19 were graduates of such schools. In its high school there were 313 pupils. Military drill for boys and calisthenics for girls formed a part of its exercises. Music and drawing were taught in all grades. Two evening schools had 100 pupils. North Adams had more children of school age and a higher enrolment, but a dimin¬ ished average attendance. Its high school had 1 more teacher, but 6 fewer pupils. The increase in the cost of public schools was $3,111. Northampton enrolled only 62 more pupils, although there were 115 additional census children. Of its 73 teachers, 12 had spent some time at normal schools and 10 were graduates. Its high school had 1 more teacher, but 11 fewer pupils. There were accom¬ modations for 2,540 pupils in 26 different buildings. Music was taught in the schools, but not drawing, though the population exceeds 10,000 and under the State law drawing must be taught in the public schools of towns having over 10,000 inhabitants. Peabody's number of children of school age, enrolment in the public schools, and aver¬ age attendance did not materially vary. Its high school had 72 pupils. The free schools cost $1,234 more. Pittsfield reported more children 5-15 and more on its tree school roll. The average attendance in public schools advanced 356. In the high school there were 160 pupils, against 96 the year before. Few of the teachers had studied in normal schools and only 5 were graduates. Vocal music and drawing were taught by special teachers and a free evening drawing school was held (embracing 4 classes and enrolling 73 pupils) for in¬ struction in free hand, building construction, and machine drawing. A class of public school teachers was held on Saturday afternoons for special training in the methods of teaching this subject. Free text books greatly aided the instruction in city schools. Quincy , with apparently 18 of its 64 teachers trained in normal schools, 8 of them 8 E Ill REPORT OF THE COMMISSIONER OF EDUCATION. graduates, enrolled for this year 82 additional free school pupils, the additional children of school age numbering 189. Its high school had 107 pupils, against 154 in 1880-’81. Salem , according to the figures of the State report, had in its 83 schools 1,027 fewer children in 1881-’ 82 than in 1880-’81, though the school population was 38 greater. Yet, with this great falling off in enrolment, the average attendance was higher by 100. The high school had 173 pupils, and on petition of citizens it was arranged that those pursuing only English studies in it should be allowed to graduate at the expiration of 3 years, those in classical studies remaining one year longer. Music was taught, appar¬ ently, in all the schools, and drawing in at least an evening drawing school. Two other evening schools were maintained, 1 for boys and 1 for girls, with special instruction of French speaking children. Somerville decreased 850 in school population and 269 in the enrolment in its 82 free schools, as well as 211 in average attendance on them, although it expended for these schools $31,699 more than in 1880-’81. In private and church schools there was also a decrease of pupils from 540 to 500. The high school had 342 pupils. Two evening schools appear in a return, but without details. Springfield added 420 to its youth of free school age, 147 to its previous year’s enrol¬ ment, and 73 to its average attendance in 96 common schools. Its high school, how¬ ever, had only 372 pupils, against 405 the previous year. In 7 private or church schools there were 470. The cost of public schools increased by $5,748. A return shows that the 3 evening schools reported last year were continued, enrolling 572 pupils and having 268 in average attendance. Music, drawing, and penmanship were taught by special teachers. Of the city corps of teachers, 33 had had some normal training and 24 were graduates of normal schools. Taunton , with an increase of 146 school children, enrolled 210 more than in the year before in its 63 free schools and had 33 more in average attendance on these, while in an academy there were 72 and in a. lower grade private school 44. The city high school had 149 pupils, 'against 161 the previous .year. An industrial drawing school, said to have been highly successful, enrolled 278 pupils, 38 more than in 1880-’81, and con¬ tinued for 16 weeks, 4 evenings each week. Its pupils were divided into 2 sections, each attending two evenings in the week separately. Waltham paid for school purposes $22,242 less than in 1880-’81, but, with 137 addi¬ tional children of school age, enrolled 86 more in its 38 free schools and had 54 more in average attendance. Its high school had 120 pupils. Two evening schools for instruc¬ tion in common English studies were maintained, with an average attendance of 52, and an evening drawing school, with an average of 33. Yocal music had been taught in all the day schools for years with excellent results, and sewing was introduced in February, 1882, into 3 classes of the grammar schools, with great promise of future usefulness. Westfield increased by $1,999 its expenditure for its 31 public schools, employed in them a large proportion of normally trained teachers, and though, with 55 more youth of school age, 57 fewer were enrolled, there were 33 more in average attendance. The high school enrolled 140, against 180 the year before. Weymouth spent $8,545 more for its 48 free schools and had 12 more children of school age, but it enrolled 16 fewer than the year before and the average attendance was less by 50. Its high school also had 26 fewer pupils. Woburn’s statistics changed slightly. Recesses were abolished with the full approval of the pupils. Free text books, stationery, and other aids to study were supplied. The town high school increased its enrolment from 139 to 145, while a private school had 45 pupils. Worcester, with 193 schools, paid $56,657 more than in 1880-’81, enrolled 560 more children, and had 372 more in average attendance; besides which number there were 150 in 2 academies and 2,000 on the rolls of 11 private or church schools. Of the teachers 149 were normal school graduates. The city high school had 570 pupils, 31 fewer than the year before. Besides special teachers of music and drawing for the day schools, 6 teachers of free evening drawing schools are reported for 1882, with 15 male and 15 female teachers of other evening schools, apparently for the latter part of that year. TRAINING OF TEACHERS. STATE NOBMAL SCHOOLS. The 5 State schools for ordinary normal training are at Bridgewater, Framingham , Salem, Westfield, and Worcester; for training in free hand, mechanical, and architectural drawing there is a normal art school at Boston, meant to prepare art teachers for the public schools of cities in the State. In the 5 first mentioned there had been taught, up to the close of 1882, more than 11,400 pupils, 5,700 of whom had completed the full course, which is of 2 years for those that propose to teach in lower schools and of 4 for such as aim at higher grades. In the normal art school, since its opening in 1873, there had been 1,194, of whom 260 MASSACHUSETTS. 115 had completed the work of the first year, 82 that of the second, 23 that of the third, while 32 had gone through the full 4-year course and had graduated as art masters or art mistresses, the others getting at the close of each year a certificate of their completion of that year’s work. The number attending each school for the year was : at Bridgewater, 194; at Framing¬ ham, 84; at Salem, 239; at Westfield, 136; at Worcester, 183; at the normal art school, 171 — making a total of 1,007. The graduates for the year were : 47 at Bridgewater, 20 at Framingham, 68 at Salem, 29 at Westfield, 33 at Worcester, and 1 at the art school, making 198. At the normal art school an important change was made in the retirement of Art Director Walter Smith, who had been principal since 1873, and the promotion of Vice Principal Otto Fuchs to the position of acting principal. At the Salem school, composed wholly of women pupils, instruction in the use of car¬ penters’ tools was introduced through the liberality of a lady of the city, and under the direction of a skilled conductor the senior class voluntarily prosecuted a course in this, covering an hour a week outside of the hours lor regular school work. They thus learned to drive nails, to measure spaces, and to handle the saw and square and plane. The exercise was found by them to be as pleasing as it promised to be useful. It did not interfere with their usual studies and it is thought will prove of practical advantage to the pupils hereafter. OTHER NORMAL TRAINING. The Boston Normal School , with 3 regular instructors, including the principal, and with several lecturers, continued to prepare pupils, mainly from the high schools, for teaching in the city schools. Up to February, 1882, the average belonging was 92; average at¬ tendance, 90. Up to June the average whole number was 89; average attendance, 87. Graduates for the year, 58. The regular course is given by the principal as 1 year, but in a classified official table for June, 1882, the 87 above given are divided into 58 of a first year class and 29 of a second year class.1 Cambridge City Training School in 1882 lost the principal who for some years had been in charge, and no successor was elected, though an order was passed ‘ 1 that a training class should be established,” the members of which should act as assistant teachers and as substitutes, whenever necessary, in the primary and grammar schools. Fall River City Training School , begun in 1881, continued to give to approved graduates of the high school training in actual school instruction, under the guidance of regular teachers. The first year there were 18 pupil teachers; the second year, 25. The results of the 2 years’ trial of this plan, while encouraging, were not quite satisfactory. Besides this training of young candidates the regular teachers were called together several times in the year for discussion of educational methods and principles. Gloucester Training School , which was organized in 1879, was, for some unexplained reason, discontinued in 1882, though the city superintendent in his report for 1881 ex¬ pressed the belief that it could not be suspended even for a year without serious loss. Lawrence City Training School , the superintendent says, has fully realized in the school session of 1881-’ 82 the expectations expressed respecting it when it was established. In December, 1881, the course had been completed by 7 pupils, who were all doing well in the service of the city in other schools. Harvard and Wellesley Colleges continued their training of teachers, the former largely in natural sciences in the Lawrence Scientific School, not only in term timebutalsoin the summer vacation; the latter, in optional collegiate studies, meant to cover usually 2 years of work, with special instruction iu microscopy. Students in this department numbered 80 in 1881-’ 82. Other normal training was given, according to returns, in Cushing Academy, Asliburn- ham, where were 30 normal pupils in a 4-year course, under 6 instructors, with 140 other pupils; in the Kindergarten normal class of Miss Garland and Miss Weston, Boston, with 7 instructors and 15 pupils; and in the Training School for Kindergartners, Spring- field, under Miss Angeline Brooks, which had 11 pupils, under 4 instructors. TEACHERS’ INSTITUTES. The secretary of the State board of education, with its 3 agents and selected instruc¬ tors and lecturers, in 1882 held 22 institutes for the improvement of the teachers of the State, especially in the small towns. The town committees usually cooperated, closing 1 Besides t-liis training for such as desire to teach in the city schools of Boston, teachers and others may attend the free lectures of the Teachers’ School of Science and of the Lowell Institute, both annual courses in Boston provided by the liberality of private citizens. Many teachers are said to have availed themselves of the advantages of the former. A course of lectures on psychology was also given to the teachers by Supervisor Parker ; another, on drawing, by Mr. Hitchings; and a third, of practical lessons on methods of teaching music in the schools, by Mr. Holt, one of the special instructors in that subject. In several other cities similar special instruction appears to have been given. 116 REPORT OF THE COMMISSIONER OF EDUCATION. their schools that the teachers might attend the meetings and in many cases coming with them to render any necessary aid. The aggregate attendance wras 1,941, an average of more than 88 per cent, of those registered at each place being present daily. Methods of teaching and of control formed the subjects for the daily exercises. The evening lect¬ ures were directed rather to awakening the people to a livelier interest in their schools and to cooperation with the teachers in efforts for improvement. EDUCATIONAL JOURNALS. The excellent Journal of Education, Boston, weekly, was in its fifteenth and sixteenth volumes in 1882, each volume of over 400 pages. The first half of each issue is largely devoted to educational ideas and methods ; the second, to educational news. Other publications from the same office in the year were: Education, a bimonthly oc¬ tavo, for the discussion of the science, art, and literature of education, in its third vol¬ ume; The Public School, a monthly quarto, for the presentation of principles and methods of teaching, in its first volume; the Primary Teacher, a monthly octavo, devoted to pri¬ mary instruction, which closed its fifth volume June, 1882; and Good Times, for day school, Sunday school, and anniversary exhibitions, which entered on its sixth volume September, 1882. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. By law, any town in this State may establish a high school for instruction in higher English studies, civil government, and the Latin language. Towns with 500 families or householders must have such schools for the benefit of all the inhabitants, with at least 10 months of annual term, exclusive of vacations. Towns of 4,000 inhabitants must also include in the high school course instruction in French and Greek for such as desire it, with natural, intellectual, and moral science, rhetoric, logic, and political economy. The towns required to maintain the lower of these grades were 49 in 1881-’82; those required to maintain the higher were 84. Of towns not required to maintain such schools, 69 had them and 10 of the larger towns and cities had 2 or more. Boston, including its city normal school, had 11, the courses in 2 of them covering 6 years; those of 2 others, 4 years. The whole number of schools for the year was 221, with 605 teachers and 19,256 pupils, an increase of 6 in schools, of 10 in teachers, and of 356 in pupils. OTHER SECONDARY SCHOOLS. The number of academies reported to the State authorities for the year is 70, an in¬ crease of 2; the number of pupils in them, 9,151, an increase of 1,082. The estimated tuition fees received amounted to $451,846, an increase of $18,005. For statistics of secondary schools, outside of the State system, reported to this Bureau, see Tables IV, VI, and VII of the appendix ; for a summary of these statistics, see corre¬ sponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The institutions of this class in 1882 were, as last reported, 7 : Amherst College, Am¬ herst (Congregational); Boston College, Boston (Roman Catholic); Boston University, Boston (Methodist Episcopal); Harvard University, Cambridge (non-sectarian); Tufts College, College Hill (Uni versalist); Williams College, Williamstown (Congregational), and College of the Holy Cross, Worcester (Roman Catholic). The Massachusetts Agri¬ cultural College, which might also be included, will appear under Scientific Instruction, page 118. All had classical collegiate courses of 4 years, and nearly, all scientific courses of the same length. Harvard College has for some years been raising* its standards of study and admission. An important change, introduced after full discussion, allows candidates for admission to join the sophomore class, if, after passing a creditable examination for admission, they also pass upon three-fifths of the freshman work and pledge themselves to make up the remaining two-fifths during the 3 remaining years. The college faculty and the academic council have abolished a distinction between undergraduate and graduate studies which had existed since 1877. The courses in any general subject, such as Greek or physics, are now arranged in one series and form one course. Special students have at length been admitted to all the privileges of under¬ graduates, except beneficiary scholarships and degrees. They may, therefore, now study anything taught in the university, be ranked with other students in the published rank lists, and be allowed also to compete for honors. A debated question as to the time and grounds for conferring the degree of M. A. approached a settlement, but did not quite MASSACHUSETTS. 117 reach it. The effort is to make this degree an evidence of high attainments, instead of a mere honorarium coming almost of course two or three years after the degree of b. a. While ultimate success in this effort is assured, the way to reach all cases uniformly was not yet entirely clear. The measures taken in 1880-’ 81 for preventing the continuance of an annual deficit were so well devised that in August, 1882, there was a balance of receipts over expendi¬ tures of $91,937, exclusive of gifts for the capital account. The number of students in the 4 regular collegiate classes in 1881-’ 82 was 824, besides 37 unmatriculated; the number in the whole university, 1,397; professors, lecturers, and other instructors, 161. Students in summer courses (chemistry and botany), 27. Boston University, while maintaining its high regular collegiate course, offers to admit to a 4-year course for the degree of PH. b. persons unable to take the full course in arts, but desiring to fit themselves for professional study or other liberal pursuits and show¬ ing their capacity for this by passing an examination on three-fourths of the requisites for admission to the freshman class. It also announces that, to accommodate mature students who desire to pursue the studies for the degree of A. B. with special thorough¬ ness, in a different order or with greater leisure for reading or laboratory work, any such student passing the examinations for admission to the freshman class may matricu¬ late as a candidate for the A. b. degree, with permission to take the studies required for this degree in whatever order he prefers, subject to the approval of the faculty. The instructors in the university for the year 1881-’82 numbered 94; students in its 3 col¬ leges, of liberal arts, of music, and of agriculture, 146; in its 4 schools of theology, law, medicine, and all sciences, 429 ; in both colleges and schools, deducting 30 counted twice, 545. Of these, 117 were young women and 428 young men. Amherst College introduced for trial a new system of college government, under which no student was required to attend any recitation; if present and showing due proficiency, the student is allowed to proceed with his class to graduation; if absent or reciting un¬ satisfactorily, he must pass an examination at the end of the term. The plan is said to have worked well and to have been much more satisfactory than the old methods of constraint. Tufts College continued to confer special honors for advanced work in several lines of study and gave the degree of A. M. only to such graduates as should prove their pro¬ ficiency in graduate studies covering not less than 2 departments and a year of study. Instruction in electrical engineering was to be added, but.- the addition was not effected in 1882. Students, not including theological, 71, of whom 8 were candidates for the M. A. degree, 6 for that of c. e., and 1 special. Williams College, under its new president, declares its readiness to receive on the cer¬ tificate of instructors students presenting evidence that they have completed a course of study fully equivalent to that required for admission to the college. More attention is to be given to the history, structure, and philological relations of the English language; the study of astronomy is to be aided by a new transit instrument, a refracting telescope, and a meridian circle, with the prospect of an observatory next year; the natural science collections are to occupy new buildings ; and a new gymnasium and new dormitory build¬ ing were to be added. Professors and other instructors in 1881-’82, 15; students, 253, of whom 18 were in partial courses. Boston College and the College of the Holy Cross retained the same rudimentary, prepar¬ atory, and collegiate arrangements noticed in the former in 1879; in the latter, in 1876. The former had 1 graduate and 110 collegiate students; Holy Cross had 89 collegiate students. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. In Table VIII of the appendix may be found the statistics of 11 schools of this class, the same number that appeared in the table in 1881; the Swain Free School, New Bed¬ ford, having come into existence in 1882, is added, while the Oread Institute, suspended in 1881, is dropped. Of the 11, Smith and Wellesley Colleges (twin sisters of 1875) have regular charters from the State and are authorized to confer collegiate degrees; Lasell and Mount Holyoke Seminaries (organized respectively in 1851 and 1837) approximate closely to like collegiate rank, and to their thorough teaching of high grade studies add exercises in practical industries, Lasell having optional courses in book-keeping, cookery, dressmaking, and millinery, and Mount Holyoke engaging its young ladies for about an hour a day in the domestic work of the family. The remaining 7 (except Notre Dame Academy, Boston, incompletely reported) show fair provision for effective teaching, mostly in 4-year courses, which include Latin, German, French, and in several cases Greek, with music, drawing, painting, and generally gymnastic exercises. The new Swain School is meant to supplement high school or academic training, with 2-year courses in normal, miscellaneous, art, and special studies, all free to resident young women o * New Bedford and adjoining towns. 118 REPORT OF THE COMMISSIONER OF EDUCATION. Instruction was given in the Harvard annex by 5 professors, 7 assistant professors, and 11 others. The whole number of students aided was about 50, of whom 31 were from Massachusetts and 1 from Athens, Greece. In the 3 years of the annex instruction no case had arisen that called for discipline or even for remonstrance. — (Journal of Educa¬ tion, November 16, 1882.) SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The State College of Agriculture , Amherst, and the Bussey Institution of Harvard Uni¬ versity, Cambridge, continued in 1882 their instruction in agriculture and botanical, chemical, entomological, and veterinary science. The first had a course of 4 years ; the second, a course of 1 year for students with a thorough preparation and 2 years for others. Students at Amherst, 96 in 1881-’82, under 11 instructors; at the Bussey Insti¬ tution, 7, under 7 instructors. The Massachusetts Institute of Technology , Boston, retained its courses in engineer¬ ing, geology and mining, architecture, chemistry, metallurgy, natural history, physics, and combinations of these, each course covering 3 years beyond a first year course that prepares for all. To these courses it added in the fall of 1882 another in electrical engi¬ neering, to meet the fast increasing need for such instruction. A school of mechanic arts exists also for those who wish to enter on industrial pursuits, its course covering a year in carpentry, wood turning, pattern making, and foundry work, with another year in iron forging, vise work, and machine tool work. Then, too, under the auspices of the Lowell Institute, there are given, usually in the evening, at the Institute of Technology, annual courses of free instruction in science, varied from year to year, which are open to both sexes. The Lowell School of Design in the Institute prepares students for in¬ dustrial drawing and pattern work. Students in all courses, except the Lowell lect¬ ures, 516, under 43 instructors. There were 14 graduate students, 219 in regular 4-year courses, 57 in the school of mechanic arts, and 91 in that of practical design, the others being special students. The Lawrence Scientific School of Harvard University maintained its courses, each of 4 years, (1) in engineering, (2) in chemistry, (3) in natural history, and (4) in mathematics, physics, and astronomy, with 31 students, under 27 professors, instructors, and assistants, 18 of the students being in special studies. The Worcester Free Institute of Industrial Science , Worcester, combining academic cult¬ ure with the practical applications of science, follows in general the teaching courses of the polytechnic schools of Europe and in mechanical engineering gives special attention to actual work. The machine shop, which is furnished with all facilities for such work in wood and metal, from the first elements up to the actual building of machines, aids the school in preparing mechanics, mechanical and civil engineers, and designers for the duties of their respective trades or professions. The course for mechanical engineers occupies 3J years, that for all others 3 years, of 42 weeks each year. Students in 1882, 132, under 8 professors and 3 other instructors. For more miscellaneous scientific training there was, as in previous years, the Boston University School of All Sciences , a department for elective graduate study only, in which were offered courses in philology, philosophy, languages, mathematics, and natural sci¬ ences, with others in law, literature, &c. Students in these, 53. Besides the courses of the schools above mentioned, there are opportunities for scien¬ tific culture in the monthly meetings of the American Academy of Arts and Sciences and of the Society of Arts of the Massachusetts Institute of Technology, both in Boston; in the weekly meetings and laboratory instruction of the Boston Society of Natural His¬ tory; in the Peabody Museum of American Archaeology and Ethnology and the Museum of Comparative Zoology, both at Cambridge; and also in the museum and summer school of biology connected with the Peabody Academy of Science, Salem. PROFESSIONAL. Theology was taught in 1881-’82 in at least 6 schools, with courses of 3 years, meant to follow a collegiate course, without evidence of which there was an examination for ad¬ mission. Theseschools were the Theological Seminary at Andover (Congregational), Har¬ vard Divinity School, Cambridge (non-sectarian), Episcopal Theological School, Cam¬ bridge (Protestant Episcopal), Boston University School of Theology, Boston (Methodist Episcopal), Tufts College Divinity School, College Hill (Universalist), and Newton The¬ ological Institute, Newton Centre (Baptist). In all these there were, under 53 teachers, 294 students, 207 of them in regular 3 -year courses, 39 in partial courses, and 48 resident graduates. Of the 207, there were 171 college graduates. In tire Roman Catholic dio¬ cese of Springfield there were also 50 ecclesiastical students; in the New Church Theologi¬ cal School. Boston, the number is not reported. MASSACHUSETTS. 119 Law was taught in 3-year courses, for which a preliminary collegiate training was de¬ sired, in the law school of Boston University, under 15. teachers, and in that of Harvard University, under 5. To both schools graduates of colleges are admitted without exam¬ ination; all others must prove their qualifications for pursuing the studies of the course, or for whatever advanced standing they may aim at, unless they desire to enter as spe¬ cial students of certain studies only, without reference to a degree. At Boston there are advanced courses of 2 years for the degree of ll.m. and of 4 years for that of D. c. L. , the candidates for which degrees must be both bachelors of arts and bachelors of laws. In these courses were 3 students in 1881-’82, besides G other graduate students; 138 in the 3-year course, and 27 special students. Harvard offers the degree of ll. r. cum laude to law students that after 2 full years in the school as candidates for the degree pass ex¬ aminations on the whole honor course of 3 years; but no such honor students appear there in 1881-’ 82, though there were 123 regular students in the 3-year course, besides 33 special students. Medicine , according to the “regular” school, was taught at the Harvard University medical department, organized in 1782, and at the College of Physicians and Surgeons, organized in 1880, both in Boston. Both had graded courses extending over 3 years, the full 3 years being required at the Harvard School and a fourth year recommended, while the other required but 2 years of attendance and recommended a third year. The Har¬ vard school also adopted a much higher standard for admission to its course, and its cat¬ alogue for 1881-’82 shows, besides 224 in the required 3-year course, 10 in the unre¬ quired fourth year. The school employed 49 professors and instructors. The College of Physicians and Surgeons, which admits women as well as men, had 21 instructors and professors, 24 matriculates, and 4 graduates in its second year. A third school, the Boston University School of Medicine, was of the homoeopathic class, but of a standard for admission and graduation similar to that of Harvard, its an¬ nual course being of about 30 weeks and its examination for admission of all but col¬ lege graduates high. The degree of M. d. is given for the regular 3-year course and for the 4-year course, the degree of surgical bachelor or medical bachelor being allowed for 3 years’ work in the latter. Students in the 3-year course in 1881-’82, 90; in the 4- year course, 19, with 1 graduate student, all under 18 professors and instructors. Dentistry is taught in two institutions, the Harvard University Dental School and the Boston Dental College, both in Boston. Each school has a 2-year course. Pharmacy , in a 2-year course, was pursued at the Massachusetts College of Pharmacy, Boston, the term each year occupying about 6 months. Students in 1881-82, 102, under 4 professors. SPECIAL INSTRUCTION. SOCIETY FOR THE ENCOURAGEMENT OF HOME STUDY. The Society for the Encouragement of Home Study, organized in 1873, reports for the year 1881-’ 82 a membership of 988 students, of whom 732 studied at least 4 months and thus became entitled to some rank under the system., a larger membership than that of any previous year. There were 555 new students. Of the 433 old students, 2 entered for their eighth term, 7 for a seventh, 10 for a sixth, 48 for a fifth, 60 for a fourth, 97 for a third, and 209 for a second. The usual proportions of the departments were maintained, history numbering 381, English literature 367, art 107, the sciences 114, German 48, and French 34. One improvement noted during the year is that fewer studies were taken at once, the result being a higher rank in scholarship. The number of teachers among the students (154, or nearly 16 per cent.) is larger than ever before. The geographical distribution was wider, and more were from the Southern and South¬ western States. Missouri, Kentucky, and Tennessee gave nearly twice as many as last year, and Louisiana, Texas, the Carolinas, Alabama, and Mississippi, 35 per cent. more. During the year, 1,232 books were circulated by the lending library, which numbered 1,308 volumes. Since 1874 only 10 books have been lost, 6 in the mail and 4 by the carelessness of borrowers. TRAINING IN MUSIC, ORATORY, AND LANGUAGES. Advanced instruction in music was given in the New England Conservatory of Music, Boston, under Professor E. Tourj^e; in the Boston Conservatory of Music, under Julius Eichberg; in the Mendelssohn Musical Academy; and in the musical courses of Boston University and Wellesley and other colleges. The New England Conservatory of Music is planned upon a broad basis, embracing 16 separate schools and comprising instruction on the piano, organ, violin, and on all or¬ chestral and band instruments, in the art of conducting, in harmony, composition, theory and orchestration, church music, oratorio, chorus singing, cultivation of the voice, and tuning of pianos and organs. Physical culture and the training of music teachers for the public schools are also included. A still more advanced course in music, leading 120 REPORT OF THE COMMISSIONER OF EDUCATION. to the highest musical degrees, is offered in connection with Boston University; also, a collegiate course in the latter institution, with which this is intimately connected. The Conservatory also makes provision for the study of the common and higher branches in connection with the musical training, and offers special facilities in the study of French, German, and Italian, which are taught by professors of the Berlitz School of Languages on the plan originated by Professor Gottlieb Heness and carried forward by Professor S. M. Stern and Dr. L. Sauveur. TRAINING IN THE ARTS AND TRADES. Besides the industrial training given in the Massachusetts Institute of Technology, Boston, and the Worcester County Free Institute of Industrial Science, Worcester, already noted, instruction in various arts and trades is offered by a number of special schools, most of them in Boston. The Liver sidge Institution of Industry , Boston, established in 1881 in accordance with a bequest of Thomas Liversidge, is for the benefit of orphan and destitute boys of England and New England. The intention is to give them practical instruction in trades and industries; also, a good primary and grammar school education, 6 hours a day being de¬ voted to school studies. The Boston CooJcing School , an enterprise of the Woman’s Educational Association, gave instruction during the latter part of 1882 to over 500 pupils in its ordinary classes and to even a larger number in its free classes among the poor. During the four years of its existence the school has trained 18 women as teachers, all of whom found excellent positions. TRAINING SCHOOLS FOR NURSES. Three training schools for nurses reported, all connected with hospitals in Boston: the Boston Training School for Nurses, attached to the Massachusetts General Hospital; the Boston City Hospital Training School for Nurses, opened in 1878 ; and the Training School for Nurses of the New England Hospital for Women and Children, incorporated in 1863 but first opened in 1872. The last reports 16 pupils and 7 graduates during the year, and 150 students since 1872, of whom about one-third have graduated. EDUCATION OF THE DEAF AND DUMB. Provision is made by the State for the education of its deaf and dumb in the American Asylum, Hartford, Conn., the Clarke Institution, Northampton, Mass., and the Horace Mann School, Boston. The Clarke Institution is supported partly from funds left by its founder, the late John Clarke, and partly from appropriations made by the State. Neither the manual alphabet nor the sign language is used here. Articulation, lip reading, writing, and reading are the only means used in communicating instruction. The pupils understand what is said by reading the lips of their teachers and others, and learn to speak, not with great distinctness or in tones altogether natural, but still so that they can be understood very easily by their teachers and generally by others. There were 91 pupils under instruction here during the year, of whom 74 were from Massachusetts, The Horace Mann School, established by the Boston school committee, in connection with the State board of education, as a day school for deaf children, admits free of tuition any deaf child over 5 years of age residing in Boston not physically or mentally disquali¬ fied. Non-residents are charged the average cost of tuition for each pupil, unless received as State beneficiaries. The school aims to teach all its pupils to speak and to read the speech of others from their lips, and gives an elementary English education. Efforts to secure industrial training for the pupils have been to some extent successful. A donation of $250 from Prof. Bell, for the benefit of needy pupils, was partly used in payment of the tuition of 3 boys at the School of Mechanic Arts in the Institute of Technology, while the parents of 4 other boys paid the whole cost of tuition for them. All took great in¬ terest in the work, and their success warranted a return for a second year’s training. Several girls who had shown much aptitude with the needle in the regular sewing in¬ struction of the school were given special instruction in the art of needlework as an added preparation for self support. Some of these girls were aided from the donation of Prof. Bell. At the close of the school year, June, 1882, there were 84 pupils attending, 53 of them from Boston, 29 from towns in the vicinity, and 2 from other States. EDUCATION OF THE BLIND. The Perkins Institute and Massachusetts School for the Blind, Boston, admits blind children 9 to 19 years of age and gives free tuition on the governor’s warrant to resi¬ dents of the State whose friends are unable to pay. There were 165 pupils under instruction at the date of the report in 1882, of whom 145 were in the school proper and 20 in the workshop for adults. The usual course of study, with music, physical train- MASSACHUSETTS. 121 ing, and handicrafts, was pursued during the year. In the literary department all sug¬ gestions of improvement in processes of mental development are carefully considered and several changes have been adopted. The aim is to give instruction in the most simple and natural way, and the objective method is used whenever possible. The music department enrolled 73, of whom 68 were learning the piano; 10, the organ; 21, reed and , brass instruments; 47, class singing ; and 21, harmony, 17 receiving private vocal train¬ ing. There were 4 classes for instruction in the art of teaching music, with an average membership in each of 5. The tuning department continued to receive special atten¬ tion, with the usual encouraging results; several improvements were made in the appli¬ ances and new facilities added for rendering the instruction efficient. The results of industrial training in the workshops for the boys and the workrooms for the girls were satisfactory, as usual. Special attention has also been given to physical training in 6 regular gymnastic classes, under experienced and prudent teachers, with results quite favorable to health and appearance. The work in the printing department of the insti¬ tution has been carried on with unusual vigor, and a number of valuable books have been issued. A printing fund of $100,000 was completed during the year. EDUCATION OF THE FEEBLE-MINDED. Feeble-minded and idiotic youth receive training and instruction at the State school for them in South Boston, at a private institution in Barre, and at another in Fayville. The Massachusetts School for Idiotic and Feeble-Minded Youth, South Boston, gives free instruction to residents of the State whose friends are notable to pay for their care, none, however, being received who are epileptic, insane, or incurably paralytic. The studies range from the simplest Kindergarten pastimes to the exercises of an easy primary or lower grammar class. There were 132 pupils at the date of the report for 1882, of whom 109 were entirely supported by the State and 10 partially. The Private Institution for the Education of Feeble-Minded Youth , Barre, established in 1848, receives a limited number of pupils, from 6 years upward. They are instructed in the elementary branches, according to their capacity ; also, in work. Special attention is given to health, exercise in the open air, and gymnastics. Military drill is also included. Hillside School, Fayville, is a private home school designed for the instruction and train¬ ing of children who cannot be properly taught in ordinary schools, whether they be blind, deaf and dumb, or feeble in mind or body. The English branches, music, draw¬ ing, painting, fret sawing, and physical exercises are taught. The number of pupils is limited to 12. — (Circular.) CHARITABLE AND REFORMATORY INSTITUTIONS. The. State board of education reports 14 charitable and reformatory institutions, with over 1,000 different pupils under instruction during the year and 592 in average attend¬ ance, under 29' teachers. Of these, the State Primary School , at Monson, an outgrowth of the almshouse, is pecul¬ iarly hopeful in its field of labor and successful in its results. Taking the chil¬ dren at an impressible age (the average being about 9 years) from the State almshouse, the streets, and the n'eglected abodes of poverty stricken or vicious parents, it puts them into a pleasant home, where they enjoy what is necessary to make childhood happy and where they are nurtured and trained till they can be placed in good families. Many of them are weak and diseased, either through heredity or neglect and starvation. Here they are supplied with an abundance of simple nourishing food and suitable cloth¬ ing, cleanly habits and proper exercise and amusement .in the open air being insisted on. Visible restraints are reduced to a minimum. Very few punishments are found necessary, and these are of the mildest character. There were 756 children in the school during the year, the average number being 448, of whom 183 were placed in families. The State Reform School, for boys, Westboro’, had 290 under training during the year, with an average number of 113, and placed out in homes 146. Of 108 committed during the year, 80 were 14 years old or more. The maximum limit of age for admission is 17 years, but some boys even older secure admission by the misrepresentations of friends who wish to spare them a greater disgrace. Thus many boys have found their way here who are too old and too hardened in crime to be managed by the methods of a reform school and who really belong in an intermediate institution between such a school and a prison. The trustees earnestly advise that the law be changed, fixing the limit of age at 14 ; they say that so long as the present condition is permitted the labors of the institu¬ tion in behalf of the younger boys will be in a measure defeated by the influence of the older ones. Besides the common school branches, farm work and the caning of chairs are taught. The State Industrial School for Girls, Lancaster, had nearly twice as many under its care in 1882 as in the previous year. This does not necessarily show an increase in crime, 122 REPORT OF THE COMMISSIONER OF EDUCATION. bat may indicate a fuller appreciation of the benefits of the school on the part of the courts and the guardians of girls committed. Of 229 on the list during 2 years, 26 were com¬ mitted for stubbornness, 40 for larceny, 91 for immoral conduct, and 72 because in dan¬ ger of falling into bad ways. During this period, 4 died after being placed out, 50 were discharged, 63 remained in the school (10 of whom were returned for misconduct), and 110 were placed out; on only 23 had the care apparently been wasted. Besides the com¬ mon English branches the girls are taught plain sewing, cutting and making of their clothing, knitting, and housework, including washing and ironing. They are also em¬ ployed on the farm and garden in work suited to their strength. There are various private and church institutions for the care of neglected and orphan children. In the latter children are received at a very early age and retained until 14, 15, and 16, being taught the common branches of education, besides housework and various handicrafts. EDUCATIONAL CONVENTIONS. MASSACHUSETTS STATE TEACHERS’ ASSOCIATION. The thirty-eighth annual meeting of the State Teachers’ Association was held in Bos¬ ton, December 28-30, 1882, President Larkin Dunton, of Boston, in the chair. Among the subjects before the general meeting were “Sierra’s enchanted valley, or the Yosem- ite and the big trees of California,” illustrated by stereopticon views; “Bands of mercy: their purpose and formation ; ” “ What place, if any, is religion entitled to in our system of public education ? ” “ Illustrative drawing ; ” “ The high school in our system of edu¬ cation ; ” “ The duties of school committees, ’ ’ and ‘ 4 What is education ? ’ ’ General Fran¬ cis A. Walker, president of the Massachusetts Institute of Technology, read a paper on “Industrial education,” and Prof. John M. Ordway, of the same institution, one on slojd schools, the latter being an account of industrial schools in Sweden and Norway. Discussion followed the reading of all the above papers, that of the last two named be¬ ing of special interest and participated in by a number of members. In the high school section the topics considered were 4 4 How to study English litera¬ ture, ” “ The realia of Greek literature, ’ ’ and ‘ 4 The rudiments of German, ’ ’ the method of instruction advocated by the last paper being illustrated by an exercise with a class of 9 boys from the English High School, Boston. The subjects considered by the grammar school section were “Can history be taught as a natural science?” and “Geography and incidental lessons,” a thorough discussion fol¬ lowing both papers. Before the primary school section were read papers on “Lessons on objects,” “The four-process method of teaching numbers, ’ ’ and ‘ 4 The Kindergarten in its relation to the primary school, ’ ’ the last two topics being discussed by a number of members. ASSOCIATION OF CLASSICAL AND HIGH SCHOOL TEACHERS. The fifteenth annual meeting of the classical and high school teachers was held in Bos¬ ton, April 7 and 8, 1882. The first paper read was on 4 4 Some needed reforms in the use of botanical terms as applied to schools;” the second gave 44 Some hints on science teach¬ ing.” “ English classics for high schools” was the theme of a spicy paper which advo¬ cated the more general and thorough study of the English language in the schools. 4 4 Out- of-school study ’ ’ gave statistics collected in Fitchburg as to the number of hours spent by the pupils in study at home, the conclusion being that the amount of such study was not generally injurious to health. Other papers were on 4 4 The use of photographs in classi¬ cal instruction,” on “Voluntary work in schools,” 4 4 Educational history, ” 4 4 The special aim of the teacher of language, ” 4 4A plan for a town university, ” 4 4 The senses and ge¬ ometry,” 4 4 Some common errors and omissions of textbooks in physical science,” ‘‘Bot¬ any as a mental discipline, ” “ Chemistry in high schools, ” 4 4 Hints on high school dis¬ cipline, ’ ’ and 4 4 An ideal linguistic requirement for admission to college, ’ ’ the latter being a protest against the common practice of devoting the principal work of linguistic prep¬ aration for college to the study of Latin and Greek. SCHOOL COMMITTEE ASSOCIATIONS. There were during 1881- ’82 nine associations of local school committees, meeting twice a year to discuss educational matters, lay out courses of study for the adjoining towns, and adopt improved methods. These discussions have been of great benefit to the schools as well as to the committee. In each association the abolition of the district system was favored, some urging the formation of the small towns into groups, to be under super¬ intendents to oversee the schools, each single town being too small to maintain a super¬ intendent of its own. MASSACHUSETTS. 123 OBITUARY RECORD. PROFESSOR THEOPIIILUS PARSONS. Theopliilus Parsons, professor of law in Harvard University from 18-17 to 1870 and widely known as a writer of legal treatises, died at Cambridge, January 2(5, 1882, aged 85. He was born in Newbury port, Mass., in 1797. In 1800 his father moved to Boston, where the son was fitted for Harvard, graduating from that college in 1815. In 1849 he received from that college the degree of ll.d. Although engaged in the pursuit of law his exceptional talents as a writer found exercise in editorial work in connection with the United States Literary Gazette and other periodicals. He was a successful lawyer, but did not like practice, and was not sorry to retire from it when appointed professor in the Harvard Law School. He devoted himself to the preparation of legal treatises. In this work he was very successful, many of his' books being considered the standard authorities on their subjects now. He continued in this work after his retire¬ ment from the law professorship, also writing works for the New Church (Swedenbor- gian), of which he was a devout and active member. His was a serene and hapj>y old age. He was well read in the classics, ancient and modern, was proficient in natural philosophy and chemistry, and was thoroughly informed on all the important questions of his day, in which he took a lively interest. — (Boston Advertiser.) HENRY W. LONGFELLOW. Henry Wadsworth Longfellow, the poet, scholar, and teacher, died at his home in Cambridge, Mass., March 24, 1882, after an illness of less than a week. Mr. Longfellow was bom in Portland, Me., February 27, 1807, of New England stock, being descended from John Alden, of Plymouth colonial fame. His father, Hon. Stephen Longfellow, was a man of prominence in Maine, a leader of the bar, and representative in Congress. The son’s early education was gained at the Portland Academy, where he was fitted for Bowdoin College, which he entered at 14. Even before this time he had written verses which always found ready admission into the Portland newspapers, and before graduation his reputation as a poet extended beyond the bounds of both college and State. He graduated second in rank in his class, and six months after was offered a professorship of modern languages and literature at Bowdoin, an office created for him. Such a professorship was at that time an exceptional thing among American colleges, the literature of Greece and Rome having hitherto been deemed sufficient for the purposes of college instruction. The appointment was accepted, but only on the condition that time should be allowed for study abroad before entering on it. He accordingly spent three years and a half on the Continent studying French, German, Italian, and Span¬ ish. In 1829, at the age of 22, he entered on the professorship, in which he remained five years. During this time he wrote for the North American Review and translated the Coplas de Manrique, a work which placed him in the front rank of living poets. Outre-Mer : a Pilgrimage Beyond the Sea came out in 1835. In 1835 he was appointed to the professorship of modern languages and belles lettres in Harvard College, but before entering on it he again visited Europe, beginning his official duties at Cambridge in 1836 and continuing them till 1854. Meantime his career as an author went steadily on, each year adding to his fame both as a poet and prose writer. From his first connection with Harvard Mr. Longfellow lived in Cambridge, occupying, first as tenant and afterwards as owner, the mansion famous as being the headquarters of Washington during the siege of Boston. His professional services at Cambridge contributed in no small degree to his own fame and to that of the university, where he was always a favorite professor. The great charm of his presence and manner heightened the pleasure derived from his instruc¬ tion, which, in the form of lectures, was chiefly in Italian and Spanish literature, espe¬ cially the writings of Dante and Cervantes. His translation of Dante was originally a part of this class instruction. Mr. Longfellow received the degree of M. A. from Bowdoin, ll. d. from Harvard, Cam¬ bridge (England), and Bowdoin, and d. c. l. from Oxford. He was a member of various learned societies in this country, also of one in Brazil, one in Spain, and one in Russia. GEORGE C. MERRILL. Prof. George C. Merrill died of consumption at Andover, April 19, 1882, after an ill¬ ness of 18 months. He was born in Montague, in 1845, fitted for college at Andover, and graduated from Amherst College in 1865. After that he was a teacher of mathe¬ matics for lour years in Phillips Andover Academy, and from 1869 to 1875 professor of mathematics and natural sciences in Washburn College, Kansas. In 1875 he went to Phillips Academy as Peabody instructor of the natural sciences, a position he filled ac¬ ceptably till his health gave way in the fall of 1880. A year in Colorado failed to check the progress of his disease and in January he returned to Andover. Mr. Merrill was a .man of much learning, successful as a teacher, and beloved and trusted as a Christian. 124 REPORT OF THE COMMISSIONER OF EDUCATION. KO KUN-HUA. Mr. Ko Kun-Hua, instructor in Chinese at Harvard College since 1879, died of pneu¬ monia, after a brief illness, on the 14th of February, 1882, leaving a large family of young children in a helpless condition. These were sent back to Shanghai by the uni¬ versity, and a private subscription was raised sufficient to secure them against want un¬ til the children should be grown up and educated. Mr. Ko Kun-Hua was a refined, scholarly, and conscientious man. — (President’s report. ) .MRS. M. B. C. SLADE. The Journal of Education of April 20, 1882, records the death of Mrs. M. B. C. Slade, of Fall River, aged 56, formerly assistant editor of the Journal and for the last four or five years editor of Good Times, a monthly magazine devoted to day school and parish recreations, Sunday school exercises, and mission and temperan<$ entertain¬ ments. Mrs. Slade was born in Fall River, where her home has always been, and prior to her marriage was a successful teacher. She has contributed to the literature of educa¬ tion in its varied forms for several years ; was interested in the Little Corporal, pub¬ lished in Chicago ; edited the School Festival ; compiled from her writings the Holiday Concert ; conducted a department in the School Day Magazine of Philadelphia ; wrote for the St. Nicholas, Wide Awake, and other periodicals for the young ; and published two books for young people, The Children’s Hour and Exhibition Days, which were both very successful, the former comprising dialogues, tableaux, &c. , for primary schools, and the latter, exercises suited to pupils in the common, grammar, and high schools. She gave sympathy and help to all who came within her influence. WILLIAM B. ROGERS. Prof. William Barton Rogers, for many years president of the Massachusetts Insti¬ tute of Technology, died suddenly, May 30, while assisting at the graduating exercises of the class of 1882. The venerable ex-president — then in his seventy-seventh year — had been presented to the audience by his successor, Gen. Francis A. Walker, and welcomed with enthusiastic cheers. He responded by referring to the history of the school and expressing his own unabated interest in its progress and that of science in general, 'when he suddenly fell and in a few minutes ceased to breathe. Professor Rogers, the second of four sons in a family noted for scientific acquirements, was born in Philadelphia in 1805 and was graduated at William and Mary College. In 1827 he succeeded his father, Dr. P. K. Rogers, as professor of natural philosophy and chemistry in that institution and in 1835 accepted the chair of natural philosophy and geology in the University of Virginia, which he (held 18 years. During this period he devoted himself ardently and successfully to geology and mineralogy. He was at the head of a geological organization which made a survey of the State of Virginia and pub¬ lished annual reports of great value on the work. He also published a treatise on ‘ ‘The strength of material” and one on “Elements of mechanical philosophy.” In * 1853 he removed to Boston and at once identified himself with the educational interests of the city. He early conceived the plan for the organization of the Institute of Technology and was appointed its first president, which office he retained till 1881, although as early as 1868 illness obliged him to relinquish some of its active duties. Professor Rogers added to extraordinary scientific attainments a personality which by its integrity, earnestness, simplicity, and warmheartedness attracted and developed all that was best and noblest in others. As a zealous promoter of scientific education among the industrial classes he had no superior. His writings have enriched the pages of all the leading scientific periodicals in Europe and America. He received the degree of ll.d. from Harvard in 1866. * CHIEF STATE SCHOOL OFFICER. Hon. John W. Dickinson, secretary of the State hoard of education , Boston. [Mr. Dickinson lias been secretary of the board since 1877.] MICHIGAN. 125 M SC BUG AN* STATISTICAL SUMMAPwY. 1880-’81. 1881-’82. Increase. 1 Decrease. POPULATION AND ATTENDANCE. Youth of school age (5-20) - - - In ungraded school districts _ 518, 294 291, 431 226, 863 371, 743 538, 356 297, 170 20, 062 5, 739 14, 323 13, 761 In graded school districts-- _ 241, 186 385, 504 Unrolled in public schools __ _ _ Enrolled in ungraded school dis- 219, 700 224, 250 4, 550 tricts. Enrolled in graded school districts. 152, 043 161, 254 9, 211 Per cent, of school age enrolled _ 71.7 71.5 0.2 Estimated number of pupils in pri- 19, 788 20, 577 789 vate or church schools. SCHOOLS. School districts _ 6. 526 6, 281 6, 630 6, 523 104 Districts that maintained public 242 schools. Number of public school-houses _ 6,575 6, 728 153 Sittings in public school-houses 454, 624 154 279, 884 481, 955 27, 331 Average school term in days - Volumes in public school libraries __ 148 293, 005 13, 121 6 Valuation of public school property __ $9, 384, 701 $9, 848, 493 $463, 792 TEACHERS AND THEIR PAY. Men teaching in public schools. - Women teaching in public schools — 4, 024 10, 448 3, 887 10, 580 132 137 Whole number teaching _ _ _ 14, 472 $36 98 25 78 55 14, 467 5 Average monthly pay of men _ Average monthly pay of women - State teachers’ institutes held _ $41 56 27 44 68 $4 58 1 66 13 Enrolment in teachers’ institutes _ 4, 548 5, 566 1, 018 INCOME AND EXPENDITURE. Whole receipts for public schools _ $3, 772, 321 $3, 858, 145 $85, 824 Whole expenditure for public schools _ 3, 417, 598 3, 789, 291 371, 693 SCHOOL FUND. Permanent fund available - $3,040,183 $3, 262, 321 $222, 138 1 (From reports of Hon. Varnum B. Cochran, superintendent of public instruction, for the two years mentioned. ) STATE SCHOOL SYSTEM. OFFICERS. The State school system is administered by a State superintendent of public instruc¬ tion, elected by the people for 2 years; a State board of education, elected for 6 years, of which the superintendent is a member and secretary ex officio; and a board of regents of the University of Michigan, elected for 8 years. Local officers are district boards numbering 3 members in ungraded and boards of school trustees numbering 6 members 126 REPORT OF THE COMMISSIONER OF EDUCATION. in graded school districts, elected for 3 years; township hoards of school inspectors, and 3 county school examiners for each county, elected by the chairmen of the township boards. OTHER FEATURES OF THE SYSTEM. Public schools are sustained from the income of a State primary school fund, from a township tax of 1 mill on $1 (part of which is for the support of libraries), and from taxes voted by the districts, of such amount as is considered necessary by the district boards; provided that in districts having less than 30 scholars it must not exceed $50 a month (including amounts received from 1 mill tax .and primary school fund) for the period during which school is taught in such district. Schools sustained by public funds must not be sectarian, and they must be taught at least 9 months in districts having 800 or more youth of school age, at least 5 months in districts having from 30 to 800, and three months in all other districts. They are free to all residents of the district 5 years of age and over, without distinction of race or color, and no separate schools for any race are allowed by the law. Teachers not graduates of the State Normal School must have cer¬ tificates of qualification from the county examiners or from the State board of education. The county certificates, valid only in the county where issued, are of 3 grades, good for 1, 2, and 3 years. State certificates are valid throughout the State for 10 years. The State educational system includes graded, ungraded, and high schools, township and district school libraries, county teachers’ institutes, a State teachers’ association, nor¬ mal school, university and agricultural college, institutions for the deaf and dumb and the blind, two reform schools, and a Public School for Dependent and Neglected Children. GENERAL CONDITION. The cause of education has shared in the general prosperity that marked Michigan affairs during the year 1882. With an increase during the year of 20,000 in youth of school age, there were 13,761 more enrolled in public schools, the percentage of enrol¬ ment on youth of school age remaining about the same. There was a larger number of public school districts and a larger number sustained public schools; 153 more public school-houses were built, increasing the estimated value of school property by nearly half a million of dollars and affording accommodations for over 27,000 more pupils, thus considerably more than keeping pace with the increase in school population. A corresponding increase is noted in the expenditure for public school purposes and in the principal of the available State school fund. While about the same number of teachers were employed as during the preceding year, that of men was 137Jess and that of women nearly as many more, the average monthly pay of men advancing $4.58 and that of women $1.66. This increase in pay, which was almost confined to the rural dis¬ tricts, is ascribed to the operation of the new school law. As the severity of the exami¬ nations was increased, the supply of competent teachers was found inadequate, and the pay of men in the ungraded school districts advanced $4.61 and that of women $4.83, although, as stated above, the increase fortlie State was $4.58 for menaud $1.66 for women. But this advance in pay, the superintendent thinks, will prove temporary only, since, owing to the greater inducements offered, unsuccessful applicants are endeavoring by hard study to fit themselves for the examinations and many old teachers who had ceased teach¬ ing on account of the poor pay are returning to the ranks; large numbers also are being prepared in normal schools, high schools, and colleges. It is noted that, while the num¬ ber of graded school districts and the school population therein increased in greater pro¬ portion than the ungraded, the percentage of public school attendance in graded school districts was still smaller than in the ungraded. This state of affairs, however, was accounted for by an enrolment of over 20,000 in the private schools of the graded dis¬ tricts. The rural schools, while not up to what they ought to be, were doing their work with a degree of efficiency not surpassed in any previous year, and the general aspect of the educational field, despite some drawbacks, was such as to afford satisfaction and to give encouragement. KINDERGARTEN. Five Kindergarten, 1 of them organized within the year, report for 1881-’82. Three of these are at Detroit, 1 at East Saginaw, and 1 at Ionia. For statistics, see Table V of the appendix, and for a summary, see the report of the Commissioner preceding. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. OFFICERS. Under a general law of 1875 these are boards of 6 trustees, elected for three years; but cities chartered before that time have different provisions. Detroit has a board of educa¬ tion of 12 and Grand Rapids one of 16 members. Superintendents are employed in all the larger and many of the smaller cities. MICHIGAN. 127 STATISTICS. Cities. Population, census of 18S0. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Adrian . 7, 849 2, 605 1,446 974 29 $19,512 Ann Arbor . . . 8,061 2,721 1,992 1,422 37 30,189 Detroit . 116, 340 40,210 17, 272 12,061 271 267, 259 East Saginaw . 19, 016 7,040 3,476 2, 650 63 53,175 Flint . 8,409 2, 443 1,884 1,285 8S 20,795 Grand Rapids.... . 32,016 11,298 6, 576 4. 210 99 115,690 Kalamazoo . . . . 13,552 3,488 3,141 1,387 46 69,066 Muskegon . 11,262 4, 007 2, 360 1,489 47 34,508 Port Huron . 8, 883 3,300 1,875 1,223 27 16, 135 Saginaw . 10, 525 3, 577 2,072 1,459 31 20,510 ADDITIONAL PARTICULARS. The Ann Arbor public schools report an advance during the year in the number en¬ rolled, but a decrease in average attendance in the primary and grammar grades, due to the prevalence of scarlet fever and measles. While work in these grades was conducted in much the same manner as usual, increased attention was given to handwriting, with good results. In nearly all the schools some time was given to committing and reciting choice selections of poetry. The superintendent thinks some progress was made in ban¬ ishing the dime novel from the boys’ stock of reading. In grammar grades such pupiljr as maintained a standing of 90 per 'cent, in any study, as shown by the monthly examina¬ tion reports, were excused from final term examinations in that study, an innovation which lessened the strain of examinations on both teachers and pupils and seemed to work well. In a class of 56 promoted during the year from the grammar to the high school, 11 maintained a standing of over 90 per cent, in all their work. The number of pupils enrolled in the high school was larger than for any previous year in the history of the school, reaching 493, of whom 285 were npn-residents. Good order was maintained in all the schools and with less corporal punishment than usual, only 19 cases being reported, against 39 the previous year and 50 the year before that. Grand Rapids, with only 663 more youth of school age, reports an attendance on pub¬ lic schools of 723 beyond that of the previous year, by far the largest annual advance in one year in the history of the schools. To meet it more school buildings were pro¬ vided and the corps of teachers was enlarged. The cost of schools increased $12,429. More attention was paid to the sanitary condition of school buildings. Drawing, music, and penmanship were taught by a special teacher for each, and with satisfactory re¬ sults. Good discipline was maintained in most cases without corporal punishment, which was seldom resorted to by the best teachers. The evening schools were con¬ ducted on a new plan, only foreigners unable to read English being admitted, as it was not thought profitable to maintain such schools for young people. Attendance during the term was regular and the interest was well sustained, about 120 being enrolled, nearly all adults. In Muskegon there was an increase in school population and school enrolment. There was also an advance in the average daily attendance and in punctuality. The schools became more efficient, largely, it was believed, through the selection of good teachers. Corporal punishment was eschewed, many teachers not reporting a case dur¬ ing the year. No printed reports for 1881-’82 have been received by this Office from the other cities embraced in the above table, but such statistics as they have furnished in special returns will be found in Table II of the appendix. TRAINING OF TEACHERS. STATE PROVISION FOR NORMAL INSTRUCTION. The State Normal School, Ypsilanti, reports an increased attendance during the year, pupils in the normal department numbering 330, against 318 the previous year, while the practice school increased from 174 to 181. Eighty-five students graduated in 1882, nearly all of whom engaged in teaching. With the increase of its students and gradu¬ ates the influence of the school is becoming more widely felt. Additions were made dur¬ ing the year to the corps of teachers, the courses of study, and the facilities for work. A new building for the training school, erected at a cost of $25,000, was ready for occupancy in September, 1882. The library was enlarged by over a thousand well selected vol¬ umes, and considerable additions were made to the collections of scientific apparatus. 128 REPORT OF THE COMMISSIONER OF EDUCATION. drawings, models, maps, globes, and charts. Students are offered a choice among 5 dis¬ tinct courses of study, viz: scientific, language, literary, art, and common school courses, besides being allowed, in all courses except the elementary, an election of Latin, French, or German in place of certain specified subjects. The elementary course covers 2 years, while the other courses require 4 for completion. The course in the science and art of teaching, connected with the undergraduate de¬ partment of the University of Michigan , Ann Arbor, aims to fit university students for the higher positions in the public school service. It offers ample facilities for profes¬ sional study, and is designed to promote the study of educational science, to teach the history of education and of educational systems and doctrines, to secure to teaching the rights, prerogatives, and advantages of a profession, and to give a more perfect unity to the State educational system by bringing the secondary schools into closer relations with the university. Various courses are marked out to suit the wants of different students, each requiring a year for completion. OTHER NORMAL TRAINING. Adrian and Hillsdale Colleges furnish opportunities for preparation to those desiring to become teachers, in courses extending over two years; Battle Creek, in a 4-year course; Olivet, in courses of 2, 3, or 4 years. The Detroit Kindergarten Training School, having a 1-year course of study, reported 9 students, under 2 instructors, and 4 graduates. — (Return.) TEACHERS’ INSTITUTES. The institutes of the year were unusually interesting; the instruction was in most cases practical, and the teachers manifested their zeal by regular attendance and by de¬ riving the utmost advantage from the sessions. The number held was 68, an increase of 13 over that of 1881, while the aggregate attendance (5,566) was greater than the previous year by more than 1,000. Twenty- three of the teachers present had received State cer¬ tificates, 88 normal school diplomas, 406 county certificates of first grade, 520 of second, and 2,848 of third. There were also 106 who had special certificates; these, being in the nature of permits to teach particular schools, are granted to candidates whose schools are to begin before the public examinations. Notwithstanding the fact that many of the institutes were held in the new counties, where teachers are few, accommodations limited, and facilities for travel poor, the average attendance was equally well sustained. An important agency in securing a large attendance at the institutes has been the county boards of examiners, who excited the interest of teachers and the community and con¬ tributed greatly to the success of the institutes. EDUCATIONAL JOURNAL. The Michigan School Moderator, a weekly journal “for the teacher, the school, and the family, ” published at Grand Rapids, commenced its third volume September 3, 1882. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. A table in the State superintendent’s report gives statistics of 60 high school depart¬ ments of graded school districts, having a total enrolment of 6,856 pupils, under about 170 teachers. It appears, too, that some of the higher branches were taught in other graded schools not comprised in the high school table. In a list of the graded schools of 255 cities, including the 60 high schools above referred to, 81 are reported as giving instruction in Latin, 50 in German, 25 in French, and 22 in Greek. The largest high school in the State, that at Ann Arbor, reports an enrolment for the year of nearly 500 pupils, more than half of them non-residents, and 63 graduates. It is asserted that no other public school in America prepares so many pupils annually for col¬ lege and university or has so many non-resident students. A new course of study has been added during the year, in which about a third of the work is music. Pupils may graduate from this on the same footing as from the other courses, it being considered that the mental discipline will be about equal to that in the other courses. SUPERIOR INSTRUCTION. COLLEGES FOR BOTH SEXES. The University of Michigan , Ann Arbor, a part of the public educational system and governed by a board of regents elected by popular vote, is enabled, through funds pro¬ vided by the United States and by the State, to offer its privileges without charge i'or tui- MICHIGAN. 129 tion to all persons of either sex who are qualified for admission. Students from abroad are received on the same terms as residents of the State, except that their matriculation fee is somewhat higher. The university is closely connected with the public schools, receiving pupils on diploma from such high schools as are approved by the faculty. It aims to complete public school work by furnishing ample facilities for liberal education in literature, science, and the arts and for thorough professional study of medicine, pharmacy, law, and dentistry. In the department of literature, science, and the arts, nu¬ merous elective courses are provided, leading to the degrees of bachelor of arts, science, and letters, with the corresponding masters’ degrees ; also, to the degree of doctor of philoso¬ phy and to those of civil, mechanical, and mining engineer. The work in this depart¬ ment was broadened by the establishment of a chair of didactics in 1879 and a school of political science in the autumn of 1881. „ The latter was attended during its first year by an encouraging number of students, the classes being instructed in political and constitu¬ tional history and law, political economy, natural, civil, and political rights, the science of forestry, and sanitary science. The last two, it is claimed, have never before been taught in any American university. The course in forestry has deservedly attracted much attention. President Angell mentions various evidences of progress made during his two years of absence on a diplomatic mission to China, among them the erection of a new museum building and of an eye and ear infirmary and the enlargement of the chemical laboratory to nearly double its former capacity. The number of students for the two years was greater than ever before, that for 1882, by a curious coincidence, being exactly the same as for the previous year, viz: 1,534. There were 435 degrees conferred in 1882, including 349 professional ones. Of the 75 bachelors’ degrees, only 9 were in science, the rest being in arts, philosophy, and letters. Of the 11 masters’ degrees, 4 were in arts, 3 in science, and 1 each in letters and philoso¬ phy, besides 2 doctors of philosophy. Adrian College , Adrian, reports a larger attendance during 1880-’81 than for 12 years past, an advance in the entrance examinations in Latin and Greek, the establishment of a 3-year course in theology, a new chemical laboratory completed, and North Hall (which was destroyed by fire in November, 1880) rebuilt at a cost of about $13,000. In Albion College, Albion, the courses of study have been reconstructed during the year in accordance with conclusions reached by the faculty as to the proper order of college work. Prevailing methods — placing as they do principles before facts, the ab¬ stract before the concrete, the remote before that which is near — the faculty deem un- philosophical, and the work has been planned so as to follow nature’s order, as that is understood. Science is taught before the history of science. In languages English is studied first, then contemporaneous foreign languages, then Latin and Gr 239, 433 .419, 963 111, 655 125, 633 237, 288 91, 454 103, 114 194, 568 74, 647 85, 417 160, 064 138 78 444, 131 24, 168 Whites enrolled in public schools _ Colored enrolled in public schools _ Whole enrolment for the year. _ Average monthly enrolment, white. _ Average monthly enrolment, colored. Whole average monthly enrolment . _ Average daily attendance, white _ 176, 897 17, 671 Average daily attendance, colored. __ Whole average daily attend a nr.n 136, 315 23, 749 * SCHOOL TEEM. Average time of schools in days in cities. Average time in country _ fall mm tm'rnm mm mfim _ — _ Average time for the State ^ 75£ TEACHERS AND THEIR PAY. White teachers employed _ 3, 414 2, 644 3, 572 2, 486 6, 058 $30 07 $716, 343 757, 758 $800, 000 Colored tea, eh ers em ployed Number of men teaching _ Number of women teaching _ - Whole number in public schools _ Average monthly pay of teachers _ INCOME AND EXPENDITURE. Whole receipts for public schools - Whole expenditure for same 5, 253 $29 10 $958, 221 - - 805 $0 97 $241, 878 STATE SCHOOL FUND. Amount of available fund (From report and return for 1880-’81 and from return for 1881-’ 82 of Hon. J. A. Smith, State superintendent of public instruction. ) STATE SCHOOL SYSTEM. OFFICERS. By constitutional provisions the officers for general supervision are a State superin¬ tendent of public education, elected at the same time as the governor, for 4 years; a State board of education of 3 members, including the superintendent, for the management of school funds; a superintendent of public education in each county, appointed by the State board for 2 years’ service; and 3 trustees chosen annually by the patrons of each school in townships, or by the mayor and aldermen in incorporated towns, to select teachers, protect property, provide fuel, and visit the school or schools each month. MISSISSIPPI. 141 OTHER FEATURES OF THE SYSTEM. The ordinary school districts in Mississippi are counties, hut incorporated towns with 1,000 or more inhabitants may become separate school districts if the mayor and aider- men so determine. Schools for white and colored children, as elsewhere at the South, are required to be separate. Teachers must have certificates of qualification correspond¬ ing to the grade of school they are to teach, these certificates to be signed by the super¬ intendent having supervision of the school. The minimum annual time of school is five months, except when the maintenance of one for that time would require for county school purposes a tax of more than $7.50 on each $1,000 of property, when it may be made four months. The support of the schools of the State system comes from a State distributable fund of $200,000 annually apportioned among the counties according to the number of children of school age in each ; from township funds, mainly the proceeds of old land grants; and from municipal and county taxes. GENERAL CONDITION. For the year 1882 there is little information, the last biennial State report having covered the years 1880 and 1881. From a written return for 1882 it appears that there was a gain of 24,168 in school population and of $241,878 in receipts over 1880-’81, but a loss of 17,671 in average monthly enrolment, of 23,749 in average daily attendance, and of 805 in teachers. These apparent reductions, however, may be due to incomplete returns. PEABODY FUND. For 1882 the agent of the Peabody fund trustees allotted to the State $4,275, of which $1,200 went for teachers’ institutes, $300 for public schools, and $2,775 for the training of specially selected teachers at the State Normal Schqpl, Nashville, Tenn. Since 1868 Mississippi has received nearly $70,000 from this fund. KINDERGARTEN- Only a single Kindergarten in this State is on the list of this Bureau for 1881-’82, and from that one no report ha^ been received. CITY SCHOpL SYSTEMS. OFFICERS. Any incorporated town of 1,000 or more inhabitants may constitute a separate school district, if the mayor and aldermen so elect; a board of 3 trustees may be appointed an¬ nually by the mayor and aldermen, to be governed by the same laws as trustees of other schools, the county superintendent having the same jurisdiction over city as over county- schools. — (Code of 1880. ) STATISTICS OF VICKSBURG. The only city with over 7,500 inhabitants, according to the census of 1880, was Vicks¬ burg, with 11,814. In 1881-’ 82 a school population of 3,671 was reported, an enrolment of 1,220 in public schools, an average daily attendance of 900, 21 teachers, 2 school build¬ ings, with 1, 100 sittings, and school property valued at $14, 400. In private and parochial schools there was an estimated enrolment of 500. The school sittings were more than sufficient for the actual attendance; but provided for only 30 per cent, of the school pop¬ ulation, of which only 33 per cent, was enrolled in public schools. Adding the 500 in private and parochial schools, only 47 per cent, of the youth of school age were receiving instruction.-— (Return.) TRAINING OF TEACHERS. STATE NORMAL SCHOOL. The Mississippi State Normal School, Holly Springs, in 1881-’82 had 3 resident instruc¬ tors and 136 students, of whom 91 were males and 45 females. Two graduates of the school engaged in teaching, having completed the regular 4-year course of 40 weeks each. The object of this school is simply to prepare teachers for their work, none being admit¬ ted who do not intend to become teachers. To be admitted, males must be 15 and females 14 years of age and must pass an examination in arithmetic, grammar, geography, spell¬ ing, and reading. The standard is raised every year to keep pace with the advancing standard of State requirements for teachers’ licenses. All the studies of the course are compulsory. Tuition is free to all coming from the State, the appropriation for the year being $3,000. 142 REPORT OF THE COMMISSIONER OF EDUCATION, OTHER NORMAL INSTRUCTION. JuJca Normal Institute , for both sexes, Iuka, appears for the first time on the list of normal schools, it having been organized as a normal school apparently in 1882, with 6 professors and instructors. The scholastic year embraces 4 terms of ten weeks each. There is a course of 3 years, following a preparatory course of undefined length, but what portion must be completed in order to graduate is not distinctly stated. Special promi¬ nence is given to the training department. — (Circular.) Natchez Seminary , Natchez, for training preachers and teachers for the colored people of the South, is under the care of the American Baptist Home Mission Society. In 1881-’82 there were 5 instructors and 80 male and 40 female normal students, of whom 7 graduated from its 3-year course of 34 weeks each and engaged in teaching. A library of- 400 volumes was increased by 50 during the year. Each student pays $8 a year for tuition. — (Return and catalogue.) Tougaloo University, Tougaloo, had 12 instructors and lecturers, 56 normal students, a library of 900 volumes, and a State appropriation for the year of $3,000. The annual charge for tuition is $8. The school has chemical and physical apparatus, a museum of natural history, a gymnasium, and a model school. Instruction was given in vocal and instrumental music. An English course prepares teachers for the common schools, and a normal course, for the higher grades of schools; each course covers 3 years. Pupils are admitted irrespective of sect or race. '/ Every student is trained in some industry, being required to work 1 hour each day. — (Return and catalogue.) The normal department of Bust University , formerly Shaw University, Holly Springs, continued in 1881-’ 82 to fit students of both sexes for the work of teaching, in a course of 4 years. — (Catalogue.) The Union Female College, Oxford, reported in 1879-’80 a normal department, in which instruction was given in methods of teaching and school organization and management, using classes from the preparatory department as a model school. No later information rom it has been received. TEACHERS’ INSTITUTES. While there is no State provision for holding teachers’ institutes, $1,200 from the Pea¬ body fund enabled the State superintendent to hold 5 in different parts of the State, under the instruction of L. A. Rainwater, of Mississippi, and E. S. Willington, of Ten¬ nessee. They are said to have done much good for the cause of education. EDUCATIONAL JOURNAL. There being no educational serial published in the State in 1881-’82, the American Journal of Education, at St. Louis, Mo., continued to publish a Mississippi edition, edited by J. M. Barrow. Considering the main defects in the present school system to be a lack of normal schools and teachers’ institutes, with defective local supervision, Mr. Barrow was to give these matters his earnest attention. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. There appears no change in the law of 1878, which recognized private academies and colleges having suitable school buildings, libraries of not less than 200 volumes, and a faculty of good standing as high schools qualified to prepare students for the university. For such students an allowance is made equal to the estimated cost of their education in the public schools. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and preparatory depart¬ ments of colleges, see Tables IV, VI, and IX of the appendix; for summaries of them, corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Mississippi, Oxford, continued in 1881-’82 its 3 general departments of instruction: (1) the preparatory or university high school, covering 2 years instead of the former 3; (2) that of science, literature, and the arts (including the courses for B. A. and b. s., each of 4 years), an elective course for b. pii. embracing the studies of any 7 of the existing 10 departments, and 2 graduate courses; and (3) that of professional edu¬ cation, for which, see Scientific and Professional Instruction, p. 143. In the preparatory department were 92 students, under 3 instructors; in the college, a faculty of 10 resident professors and instructors, with 108 undergraduate and 2 graduate students. Instruc- MISSISSIPPI. 143 tion is given in political economy throughout the fourth year of all the undergraduate courses. The libraries of the university contained about 6, 000 volumes ; the entire prop¬ erty was valued at $400,000; productive funds of $544,000 gave an income of $32,640, and there was a State appropriation of $10,500. — (Catalogue and return.) Mississippi College retained in 1881-’ 82 its feature of estimating scholarship only by attainments, and conferred degrees on the mastery of studies, not when a fixed course had been pursued. Only in the preparatory department, covering 6 years, is there any regular curriculum. In the college there are schools of mental and moral sciences, Greek, Latin, mathematics, natural science, English, and modern languages; there is also a commercial department. No student falling below 6 J in his general average for the whole course (the maximum being 8) is entitled to a degree, while anyone reaching as high as 7| in his general average for any year is enrolled as ‘ ‘ distinguished. ’ ’ With a library of 2,000 volumes, property was valued at $30,000, and there were $8,000 in pro¬ ductive funds. — (Catalogue and return.) Bust University changed its name from “Shaw” June, 1882, the statistics for the year ending at this date. There were 5 in the faculty, 4 of them residents, with 278 students, 51 being in college studies, of whom 14 were females. The college is open to both sexes. There is an academic course of 8 years, 4 of them preparatory, with a collegiate course of 4 years, but nearly three-fourths of the students are in the preparatory academic course. The department of music receives increased attention from year to year. — (Catalogue and return. ) For statistics of these colleges, see Table IX of the appendix; for summaries of them, a corresponding table in the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Out of the 11 schools of this class on the list heretofore reported, 8 make returns for 1881-’ 82, the same number as in 1880-’ 81; all, as then, reported preparatory train¬ ing, and several preceded this by elementary English studies ; all showed advanced English courses, and most of them classical courses of 4 years ; while some so arrange their studies that each branch is taught in separate schools, with no specified time of study for each class, that depending on the ability and industry of the student. All offer training in vocal and instrumental music, 7 in drawing, and 6 in French and German. For statistics of these schools reporting, see Table VIII of the appendix; for a summary of the same, a corresponding table in the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Agricultural and Mechanical College of Mississippi , Oktibbeha County, had a 4-year collegiate and 3-year agricultural course. Tuition is free to students from Mississippi, and none others have thus far been received. Work on the farm is required of all students during 10 or 12 hours a week. — (Catalogue and return. ) Alcorn Agricultural and Mechanical College , Rodney, is the State institution for the scien¬ tific instruction of young colored men. It reports 4 instructors for 1881-’82, with 105 students, in its preparatory course of 2 years, and 3 professors, with 143 students, in its scientific course of 4 years. It had a library of 150 volumes, property valued at $43,000, and a State appropriation. of $11,000 for the year.-r- (Return.) PROFESSIONAL. Theological. — The Bishop Green Associate Mission and Training School, Dry Grove, (Protestant Episcopal), heretofore reported as giving preparatory training in theology, furnishes no information for 1881-’ 82. The Protestant Episcopal Almanac reports 4 can¬ didates for orders. In Rust University, Holly Spring (Methodist Episcopal), students, while pursuing a full college course, take also such theological studies as are prescribed by the general conference. In the Natchez Seminary, Natchez (Baptist), where the same system seems to prevail, there were 30 students preparing for the ministry. Legal. — Law was studied by 12 students in a 2-year course (heretofore reported as 1 year) in the University of Mississippi, under 1 professor and 5 lecturers. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Institution for the Education of the Deaf and Dumb, Jackson, showed an advance in its material condition since 1880-’81. A department for colored mutes was opened October 1, with 15 pupils, in a separate building a mile from the city, the white and 144 REPORT OF THE COMMISSIONER OF EDUCATION. colored boys working together on the farm. During the year the grounds in the city had been enlarged and a school building erected, providing ample rooms and a chapel; a new shop building, for instruction in printing, carpentry, and shoemaking, was nearly completed ; and the publication of a paper was to begin in the following February. There had been, since opening, 148 pupils under instruction, of whom 80 were on the roll during the year, 20 being semi-mutes. There were 6 instructors, 2 of whom were deaf- mutes and 2 semi -mutes. A new teacher of articulation had entered upon her work with promise of great success. Its school property was valued at $60,000, $20, 000 being expended in buildings and $10,000 for other purposes of the school during the year. There was a library of 300 volumes. — (American Annals of the Deaf and Dumb.) EDUCATION" OF THE BLIND. The Mississippi Institution for the Instruction of the Blind, Jackson, reported for 1882 14 instructors and other employes, 3 employes and workmen being blind, with 35 pupils. For industries the pupils were taught broom making, chair seating, mattress making, and upholstery; in the school, the usual English branches taught in first class schools. There were 490 volumes in the- library, among which are the quota from the provision made by the General Government to furnish books and apparatus suitable for the blind and a Bible in raised print, given by a former pupil of the institution, now deceased, Miss Helen Wilboum. The State appropriatiop for the year was $10,000. The prop¬ erty of the institution was valued at $45,000. EDUCATIONAL CONVENTION. TEACHERS’ ASSOCIATION OF THE STATE OF MISSISSIPPI. Ap act of March, 1878, requires the holding of an annual convention of principals and presidents of high schools and colleges, styled as above. It is believed that the annual meeting of 1882 was held, but no record of it has come to hand. OBITUARY RECORD. PROFESSOR ROBERT F. KEDZIE. Prof. Robert F. Kedzie, of the Mississippi Agricultural College, died February 24, 1882, aged 29 years. He was a son of Prof. R. C. Kedzie, of the Michigan Agricultural College, from winch college the son graduated with honor in 1871. After spending two years on a farm he became his father’s assistant in the laboratory. Remaining here until 1877, he temporarily filled the position of his brother, Will. K. Kedzie, in the Kansas Agricultural College, returning at the end of a year to his former work at Lansing. In the spring of 1879 Gen. Fitzhugh Lee, president of the Mississippi Agricultural College, offered him the position of professor of chemistry and agriculture in his college. He accepted the place and filled it with honor until his death, three years later. CHIEF STATE SCHOOL OFFICER. Hon. J. Argyle Smith, State superintendent of public instruction, Jackson, [Second term, January 3, 1882, to J anuary 5, 1886.] MISSOURI, 145 MISSOURI. STATISTICAL SUMMARY. 1880-’81. 1881-’82. Increase. Decrease. POPULATION AND ATTENDANCE. ' 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 public schools - Total reported attendance in public schools. 679, 023 40, 779 719, 802 448, 482 «26, 028 474, 510 706, 850 41, 790 748,640 467, 911 &24, 838 c492, 749 27, 827 1,011 28, 838- 19, 429 18, 239 SCHOOLS AND SCHOOL PROPERTY. J0* Schools for white youth - Schools for colored youth - Whole number of schools - Buildings used for school purposes. __ Sittings for pupils in these buildings __ Estimated value of school property. _ ‘ 8, 166 519 • 8, 685 8, 209 504, 919 $8, 611, 014 8, 321 501 8, 822 8, 537 516, 492 $7, 521, 695 155 137 328 11, 573 18 $1, 089, 319 TEACHERS AND THEIR PAY. Men teaching in public schools. - - Women teaching in public schools — Whole number of teachers - 5, 943 4, 577 10, 520 Average monthly pay of men... Average monthly pay of women. 6,028 5, 776 dll, 826 $44 38 85 1,199 1,306 INCOME AND EXPENDITURE, e Whole receipts for public schools - $4, 020, 860 Expenditure for public schools - 3, 152, 178 $4, 277, 876 3, 753, 224 $257, 016 601, 046 SCHOOL FUND. Estimated amount of permanent school funds. $9, 476, 697 a Five counties not reporting. & Thirty-two counties not reporting. c Owing to incomplete reports from nearly all the counties, the figure here reported is much below the real number of attendants. d Including 22 teachers whose sex is not reported. eThe income and expenditure are given as returned by the State superintendent, notwithstand¬ ing conflicting statements in the report. The receipts include unexpended balances from the preceding year and the expenditures are known to be incompletely reported. (From reports and returns of Hon. R. D. Shannon, State superintendent of common schools, for the two years indicated.) STATE SCHOOL SYSTEM. OFFICERS. For the general supervision of the entire educational interests of the State there is a board of education, composed of the governor, secretary of state, and attorney general, with a superintendent of public schools, elected every 4 years, who is president of the board and ex officio member of the board of regents of each of the State normal schools. 10 E 146 REPORT. OF THE COMMISSIONER OF EDUCATION. For each county there is a school commissioner elected biennially, whose duties are to examine applicants for teachers’ certificates and to report educational statistics, &c. , to the State superintendent. In each school district a board of school directors of three members, elected for terms of 3 years, chooses a clerk, employs the teachers, visits the schools, takes care of the school property, &c. OTHER FEATURES OF THE SYSTEM. The public schools are free to all persons from 6 to 20 years of age in the State. In addition to local taxation and 25 per cent, of the entire State revenue (a portion of this latter being used for the State university), they enjoy the income from a school fund (partly held in counties and townships) consisting of the proceeds of all lands not otherwise appropriated, the net proceeds of the State tobacco warehouse, of the sale of all property that may accrue to the State by escheat, from sale of estrays, from unclaimed dividends or distributive shares of the estates of deceased persons, or from fines, penalties, or forfeitures, and all unspecified gifts, grants, or devises. Local district taxes are not to exceed 40 cents on the $100 for school purposes, except that by a majority vote of tax¬ payers 65 cents may be allowed in country districts and $1 in cities and towns to pur¬ chase a site and build and furnish a school-house ; besides which, an additional tax may be levied if two-thirds of the qualified voters vote in favor thereof. Provision is made for union districts. Separate schools must be established in districts containing 16 or more colored children. Teachers must present certificates from the State superintendent or county commissioner where they intend to teach and make monthly reports of all re¬ quired statistics and a summary report of the whole term at its close. GENERAL CONDITION. The statistics of 1882 show an increase of 19,429 in the total attendance of white youth and an apparent decrease of 1, 190 in colored. There were also 155 more schools for white children and 18 fewer for colored. The statistics are far from complete, since many counties failed to report. Although more school buildings were reported, the estimated value of school property had decreased $1,089,319. The average salary of teachers was not given for 1881, but in 1880 the pay of men was $35 and of women $30, and the re¬ turns for 1882 show an advance in two years of $9 for men and $8 for women. The schools seem to be in a very prosperous condition, and the State superintendent claims for Missouri the largest permanent productive school fund of any State in the Union. KINDERGARTEN. The St. Louis city report gives 8,730 children, nearly all under 6 years of age, as en¬ rolled in the public Kindergarten in 1881-’82, 4,805 receiving Kindergarten instruction only. For other statistics, see Table V of the appendix. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. OFFICERS. Any city, town, or village may constitute a school district, and for the management of its educational interests elect a board of 6 directors for 3 years; a president, secretary, and treasurer of the board are chosen from among its members. Graded schools similar to those of other public school districts are to be established by this board. STATISTICS. Cities. Population, eensus of 1880. j Children of school age. Enrolment in public schools. Avera g e daily at¬ tendance. Number of teachers. Expendi¬ ture. Hannibal . 11,074 3„855 2,069 1,398 30 $37,355 Kansas City . 55, 785 20,018 8,442 5,055 103 134,911 St. Joseph . 32, 431 10,837 4,332 2,947 67 61,426 St. Louis . 350, 518 106, 372 56, 350 37, 600 1,036 806,155 Sedalia . 9,561 3, 664 2,492 1,549 26 17,148 ADDITIONAL PARTICULARS. Hannibal reported 3,146 white children of school age and 709 colored. The average salary of men teach ers was $88.88, and that of women $36.94. Schools were taught 172 of the 175 school days. Cases of suspension numbered 44 and of corporal punishment 229. The estimated value of all school property was $58,700. — (City report.) Kansas City's public graded schools, occupying 13 buildings, report an increase of 416 MISSOURI. 147 in enrolment. There were 6,400 sittings for study and 103 teachers employed. The estimated value of all school property was $356,055. St. Joseph reported 67 graded schools taught in 17 buildings, with 3,610 sittings for study, valued, with all other school property, at $174,225. Schools were taught 107 days by 67 teachers, including 3 special teachers in music, drawing, and penmanship. There was an increase of 985 in youth of school age, of 260 in enrolment, and of 94 in average daily attendance. The total receipts for school purposes were $70,068. The enrolment in private schools was 635. St. Louis grades its schools from Kindergarten to high and supports a girls’ normal school and 16 evening schools, these last having an enrolment of 3,300 pupils, under 52 teachers, the average attendance in them being 1,655. In the day schools 2 special teachers of music and drawing were employed. Private schools enrolled 21,000. The total receipts for public schools amounted to $935,289 and the estimated value of school property was $3,079,699. The salary of a teacher is regulated by position, not sex, and many ladies, as principals of first class schools, receive the maximum annual salary of $2,000. Although married teachers may be employed or reappointed, the marriage of a female teacher is considered equivalent to a resignation. Nearly nine-tenths of the teachers are ladies. Notwithstanding the extra cost of the public Kindergarten, the president of the school board considers them amply justified on considerations of public policy. There were no considerable changes in the enrolment and attendance of the va¬ rious branches of the city schools, but public educational work, as a whole, was reported to be in a satisfactory condition. A revival is noted in the study of German, the num¬ ber of pupils at present engaged in acquiring the language being 21,712, about two-thirds of them in the primary grades. The St. Louis Public School Library numbers 52,000 volumes of well selected books. Sedalia reported 26 schools, classified as primary, grammar, and high, in 5 buildings, with 1,790 sittings, valued, with grounds, &c., at $84,000. Schools were in session 179 of the 180 school days, and had increased in enrolment 476 in the last year. There were 300 pupils in private schools. TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. Missouri maintains 6 normal schools: one connected with the State University, Colum¬ bia, one with the State College, Rolla, and 3 others for white students, at Kirksville, Warrensburg, and Cape Girardeau, called first, second, and third district normal schools. Lincoln Institute, the normal school at Jefferson City, is for the education of colored teachers. The district normals are under the control of boards of regents of 7 members, appointed by the governor for 6 years, the State superintendent being ex officio a member of each board. The 4-year courses of study in the district normals are substantially the same. Teachers’ certificates good for 2 years in the State are given at the end of 2 years, cer¬ tificates for 3 years at the end of another year of study, and a State certificate and diploma with appropriate degree to those taking the full 4-year course. Kirksville (first district) reported 481 students, with 10 instructors; 9 students were graduated in the last scholas¬ tic year, 8 of whom were teaching. Warrensburg (second district) gives 11 instructors, with 395 students in the normal department and 68 in the school of practice. There were 30 graduated from the 2-year course, 5 from the 3-year, and 9 from the 4-year course, 28 of whom engaged in teaching. Cape Girardeau (third district) had a faculty of 8 mem¬ bers, with 225 students and a graduating class of 25. The dean of the normal department of the State University at Columbia has the assist¬ ance of 14 other instructors in the university. To graduates from the full course a per¬ manent State certificate is given, and to those from the lower course a certificate good for 3 years. This department is sustained from the general fund of the university. OTHER NORMAL INSTRUCTION. La Grange College , La Grange, reports a normal department, in which instruction is given by the college professors in the general science of education and in the theory and practice of teaching. There were 54 students in this department, with 5 graduates. The St. Louis Normal School, maintained by the city for the training of young women to teach in the city public schools, had a 2-year course. The students for the year num¬ bered 68, 33 of whom graduated and received certificates to teach in the city schools without further examination. The School of Mines and Metallurgy , Rolla, has a teachers’ course covering 2 years, each year under the charge of a special teacher, the instructor for the first year being a lady. Graduates from this course receive first class certificates good for 2 years. Lincoln Institute reports a 5-year preparatory and a 4-year normal course. Boys are 148 REPORT OF THE COMMISSIONER OF EDUCATION. admitted at the age of 16 years and girls at 14. For 1882 there were 47 students in the normal department and 101 in the preparatory, with 6 instructors. Graduates from the full course, 6. In addition to the accustomed annual aid of $10,000 the last general assembly appropriated $6,000 for the erection of a dormitory and purchasing apparatus. Normal courses were also reported at Southwest Baptist College, Bolivar; Christian University, Canton; Grand River College, Edinburg; Lewis College, Glasgow; and Stew- artsville College, Stewartsville. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOL. Kansas City reported a high school from which 22 pupils were graduated in 1882. St. Joseph high school had an enrolment of 228 pupils, under 5 teachers. The high schools of St. Louis reported an enrolment of 660, with a full course of 4 years; particular at¬ tention is given to the study of German. Sedalia high school enrolled 97 pupils, under 2 teachers. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, preparatory schools, and preparatory departments of colleges, see Tables IY, YI, VII, and IX of the appendix fol¬ lowing. SUPERIOR INSTRUCTION. UNIVERSITIES AND COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Missouri , Columbia, reported for 1881-’82 a faculty of 31 members, with 591 students, 82 being at Rolla. The departments of instruction are 10 academic schools (5 in science and 5 in the languages) and 9 professional schools, that of mining and metallurgy being at Rolla. Washington University , St. Louis, in its Smith’s Academy, for young men, and Mary Institute, for young women, gives thorough preparatory training for the collegiate courses in arts, philosophy, and science. Graduates of the two college courses of study of 4 years each are given the degree of bachelor of arts or bachelor of philosophy. There is a useful course in mechanical industries, combining English studies with shop work. Oppor¬ tunity is also given for training in art at the St. Louis School of Fine Arts, connected with the university ; also, free evening instruction at the polytechnic buildings as a prep¬ aration for industrial pursuits. Among the other colleges nominally of this class the Southwest Baptist College , Bol¬ ivar, chartered in 1879, is reported to the Bureau for the first time, with a faculty of 8 members and 40 students, with 154 in the preparatory department. In addition to the 4-year scientific and classical courses, a commercial course is given, including instruction in drawing and shorthand. La Grange, La Grange, and William Jewell College, Liberty (Baptist); Christian Uni¬ versity, Canton (Christian) ; Central College, Fayette; Lewis College, Glasgow, and Central Wesleyan College, Warrenton (Methodist Episcopal) ; Drury College, Springfield (Congre¬ gational); Pritchett School Institute, Glasgow; Stewartsville College, Stewartsville (non-sectarian), and St. Louis University (Roman Catholic) all reported 4-year classical and scientific courses. St. Vincent’s College, Cape Girardeau (Roman Catholic), with a collegiate department covering 5 years, presents a 2-year course in theology. Grand River College, Edinburg (Baptist), offers a 4-year classical course and a scien¬ tific course covering 3 years, leading to the degree of b. s. St. Joseph College, St. Joseph, and the College of the Christian Brothers (Roman Catholic), afford no certain indication of the standards maintained. Lincoln College, Greenwood (Methodist Epis¬ copal), failed to report for 1882. All of the above colleges reporting gave preparatory training of from 1 to 2 years. Christian and St. Louis Universities and Stewartsville College gave commercial courses. St. Louis University and Pritchett School Institute each provided a graduate course. Music, drawing, and painting were taught in several of the colleges above mentioned. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. All the above except Central, William Jewell, and the Roman Catholic colleges admit women as well as men. For statistics of 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 Com¬ missioner preceding. MISSOURI. 149 SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Missouri Agricultural and Mechanical College , at the University of Missouri, offers a 2-year scientific course. The first year is essentially horticultural and the student who completes it is entitled to the certificate in horticulture. The second year is agricultural, and its studies, with those of the first year and those required for entering the senior year, make the full agricultural course, graduates from which are entitled to the corre¬ sponding degree. To enter the junior class the student must pass a satisfactory exam¬ ination in arithmetic, English grammar, and geography. The Missouri School of Mines and Metallurgy , Rolla, had a preparatory department and three courses of 3 years each, leading to the degrees of bachelor of philosophy, mining engineer, and civil engineer. There is also a teachers’ course; a girls’ course in arts; and an optional course, including book-keeping, drawing and painting, and the languages. The O' Fallon Polytechnic Institute , at "Washington University, offers 5 courses, each covering 4 years, in civil engineering, mechanical engineering, chemistry, mining and metallurgy, and building and architecture. The studies are the same for all during the first two years, but in the junior and senior years they lead to their appropriate degrees. The Manual Training School of Washington University had for its object instruction and practice in the use of tools, combined with the English branches of study, including draw¬ ing, the students dividing their working hours equally between mental and manual exercises. PEOFESSIONAL. Theology. — Instruction is given in theology in a slight degree at Christian University, and more fully at Central, Central Wesleyan, La Grange, Lewis, and St. Vincent’s Col¬ leges. Concordia College, St. Louis (Evangelical Lutheran), has a regular 3-year course in theology. The Jeremiah Vardeman School of Theology in William Jewell College reports a full 2-year theological course; for those who desire, the course is so arranged as to be pursued in connection with a literary course which covers 5 years. Thorough instruction is said to be given in New Testament Greek. Law. — Legal instruction is offered at the Missouri University in a 2-year course, from which 20 students were graduated and received the degree of bachelor of law in 1882. Students were also permitted to take an elective course. St. Louis Law School in Washington University also gives a 2-year course of legal instruction, leading to the degree of ll. b. A weekly moot court is held regularly throughout the year by the dean, conducted as nearly as possible with the forms of an ordinary court of justice. Gradu¬ ates from both of these law schools are admitted to practice in the courts of Missouri without further examination. Medical instruction was given in 1882 in 8 “ regular” schools. The medical depart¬ ment of the University of Missouri required a preliminary examination in the English branches, with attendance subsequently on a 2-year graded course of 9 months each year, no student being allowed to attend both courses the same year. Kansas City Medical College and St. Joseph Hospital Medical College, St. Joseph, each had 3 years of study and 2 courses of lectures of 20 weeks each. Missouri Medical College, St. Louis, in addition to 2 courses of 20 weeks each for graduation, provided a graduate course for physicians desiring to perfect themselves in medical and surgical specialties. St. Louis Medical College had a 3-year graded course of study, of 21 weeks each, with regular lecture courses and final examination for the degree of m. d. Joplin College of Physicians and Surgeons, at Joplin, organized in 1880, required a preliminary examination in English, with 3 years of study and 2 courses of lectures of 19 weeks. Regular attendance at dissection and clinics is required, and a satisfactory examination in all branches taught in the college entitles the graduate to practise. In 1881-’82 the faculty numbered 6 professors, 5 lecturers, and 1 demonstrator, with 45 students and a graduating class of 34. The medical department of the University of Kansas City, organized in 1881, for 1882 had 3 years of study and 2 full lecture courses of 26 weeks each year, with clinical in¬ struction and practical anatomy. Candidates for degrees must undergo a full and satis¬ factory examination in each branch taught. There is a spring course for graduate stu¬ dents and others. The college faculty numbered 25 members, including a demonstrator of anatomy, with 25 students and 10 graduates. Kansas City College Hospital of Medicine, organized in 1882, with a faculty of 11 pro¬ fessors, 2 lecturers, and 1 demonstrator, provided 2 courses of lectures of 20 weeks’ du¬ ration annually. A satisfactory examination was required at the end of the course on all branches taught in the college. In all the 1 1 regular ’ ’ medical colleges of the State 628 matriculates and 250 gradu¬ ates were reported for 1881-’82; in the eclectic, 118 matriculates and 40 graduates. 150 REPORT OF THE COMMISSIONER OF EDUCATION. The College of Medical Practitioners, St. Louis, organized in 1882 to afford medical practitioners, graduates, and others an opportunity for reviewing medical studies and receiving additional practical instruction, holds 3 sessions of 5 weeks each annually and gives a diploma of associate membership to graduates of recognized and reputable medical schools who have attended a full course of lectures and the clinics of all the departments in the college, passed a satisfactory examination, and furnished satisfactory specimens of physiological or pathological work done by them. The American Medical College of St. Louis was the only recognized eclectic school in 1882. The faculty embraced 10 professors and 1 adjunct professor, the students num¬ bering 118, with a graduating class of 40. A good elementary English education is required for admission, and for graduation 3 years of study, 2 courses of lectures of 20 weeks each, and a satisfactory examination at the close. The Homeopathic Medical College of Missouri, for men only, was reorganized in 1882, taking the place of the St. Louis College of Homeopathic Physicians and Surgeons and the Hering Medical College. Credentials of suitable literary and scientific qualifications were required for admission, and for graduation 3 years of study and 2 full courses of lect¬ ures, of 19 weeks each, with a final and satisfactory examination. Dentistry was taught at the Missouri Dental College, St. Louis. A preliminary exam¬ ination in the English branches is required of all students who intend to take the full course. Although a 3-year graded course was announced for 1880-’81, two full courses of lectures only were still offered, with clinical instruction by the demonstrator. Like instruction was given at the Kansas City Dental College in operative and mechanical den¬ tistry, covering 2 full courses of lectures, with a final examination for graduates. The Western College of Dental Surgery, St. Louis, in 1882 was suspended for the year. The St. Louis College of Pharmacy in 1881-’ 82 required for a degree 2 years of instruc¬ tion, 2 courses of lectures of 20 weeks each, and a final examination. Candidates for graduation were also obliged to give satisfactory evidence of having served 4 years in the drug business. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Missouri Institution for the Education of the Deaf and Dumb, Fulton, for 1882 reported 12 instructors and 232 students, 94 being females. Instruction was giveh. in articulation and the ordinary English branches, and the average time spent in the insti¬ tution was 6 years. The employments taught were cabinet making, shoemaking, print¬ ing, and gardening. The grounds (100 acres) belonging to the institution, together with the buildings, are valued at $135,500. The State appropriated in 1882 $45,000 for the support of the institution. EDUCATION OF THE BLIND. The Missouri School for the Blind , St. Louis, reported for 1881-’82 an enrolment of 90 pupils who were receiving instruction in music and literature. The girls are instructed in machine knitting, sewing and fancy work, and all other work pertaining to the domes¬ tic department, and the boys in broom and brush making and in cane seating chairs. The State appropriated $52,000 for maintenance and salaries and $5,000 for repairs and refurnishing. The St. Louis School for Deaf-Mutes, under the control of the board of directors of the public schools, had 50 pupils, of whom 21 were girls. The studies are in 5 classes, all in the English branches. INDUSTRIAL TRAINING. The Manual Training School of Washington University, St. Louis, had for 1882 a faculty of 10 members and 101 students. The course of study covers 3 years, and the students divide their working hours about equally between manual and mental exer¬ cises. The mental instruction included the English branches of high school study, and the manual a course of instruction in freehand, mechanical, and technical drawing, workshop training, and the study and management of steam. Before receiving a di¬ ploma each student has to construct a machine, which, with the drawings used, must remain in the school. HOMES FOR ORPHAN OR DEPENDENT CHILDREN. The St. Louis Protestant Orphan Asylum, Webster Groves, founded in 1835, in 1882 instructed 67 children and supported 155. The 3 Roman Catholic schools of St. Louis (St. Mary’s Asylum, St. Bridget’s Half Orphan Asylum for Girls, and St. Joseph’s Asylum, for boys) had a total of 381 children. The boys over 9 years of age were taught farming and trades. MISSOURI. 151 EDUCATIONAL CONVENTION. • STATE ASSOCIATION. The Missouri State Teachers’ Association held its meeting for 1882 at Brownsville, J ane 20-22, E. R. Booth presiding. The attendance was good, prominent educators from all parts of the State being present. D uring the first day two able addresses were delivered on the subject of * ‘ Relation of public instruction to citizenship;” the other subjects for the day were ‘ ‘ Teachers as nonconductors ” and “Natural sciences in public schools.” The exercises of the second day began with a paper setting forth the educational demands of the age, followed by an interesting paper by H. M. Hamil, entitled “A comparison of Missouri with other States educationally.” The statistics furnished by him were not very flattering to Missouri and an animated discussion followed, after which the fol¬ lowing subjects were discussed : The necessity for public education, county supervision, text books, teachers’ examinations, normal institutes, and schools. The subjects under consideration for the last day were “ Music in our schools,” “ Wealth the product of intelligence and nature, ” “Instinct and reason,” “Literature in the public schools,” and “The teacher’s profession.” After the election of officers for the ensuing year an address was delivered by Mr. H. M. TIamil, the newly elected president, after which the association adjourned. CHIEF STATE SCHOOL OFFICER. Hon. Richard D. Shannon, State superintendent of public schools, Jefferson City. [Second term January 13, 1879, to January 8, 1§83.] Hon. W. E. Coleman was elected in 1882 to succeed Mr. Shannon. •/ 152 REPORT OF THE COMMISSIONER OF EDUCATION. NEBRASKA. STATISTICAL SUMMARY. 1880-’81. 1881-’82. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (5-21) _ 152,824 165, 511 115, 546 12, 687 14, 770 Enrolled in public school _ 100, 776 Per cent, enrolled. _ 66 69 3 Average daily attendance _ 65, 504 66, 027 523 SCHOOL DISTRICTS AND SCHOOLS. Public school districts. _ 3, 271 3, 401 130 With 6 months’ schools _ 1,690 1, 911 221 Having no schools _ 158 160 2 Having graded schools _ 139 156 17 Average duration of school in days.. 110 111 1 Public school-houses _ _ 2, 930 3, 038 108 Built during the year _ 206 196 10 Without blackboards _ _ 289 232 57 Estimated value of school property __ $2, 054, 049 $2, 234, 464 $180, 415 TEACHERS AND THEIR PAY. Men teaching in public schools - Women teaching in public schools _ 1,866 2, 964 1,862 3, 507 543 4 Whole number of teachers _ 4, 830 5, 369 2, 251 539 Teachers attending institutes _ 1,856 395 Counties bolding institutes 41 50 9 Average monthly pay of men _ Average monthly pay of women _ $36 50 32 50 $37 50 29 34 $1 00 $3 16 INCOME AND EXPENDITURE. Whole income for public schools _ $1, 148, 620 $1,360, 050 $211, 430 Whole expenditure for public schools . 1, 157, 112 1,358,346 201, 234 STATE SCHOOL FUND. Permanent available fund _ _ $5, 126, 565 23, 216, 679 «$4, 287, 510 23, 000, 000 $839,055 216, 679 Estimated eventual amount _ a Estimated, but believed to be more correct than figures heretofore given. (Report and returns of State Superintendent W. W. W. Jones, for the two years indi¬ cated.) STATE SCHOOL SYSTEM. OFFICERS. A State superintendent of public instruction, elected by the people for 2 years, has general charge of the public schools, while a board of regents of the State University and a normal school board have control of the interests indicated by their titles. There is also a board composed of various State officers for the management of school lands and funds. Local school officers are county superintendents of public schools, elected by the peo¬ ple for 2 years, and district boards of 3 trustees, elected for 3 years. Districts having more than 150 youth of school age may, if a majority of voters so decide, elect boards of 6 trustees. Women 21 years old who are residents of the district and owners of property or having children to educate may vote in district meetings. NEBRASKA. 153 OTHER FEATURES OF THE SYSTEM. The public schools are free to all residents 5 to 21 years of age; and they must be taught at least 9 months of each year in districts having more than 200 pupils, 6 months in those having 75 to 200, and 3 months in those with less than 75. The funds for their support are derived from the income of a State common school fund, consisting of money, stocks, bonds, &c. ; of such percentage as may be granted by Congress on the sale of lands in the State; of moneys arising from the sale or leasing of school lands; of the pro¬ ceeds of all lands granted to the State, unless for other purpose distinctly stated; and of the proceeds oi escheats and forfeitures. In addition to the income of this fund there is for public schools a State school tax of not more than mills on the dollar of taxable property, and taxes are voted by districts, which may not exceed 25 mills on the dollar. The income of the public schools is also augmented by various fines, licenses, &c. The State funds are apportioned by the State superintendent to the counties in proportion to school population, and by county superintendents to districts, three-fourths of the amount in proportion to the school population therein, the remaining one-fourth equally to the districts. Teachers must hold certificates of qualification and before receiving full pay must make monthly reports to the district director. The director reports annually to the county superintendent, the latter to the State superintendent, and he to the gov¬ ernor. The system of education includes public high schools, teachers’ institutes, a State normal school, a State university, and a reformatory for children. Instruction in all schools supported or aided by public funds must be non-sectarian. GENERAL CONDITION. The statistics show 12,687 more youth of school age than during the previous year and 14,770 more enrolled in public schools, with a small increase in average daily attend¬ ance; 130 more school districts; 17 more with graded schools and 221 more with schools taught at least 6 months, the average term for the State being one day longer. Not so many houses were built as during the previous year, but the estimated value of school property increased by $180,415. More teachers were employed and the average monthly pay of men was $1 more, that of women $3. 16 less. The increase in public school in¬ come and expenditure kept pace with that of the school population, the amount appor¬ tioned for each census child being about the same as during the previous year. A no¬ ticeable feature in the statistics is the large increase in the number of districts having more than 6 months’ school. Very few of the districts failing to sustain schools ascribe their failure to opposition on the part of the people. Some of them are too small and weak to maintain and still do not wish to give up their organization; others are willing to be annexed to neighboring districts, but are prevented by neighborhood quarrels. Whatever the causes may be, however, the number of districts without schools is grow¬ ing smaller. Although 269 new districts were organized during the last two years, there were 50 fewer in 1881-’82 than in 1879-’80 that did not maintain schools. The average length of term, too, is gradually increasing, being 2 days longer in 1881-’82 than in 1879-’80. Ove^ 400 school-houses have been built during the two years, many of them without much regard to health, beauty, or comfort. The department has frequently been asked to furnish plans for school-houses, but has been unable to do so, and a small appropriation is asked for to pay for the publication and distribution of such plans. The question of school furniture has received more attention than formerly. The compensation of county superintendents was slowly increasing, but a majority were still very poorly paid, and as a consequence much inferior work was done. By the present law the compensation of superintendents is placed in the hands of county com¬ missioners, the minimum sum being $3 a day. The State superintendent recommends an amendment allowing a fixed salary, the amount of which shall be based on the num¬ ber of pupils in the county. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. OFFICERS. These are boards of education comprising, according to the law, at least 6 members in cities of 2,000 or more population, and city superintendents elected by the boards. STATISTICS. Cities. Population, census of 1SS0. Children of school age. Enrolment in public schools. Average daily a t- tendance. Number of teachers. Expendi¬ ture. Lincoln . 13, 003 30, 518 2,700 a4, 118 31 Omaha . a8, 110 a2,906 a83 a$131,178 a Owing to imperfect records these figures are only approximately correct. 154 REPORT OF 'KHE COMMISSIONER OF EDUCATION. ADDITIONAL PARTICULARS. The Lincoln public schools increase in enrolment at the rate of about 300 a year. An excellent school building with four rooms was erected during the year, similar to one built in 1881, the two costing about $20,000. A new course of study has been adopted, differing somewhat from the former one and embracing 4 classes below the high school department. All pupils take the same studies till they reach the last two years of the course, when a choice is offered them between 4 courses, including scientific and classical courses, which prepare for college. The school board of Omaha reports a rapid growth in the public schools since 1880. The number of sittings increased from 2,800 to 3,500, but this enlargement scarcely kept pace with the rapidly increasing enrolment. Other buildings, however, nearly completed at date of the report, were expected to afford ample accommodations for all. Ten beautiful, convenient, and durable school-houses, containing 74 rooms, were owned by the board. The revenue of the schools is ample, and under the present laws must continue to be more than enough. The amount derived from fines and licenses alone is sufficient to meet all ordinary expenses of the schools, and the rate of taxation is consequently very low. The course of study, which covers a period of 12 years, including the high school, was modem and progressive, and aimed to combine a practical education with the best possible culture. An evening school was taught during the winter, two teachers being employed. A special teacher of elocution devoted four hours a week to this branch in the five higher grades. TRAINING OF TEACHERS. STATE PROVISION FOR NORMAL INSTRUCTION. The State Normal School, Peru, at one time prepared students for college and business as well as teaching, but it is now exclusively engaged in the preparation of teachers. There are two complete courses of study, an elementary of 2 years and a higher of 5. All the branches are pursued from a professional standpoint. Students in the elementary course are given a year’s drill in school economy, methods and practice of teaching, under a skilled professional teacher; those who complete the higher course devote a year to the study of psychology, the science of education, and the art of teaching, all of which is reduced to practice in the school room. The year 1882 was the most prosperous one in the history of the institution. There were 318 students preparing to teach, representing 37 counties of Nebraska and 6 other States; 45 were graduated, of whom 10 were from the higher course. The Chair of Didactics of the State University , organized in 1881, presents opportunity for electives in the junior and senior years, embracing the history of education, State and national systems, and school organization, management, and supervision. There were 21 students during the year, under a former State superintendent of instruction. OTHER NORMAL TRAINING. The Santee Normal Training School, Santee agency, established by the American Board of Commissioners for Foreign Missions for the purpose of training preachers, teachers, interpreters, and business men and educating the women of the Dakota Nation, furnishes facilities for thorough instruction in the English language and science; physical training and industrial education are also being made prominent. Normal students in the last half of 1882 numbered 4. Training similar in character was given also at St. Paul’s Boarding School for Boys, Yankton Reserve, with 36 pupils, under 5 teachers ; at St. Mary’s Boarding School for Girls, Santee Reserve, with 35 pupils, under 4 teachers ; at St. John’s Boarding School tor Girls, Cheyenne River Reserve, with 34 pupils, under 3 teachers ; and at Hope School for Boys and Girls, Springfield, with 24 pupils, under 2 teachers. All these schools for Indian youth were under the supervision of the Protestant Episcopal bishop of Niobrara. How many of the pupils may be reckoned normal does not appear, but all are trained in school studies and as far as may be in useful industries with a view to elevating and civilizing their people. Professional instruction for teachers is also given at Doane College and Nebraska Wes¬ leyan University; at Nebraska Conference Seminary, York; in Hastings College, Hast¬ ings (organized in 1882 with preparatory and normal departments) ; and in the Blake School, Beatrice, a select preparatory and normal opened in 1881. Doane College pre¬ sents a course of 4 years designed to prepare students to be principals of common and high schools and school superintendents, special attention being given to the best methods of acquiring and imparting knowledge, to school organization and discipline, and to State laws concerning education. Nebraska Wesleyan University has a teachers, course of 2 years, which includes all the branches required for a first grade certificate. NEBRASKA. 155 TEACHERS’ INSTITUTES. Two kinds of institutes for teachers are provided for by,law, one to he organized by the State superintendent and another by county superintendents. County institutes have been more successful and useful than the others, which have been generally at¬ tended only by the teachers of the counties in which they were held. For this reason none except county institutes were held during 1882, and the result was, as anticipated, a larger number of institutes and in many cases a larger attendance. The work, how¬ ever, was hampered by a scarcity of good conductors and of funds. The State superin¬ tendent visited 31 counties, delivering lectures and talks to teachers, travelling about 8,000 miles, and endeavoring to awaken popular interest and cause an increased appre¬ ciation of the benefits to be derived from good schools. Fifty institutes were held, with an enrolment of 2,251, an increase during the year of 9 institutes and 395 attending. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Statistics of graded Schools for 1882 were incomplete, only 28 districts reporting, whereas 42 sent reports the previous year. These statistics show as many as 19 public high schools, with 991 pupils; the enrolment for 1881 was 1,458, 8 more schools reporting. The high school at Omaha, now having about 140 pupils, has grown rapidly during the last few years. That at Lincoln offers 4 different courses of study and fits for college. Courses of 4 years are also provided at Beatrice, Nebraska City, and Red Cloud* and of 3 years at Hastings, Grand Island, and Plattsmouth. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, preparatory schools, and preparatory departments of colleges, see Tables IY, YI, YII, and IX of the appendix, and corresponding summaries in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Nebraska, Lincoln, has thus far established two of the five colleges contemplated in its organization, viz: a college of literature, science, and the arts, and an industrial college, the latter embracing agriculture, practical science, civil engineering, and the mechanic arts. In the college of literature, science, and the arts are offered classical, literary, and scientific courses of study leading to the degree of bachelor of arts, of science, and of literature. During the first two college years the studies are pre¬ scribed, while those of the junior and senior years are largely elective. Drawing, paint¬ ing; music, modem languages, and didactics form a part of the course. ■ The other colleges are Doane College, Crete; Nebraska College, Nebraska City; Creigh¬ ton College, Omaha, and Nebraska Wesleyan University, Fullerton. Late catalogues received from three of these showed classical courses, which covered four years in all, ex¬ cept Creighton College (Roman Catholic), which presents a classical course of six years and a commercial course of four years, besides a preparatory course of two years. Ne¬ braska College sends no late catalogue, but when last heard from its curriculum comprised classical, scientific, literary, and theological studies. Doane College provides also scien¬ tific, literary, and normal courses, and includes instruction in music, painting, and drawing. Nebraska Wesleyan University, besides its classical course, offers a scientific one of three, years, a Latin-scientific of four, normal, commercial, and musical courses, instruction m painting, drawing, and wax work, and a non-resident course. The latter is intended to meet a want of professional men and women in the West who desire to complete a collegiate course or of those who have done so in fact but not in form. Both sexes are admitted to this as well as to the State University and to Doane College. > Gifts amounting to over $16,000 were received during the year by Doane College and Nebraska Wesleyan University: $7,131 to the former, of which $6, 000 was from Thomas Doane, of Charlestown, Mass., for endowment; and $9,000 to the Wesleyan University, from subscription of citizens, to be used for building and endowment. For statistics of these colleges, see Table IX of the appendix, and for a summary, see the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Brownell Hall, Omaha, a Protestant Episcopal institution, and the only one of colle¬ giate rank that is exclusively for girls in the State, had 33 students in its coilegiate de¬ partment in 1881; it sends no statistics for 1882. 15 6 REPORT OP THE COMMISSIONER OP EDUCATION. SCIENTIFIC ^ND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The chief provision for scientific study is found in the Industrial College of the State University, in which agriculture, horticulture' civil engineering, and related subjects are the leading studies. The courses are each, six years in length, including 2 of pre¬ paratory work. Students in engineering follow a course very nearly coincident during the first two years with the general scientific, while the junior and senior years are largely given to special studies in engineering and the higher mathematics. In the agricultural course prominence is given to the*sciences in proportion to the directness of their relation to farming. Two or more agricultural or horticultural studies are pursued during each year. The course in horticulture is intended to give familiarity with plant and tree culture. Students in the agricultural course may be required to labor 2 hours a day for 5* days in the week and are paid from 10 to 15 cents an hour. The farm con¬ tains 320 acres, with orchards, vineyards, stock, and other illustrative material. General courses in science are, as already noted, provided by the State University, Doane College, and Nebraska Wesleyan University, tlje last also offering a Latin scien¬ tific course. PROFESSIONAL. Opportunities for theological instruction are found in the Nebraska Divinity School, Nebraska City (Protestant Episcopal), which reported 3 students in 1882, and in the Ne¬ braska Baptist Seminary, which was first opened for students in November, 1880. The lat¬ ter reported in 1882 property worth $16,000, an endowment of $7,000, a good nucleus for a library, 6 teachers, and 111 students. No schools of law report; but lectures in constitutional law formed a part of the cotirse of study at the Nebraska Conference Seminary, York. The University of Nebraska pro¬ vided similar instruction. Medical studies are pursued at Omaha Medical College, Omaha, first opened in the fall of 1880, which reports 9 professors and 30 students during the year 1881-’82, of whom 8 were graduated. The 3-year graded course of study is strongly recommended, but diplomas are granted to deserving students who have spent 3 years in study, including 2 full courses of lectures, the last of them in this institution. Chemical laboratory work and a knowledge of medical botany are required. Candidates for admission must have a fair English education. Women are admitted on the same terms as mem SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Nebraska Institute for the Deaf and Dumb, Omaha, gives free instruction to deaf- mute residents of the State 7 to 25 years of age who are of sound mind anct free from contagious disease; also, to persons younger or older, at the discretion of the authorities. The aim is to give a good common school education, and especially a good command of the English language. The manual alphabet, the sign language, and articulation by means of Bell’s system of visible speech are all used. Some of the children were doing well in speech. During the year an oral class was taught for the purpose of cultivating hearing in those who retained the capacity to any extent, and of teaching speech by means of it, with the audiphone as an aid. Their progress was marked, and the class will be continued, printing, carpentry, needlework, and cookery are taught, and draw¬ ing and painting have been introduced to a limited extent. During the two years ending November 30, 1882, there were 120 pupils in the institute, and 94 at date of the report. EDUCATION OF THE BLIND. The Nebraska Institution for the Blind, Nebraska City, reports steady and satisfactory growth during 1881 and 1882. The average attendance increased from 21 to 25, and the efficiency of the different departments offhe school was materially advanced. Reading, spelling, arithmetic, grammar, analysis, composition, rhetoric, history, physiology, al¬ gebra, and geometry were taught, and the pupils, with scarcely an exception, received instruction in vocal or instrumental music or both. Two pianos and two organs were in constant use, two choirs met daily for vocal instruction, and considerable musical talent was being developed by the training given. - The industrial department, which for several years has been self sustaining, received a fresh impetus in the last year. The brooms made here bring the highest market price and the cane-seating repairing of the city is done here. - The girls have given special . attention to various kinds of knitting and crocheting. NEBRASKA, 157 STATE REFORM SCHOOL. A State Reform School was organized in 1881 at Kearney, the legislature having the previous year appropriated $10,000 for the purpose; but no report of its work has beei received beyond the fact that the school was in successful operation. CHIEF STATE SCHOOL OFFICER. Hon. W. W. W. Jones, State superintendent of public instruction , Lincoln, [First term, January 4, 1881, to January 4, 1883.] Mr. Jones was reelected in 1882. 158 EEPOET OF THE COMMISSIONEE OF EDUCATION. NEVADA. STATISTICAL SUMMAEY. 1880-’81. 1881-’82. Increase. Decrease. POPULATION AND ATTENDANCE. Tenth of sehnnl age (6-18) 10, 533 10, 483 50 Enrol lo 6 in pnhlie schools _ 8, 329 8, 158 ' 171 Average number belonging _ 6, 048 5, 789 259 Average daily attendance _ 5, 406 5, 286 120 Attending private schools _ 868 836 32 SCHOOL DISTRICTS AND SCHOOLS. Number of districts _ 95 143 48 Number of same reporting _ 89 100 11 Number that voted district tax - 11 5 6 Number of public schools _ _ 166 213 47 Number sustained without rate bills. 127 148 21 Ungraded schools _ 58 77 19 frTnded sehnnl s 108 136 28 High schools _ _ 4 6 2 Average length of term in days . _ 144 146 2 Volumes in school libraries. _ _ 524 686 162 Value of school property _ $261, 397 $240, 137 $21, 260 TEACHERS AND THEIR PAY. Men teaehino- _ _ . 44 54 10 Women teaching _ 132 148 16 Whole number of teaehers 176 202 26 Average monthly pay of men _ $99 50 $101 59 $2 09 Average pay of women _ _ 74 76 76 73 1 97 INCOME AND EXPENDITURE. Whole receipts for public schools _ $138, 640 $182, 005 $43, 365 Whole expenditure for same 140, 619 154, 327 13, 708 SCHOOL FUND. Amount of State school fund _ «$415, 000 $564, 000 $149, 000 a In 1880. (From biennial report for 1881 and 1882 of Hon. D. E. Sessions, State superintendent of public instruction.) STATE SCHOOL SYSTEM. OFFICEES. For tbe management of funds and for perfecting school organization there is a State board of education, consisting of the governor, State surveyor general, and State super¬ intendent of public instruction, the last acting as secretary of the board and exercising general supervision over the school system. For each county there is a superintendent of public schools, with a board of examiners; for each district a board of trustees of 3 to 5 members, according to population. — (Laws of 1879.) OTHER FEATURES OF THE SYSTEM. The law provides for free schools for all youth 6-18. Schools are to be divided into Kindergarten, primary, grammar, and high schools in those districts in which the trust- NEVADA. 159 ees shall deem such grading advisable. The law requires all qualified children between 8 and 14 to attend a public school at least 16 weeks in each school year, 8 of which shall be consecutive, unless otherwise taught. The schools are supported by the income from the State school fund and a 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 $100, to be used at the discretion of local officers for the purchase of sites and furnishing of school buildings and libraries, for paying teachers, or for contingent ex¬ penses; when necessary, a district tax sufficient to raise an amount which, with the appro¬ priation for such district, will provide school 6 months. A special tax may also be levied by an affirmative vote of the district for extending the school term or furnishing addi¬ tional school facilities. The trustees of any district may levy rate bills of tuition for the payment of teaehers in a school prolonged beyond the 6 months in which it is free to all. Twenty-five per cent, of the State and county funds are apportioned among the districts in proportion to the number of teachers assigned to each on the basis of 100 census children or fraction thereof to a teacher; the remainder, to the several districts in the county in proportion to the number of children of school age. To be entitled to any part of the public school moneys, schools must be non-sectarian and must have been taught at least 3 months in the year by teachers duly examined, approved, and employed by legal authority; they must also have used the text books ordered by the State board of education. Teachers, to receive their pay, must have been legally employed, must hold in full force and effect a certificate from the State or county board of examiners, and must have made full reports as required by law. No discrim¬ ination in the salaries of teachers is allowed on account of sex. GENERAL CONDITION. A comparison with the previous year shows that, while there were more districts, more public schools (both graded and ungraded) and more without rate bills, an increased school term, more teachers at better pay, higher receipts and expenditures, and a larger State school fund, there was nevertheless a considerable falling off in the value of school property and a slight decrease in school population, enrolment, and average attendance. The State superintendent, in his report for 1881 and 1882, states that, while in some schools there was an advanced and healthy educational condition, in many others he found it quite otherwise; that his efforts to secure the new legislation needed to remedy existing defects in the school system were unavailing; that the State superintendent is really invested with no authority, no one being amenable to him, the most conspicuous duty required of him being to visit schools; and that the State board of education has really little to do with the public schools except to take charge of the public school moneys. While thus pointing out the defects of the school law, the superintendent is nevertheless struck with the attachment the people of the State have shown for the schools in the face of adverse circumstances, and with an improved school law he is hopeful of the future. The Pacific School Journal of December, 1882, says that Nevada treats her teachers with great liberality, paying the highest salaries of any State in the Union;1 moreover by paying men and women alike for equal services the State secures some of the ablest teachers on the Pacific coast. The Carson City schools, it is said, were not inferior to the best in California; a model school at Gold Hill was an honor to the city and to the teachers who had made it what it was. KINDERGARTEN. Although the law provides for Kindergarten in connection with the public schools, there seems to have been but one established. A Kindergarten department at Carson City was reported in 1881, but for 1882 there is no information from this, nor are any others known to exist in the State. CITY SCHOOL SYSTEM OF VIKGINIA CITY. OFFICERS. Each village, town, or corporate city forms one district, the schools of which are un¬ der the control of a board of trustees, which in cities of 1,500 or more registered voters must consist of 5 members, and of 3 in smaller towns. STATISTICS. Virginia City, with a population of 10,917, had in 1882 a school population of 2,207, an enrolment of 1,854, an average daily attendance of 1,201, with 27 teachers, and an expenditure of $34,203. The schools were taught 204 days, in 4 buildings, 1 for the 1 It would seem, however, from a remark in the State report that some payments for educational work are made in scrip worth only 40 cents on the dollar. 160 REPORT OF THE COMMISSIONER OF EDUCATION. primary grade, with 17 rooms; 2 for grammar, with 10 rooms, and 1 for the high school, with 3 rooms, the entire school property being valued at $35,575. There was an esti¬ mated enrolment of 342 in private and parochial schools. Compared with 1880 there was a decrease of 352 in school population, of 406 in enrolment, of 75 in average daily attendance, of 5 in teachers, and a shrinkage of $35,925 in the value of school property. Nevertheless, the figures for 1882 indicate a satisfactory state of things as to attendance, the enrolment in the public schools being 84 per cent, of.school population, and assuming the children in private and parochial schools to be of school age it would appear that 99.5 per cent, of such youth were in school. — (Return.) TRAINING OF TEACHERS. TEACHERS’ INSTITUTES. No normal schools are reported. According to the law under which the State superin¬ tendent, with the consent of the State board of education, annually convenes a State teachers’ institute, a meeting was held at Reno, October 27-31, 1882. Seven counties were represented by the leading teachers of the State, Superintendent Bowen, of Washoe County, in the chair. Papers were read by Superintendent Bowen, Miss Ella McNeely, Rev. Geo. W. James, Superintendent C. S. Young, Mrs. H. M. Schofield, and others. — • (Pacific School Journal, December, 1882. ) INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Bishop Whitaker’s School for Girls, Reno (Protestant Episcopal), reported for 1882 8 professors and instructors, 70 students (26 being in the preparatory, 34 in the collegiate department, and 10 in special and partial courses), a 4-year full course of studies, a scho¬ lastic year of 40 weeks, and a library of 280 volumes. — (Return.) SPECIAL INSTRUCTION. SCHOOLS FOR THE DEAF AND DUMB AND THE BLIND. The State provides for the instruction of its deaf-mutes and blind youth at the school at Berkeley, Cal. The State superintendent reported but one deaf-mute remaining from Nevada in 1882. He reports but 7 deaf-mutes and 5 blind of all ages in the State, and speaks of the school at Berkeley as an excellent one, where the pupils, brought up to fill places of usefulness and respectability, are so educated as to suffer the least possible embarrassment from their affliction. — (State report.) There is no indication of any provision for the feeble-minded. The need of a reforma¬ tory school is referred to in the State report. TRAINING OF ORPHANS. The State Orphans’ Home, Carson City, in its biennial report shows an enrolment of 71 inmates in 1881 and of 57 in 1882. During these 2 years 40 had been discharged, 8 indentured, and 1 had run away. Since its foundation (in 1864) 297 had been sent to the home, 204 discharged, 46 indentured, and 4 had died, leaving 48 remaining December 31, 1882. Instruction is given in the elementary English branches and in vocal music, with evening sessions devoted to moral and religious instruction. The children partici¬ pate in all the festivals and national holidays and have a picnic each summer, all the expenses, including Christmas presents, being provided for by the children’s gift fund. There was a library of 760 volumes, and for the 2 years a State appropriation of $32,500. — (Biennial report, 1881 and 1882.) CHIEF STATE SCHOOL OFFICER. Hon. Charles S. Young, Stale superintendent of public instruction , Carson City. ^Elected in November, 1882 : term, January, 1883, to January, 1887.] NEW HAMPSHIRE. 161 NEW HAMPSHIRE. SUMMARY OF SCHOOL STATISTICS. POPULATION AND ATTENDANCE. Children of school age (5-15) in 1880. Enrolled in public schools.: - Average daily attendance - Attending private schools - Youth 5 to 15 out of school - SCHOOL DISTRICTS AND SCHOOLS. Districts, not including special and fractional districts. Number of public schools - Number of graded schools - Number of 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 teachers _ Teaching successive terms _ Teachers from normal schools- _ Average monthly pay of men _ Average monthly pay of women _ RECEIPTS AND EXPENDITURES. Total income for public schools _ Total expenditure for public schools _ 1880-’ 81. 1881-’ 82. Increase. Decrease. 60, 899 64, 349 63, 235 1,114 43, 943 43, 996 53 3, 562 4,275 713 4, 405 3, 804 601 2, 027 2, 021 6 2, 657 2, 644 13 502 481 21 60 56 4 97. 15 96. 27 0. 88 2, 214 2, 219 5 233 199 34 20 27 7 1,746 1,767 21 $2, 113, 851 $2, 341, 679 $227, 828 559 477 82 3, 026 3,117 91 3, 585 3, 594 9 1, 483 1,436 47 345 378 33 $32 63 $36 45 $3 82 21 77 22 36 59 $577, 489 $584, 528 $7, 039 577, 022 578, 702 1,680 (From reports of Hon. James W. Patterson, State superintendent of public instruc¬ tion, for the two years indicated.) STATE SCHOOL SYSTEM. OFFICERS. For the State, a superintendent of public instruction, a board of commissioners of the literary fund, and a board of trustees for the State Normal School ; for towns, school com¬ mittees, and a superintendent of schools in any town which may so elect; for districts, a moderator, a clerk, and a prudential committee. Districts comprising the whole town must and other districts may elect a board of education. Women vote in school meet¬ ings and are eligible to all school offices. — (Laws, 1878, 1879, 1881.) OTHER FEATURES OF THE SYSTEM. The public schools are sustained mainly from a town tax on polls and ratable estate of $350 for every dollar in the $1,000 of State tax which such towns are required to raise for general purposes; they may raise a larger sum than this, to be assessed in the same way. A literary fund, arising from a tax on the capital stock of banking corporations and from a tax on savings bank deposits, slightly increases a small permanent school fund derived from the proceeds of the sales of public lands, and the proceeds of sales of State lands augment the school fund, though not largely. The public schools are free to all resident children of school age; and all 8 to 14 are required by law to attend a public or private school or receive instruction at home at least 11 E 162 REPORT OF THE COMMISSIONER OF EDUCATION. 12 weeks in every year, 6 of which, in the case of a public school pupil, must be consecu¬ tive. No child under 16 years of age may be employed in any manufacturing establish¬ ment unless he has attended school 12 weeks of the preceding year; none under 14 unless he has attended 6 months or the full term of the school taught'in his district the preceding year; none under 12 who has not attended during the whole term; none under 16, unless in vacation, who cannot read and write; and none under 10 maybe so employed at all. The owner or agent of a manufactory employing a child under 16 years of age and uncertified by the school committee as eligible to be employed becomes liable to a fine not exceeding $20 for each offence. Parents or others having the control of children 8 to 14 violating the law are to forfeit $10 for the first and $20 for every subsequent offence. Towns may make by-laws concerning habitual truants and children 6 to 16 years of age not attending school, and require their attendance under apenalty of $10 for each offence or a sentence of 1 year in the State Reform School, and such towns may appoint 3 or more officers to enforce these laws. Teachers to be employed and entitled to receive their pay must present to the prudential committee a certificate of qualifica¬ tion from the school committee of the town in which the school is to be taught, nor is any teacher to receive payment for services unless a certificate of the school commit¬ tee of the town that the required register of the school has been duly returned is deliv¬ ered to the prudential committee. — (School law.) GENERAL CONDITION. The statistics for 1882 show improvement on the previous year. There was a small increase in the enrolment, in the average daily attendance, in the number in private schools, in the number of school-houses, and in those having maps and globes, and in youth out of school there was a decrease, as well as in school-houses unfit for use. With these gains, there was a decrease in common, graded, and high schools. There were fewer male and more female teachers, making a net gain of 9 teachers. There were fewer teaching successive terms and more from normal schools, with an advance in average pay, especially for men. In income and expenditures there was a slight gain. The State superintendent says that many of the schools are extremely good but some deplorably bad. Some cities and towns have shown an enlightened liberality in the erection and furnishing of school buildings; others have manifested precisely oppo¬ site tendencies. The scholarship of many of the teachers, he says, is too limited and inaccurate. The most serious problem, he thinks, is in the agricultural districts, which are suffering constant depletion of school population from the inclination of youths to seek employment in manufacturing and business centres. Of the 2,644 public schools in the State, 753 enrolled 12 or under 12 scholars, and 310, 6 or under 6. — (State report.) SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. OFFICERS. Towns and cities have school committees or boards of education for the control of pub¬ lic schools and may appoint a superintendent. Concord, although without a municipal school system, has a superintendent and a board of education, consisting of 8 members, for a union school district embracing most of the city, and superintending school committees for the other districts ; Dover, under a new charter, has a school committee of 2 elected in each ward and 4 by the city council at large, instead of a former board of education; Manchester has a school committee of 2 from each ward, instead of 1, as heretofore reported, and a superintendent of public instruction; Nashua, a board of education and a superintendent of schools; and Portsmouth, a board of instruction. — (State and city reports.) statistics, a Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Cnneord b . 13, 843 1,178 1,349 37 $24, 536 Dover . 11,687 2, 059 2,029 1, 440 46 22, 882 32 630 c5 460 4 095 2,712 78 55, 782 Nashua . 13,’ 397 2 755 1, S41 55 35,521 Poi’tsmouth . 9, 690 2, 260 l| 922 1,290 32 21, 833 a With the exception of Concord, the official reports used in the compilation of this table do not discriminate as to school statistics between cities and towns bearing' the same name, and the figures given therefore relate to the whole town. The same thing is true of the information given under the head of Additional Particulars. b For the town of Concord the State report gives an enrolment of 2,445, an average attendance of 1,867, 87 teachers, and an expenditure of $40,946. c Census of 1880. NEW HAMPSHIRE. 163 ADDITIONAL PARTICULARS. Concord for 1881-’82 reports 55 public schools, 53 having maps and globes. There was an increase of 176 in enrolment, of 195 in average daily attendance, and of 14 in teachers. There were 30 school-houses, valued, with other school property, at $183,352, an advance of $17,900 on 1881. Of the 187 teachers employed 3 were teaching for the first time, 48 had taught the same school for more than 1 term, and 12 were from normal schools. Of the 55 schools, 39 were graded. In the city of Concord, after the primary, intermediate, and grammar courses, there was a high school department, with an English course of 3 years and academic and classical courses of 4 years each. The mixed school, heretofore introduced as an experiment to give instruction in special studies to those who could attend only part of the year, was con¬ tinued during the winter term with increased attendance. Instruction in music and drawing was given in all these schools. The superintending committee speak of the school year as having been, in the main, one of order and pros¬ perity. — (State and city reports.) Dover reports but one legally organized school district, with 41 different public schools, all having maps and globes; of these, 32 were graded schools and 1 a high school. There were 18 school-houses, valued, with other school property, at $141,100. In school popu¬ lation there was a loss of 270, teachers, enrolment, and average daily attendance remain¬ ing stationary. The schools reported 71 per cent, of the enrolment in average daily attendance. An evening school was open 12 weeks, averaging 85 pupils a night. The superintendent speaks of the schools as well graded and taught by efficient teachers, but reports the school-houses as needing extensive repairs and alterations. — (City report.) Manchester , comprising one school district, for 1882 reported 75 different schools, classed as primary, middle, grammar, and high, the last having an English and French, a classical, and a college preparatory course, of 4 years each, and graduating 53. There were evening schools, with an average of 14 teachers and 164 pupils. The training school, opened the previous year, was thought to be adapted to its object. There were 24 school-houses, with 3, 645 sittings, valued, with other school property, at $310, 075. The work of the truant officer had nearly extinguished truancy in its worst forms and re¬ duced the ratio of absenteeism 6 per cent, during the year. The estimated enrolment in private and parochial schools was 3,200, with an average attendance of 2,178, of whom 1,475 were Irish, 657 French, and 46 Americans. This large number is said to be owing to the extensive system of Roman Catholic parochial schools. As compared with 1881, city schools showed a decrease of 11 in teachers, of 255 in enrolment, of 106 in average daily attendance, and an increase of $1,657 in expenditures and $23,875 in the value of school property. In a general survey of their school system and its results, the school committee say it is gratifying to make so favorable a report, the city having a zealous su¬ perintendent, intelligent and faithful teachers, and a system of classification and studies at once elaborate and exacting. — (State and city reports and city return.) Nashua , constituting 1 school district, had 17 school-houses, valued, with other school property, at $236,891, and 54 public schools, 51 having maps and globes. The schools are classed as high, grammar, middle, and primary, the first two each having 4-year courses, middle grade, 2 years ; primary, 3. A special teacher of music gave instruction to the primary, middle, and grammar schools. Evening schools had an attendance of 346, under 17 teachers. As compared with 1881, there was a gain of 149 in enrolment and 3 in teachers, and a loss of 110 in average daily attendance, while expenditure increased $1,529 and the value of school property remained the same. — (State and city reports. ) Portsmouth for 1882 reported 1 school district, with 14 school-houses, valued, with other school property, at $82,600, and 32 public schools, all having maps and globes. The schools were classed as high, grammar, intermediate, and primary. The estimated en¬ rolment in private and parochial schools was 150. There was a decrease of 12 in school population, of 481 in average daily attendance, and of $2,051 in expenditures. The public schools enrolled 85 per cent, of the school population, and adding the 150 in pri¬ vate and parochial schools 91 per cent, of it were under instruction. — (State and city reports and city return.) TRAINING OF TEACHERS. STATE NORMAL SCHOOL. The New Hampshire State Normal School, Plymouth, in 1882 received a State appro¬ priation of $6,750 and one of $1,200 from the city. There were 3 resident and 1 non¬ resident instructors, with 2 male and 49 female normal students, 10 of whom graduated and engaged in teaching. The full course of study requires 2 years. A certificate is given on the completion of the studies of the first year and a full diploma on the com¬ pletion of the course. A training school is made up of i00 children, corresponding to the 5 lower grades in a city school. These are graced in groups of 10, each pupil teacher 1G4 REPORT OF THE COMMISSIONER OF EDUCATION. having a class for 10 weeks and then being transferred to another class. For admission to the normal school, males must be 17 and females 1G years of age; all must declare their intention to fit themselves to teach. The State superintendent remarks that the State, which supports no institutes and only 1 normal school, is doing little for the im¬ provement of its teachers. The attendance on the normal school he says should be twice what it is, no institution in the country being more professional or doing' more thorough work. Large numbers are said to go toother States for normal instruction. — (State and city reports and city return. ) TEACHERS’ INSTITUTES. There being no provision by the State for institutes, the teachers maintain their vbl- untary organizations and support their yearly meetings at their own expense. The State superintendent justly remarks that it does not seem honorable to throw the expense of these institutes upon the poorly paid teachers. EDUCATIONAL JOURNAL. There being no educational journal published in this State, information as to its pub¬ lic schools is given in the National Journal of Education, Boston, which has a New Hampshire department. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. By law, any town, by a majority vote, or any district having not less than 100 youth 6-16, by a two-thirds vote, may become a high school district and establish a high school. In answer to a circular sent out by the State authorities to all the high school districts in the State, some districts failing to report and so accounting for the decrease from last year, only 40 high schools reported for 1882 as against 60 in 1881. This number includes the State Normal School and the Littleton graded school, the latter probably having some properly high school studies. In the 40 schools reported there were 36 male and 61 female teachers, with 1,240 male and 1,648 female students, 1,911 pursuing the higher branches and 1,042 ancient and 329 modern languages. School property was valued at $717, 575.— (State report. ) PRIVATE SECONDARY SCHOOLS. The statistics of 53 of these schools reported for 1882 show 94 male and 67 female teachers, with 1,893 boys and 1,223 girls in attendance; 924 studied ancient and 545 modem languages. — (State report. ) " w For other statistics of such schools reporting, see Tables IY, VI, and VII of- the appendix, and for summaries of them, the report of the Commissioner preceding. SUPERIOR INSTRUCTION. DARTMOUTH COLLEGE. Dartmouth College, Hanover, the only institution in the State for superior instruc¬ tion, reported in 1882 no changes from 1881. Its departments are academic, scientific, agricultural, and medical, for which last three, see Scientific and Professional Instruction, below. The collegiate standard is high, necessitating an advanced standard of ad¬ mission, that the college courses may be properly pursued. Graduates of such prepara¬ tory schools as have a thorough preparation for college of at least 3 years are admitted without examination on the certificates of their principals that they have mastered the entire requisites for admission, the first three months of the freshman year being pro¬ bationary, when those proving unfit to go on are dropped. The academic department has a 4-year classical course, with modern languages, mathematics, &c. After 1882 a course in elective studies for the junior and senior years will be provided. This depart¬ ment includes a Latin-scientific course, differing from the full classical course only in the omission of Greek and the substitution of an additional amount of mathematics, sci¬ ences, and modern languages. — (Catalogue. ) For statistics of this department, see Table IX of the appendix. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. For statistics of these institutions reporting, see Table VIII of the appendix; for sum¬ maries of them, 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, aims to give that practical education to the industrial classes which is needed in active life. Com¬ mencing with 1882-’83 the previous 3-year course will be changed to one of 4, with nu- NEW HAMPSHIRE. 165 merous optional studies well adapted to tlie wants of students who desire a prepa¬ ration for active life. The college is reported to he in successful operation. Besides a library of about 2,000 volumes of scientific works, a museum of general and applied science, and a chemical laboratory, the college is provided with instruments for practical surveying, the students having the benefit of the philosophical apparatus of Dartmouth College. — (Catalogue. ) The Chandler Scientific Department of Dartmouth College in 1881-’82had 48 students in its 4-year course, and offered an additional year for resident graduates. The course is characterized by a practical scientific tendency and the study of belles lettres through the medium of French and Geiynan and by discussions and themes in English. The preparatory studies required are those pursued in the common schools of New England. The Thayer School of Ciml Engineering , another department of the college, had 7 students in its 2-year course. This is not only strictly a professional course, but it is essentially a graduate course, though open to any young man of sufficient maturity of mind and mathematical knowledge to satisfy the requirements for admission, which embrace, among other things, a rigid examination in the higher mathematics. For further information as to these departments, see Table X of the appendix. PROFESSION AL. No schools of theology or law in New Hampshire are known to this Bureau. Medical. — The medical department of Dartmouth College in 1882 had 8 professors and 5 lecturers, with 96 students. Applicants for admission must be 18 years of age and, unless matriculates of some regular medical college or graduates of some respectable col¬ lege, academy, or high school, must be examined as to their fitness to enter upon the study of medicine. For graduation, 2 full courses of lectures, 3 years of professional study under a regular practitioner, evidence of practice in dissection, and a dissertation on some medical subject are required. Besides the regular lectures, there is instruction by daily recitations from December to June. For further particulars, see Table XIII of the appendix. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. New Hampshire provides for the instruction of its deaf-mutes in the Clarke Institu¬ tion, Northampton, Mass. , and in the American Asylum for the Education of the Deaf and Dumb, Hartford, Conn., the former of, which had 1 pupil, the latter 21, from this State in 1882. The blind are taught in the Perkins Institution, Boston, which, while not noting the number of New Hampshire pupils in 1882, shows receipts of $3,620 for blind pupils from the State. REFORMATORY AND INDUSTRIAL TRAINING. The State Industrial School, Manchester, had instructed 1,100 inmates since its estab¬ lishment, and had 111 in 1882, 13 of whom went out on the expiration of their sentences, 11 went to homes provided for them, and 9 were honorably discharged. In school all are taught the common English branches; out of school the boys work at farming, gardening, chair seating, and shoemaking. Of those discharged 75 per cent, are known to have become orderly and useful citizens. — (Return.) TRAINING OF ORPHAN AND DEPENDENT CHILDREN. The institutions for this work are the Orphans' Home, Concord, under Protestant Epis¬ copal influence; the New Hampshire Orphans' Home , Franklin, a private and non-secta¬ rian institution supported by voluntary contributions; and the Children's Home, Ports¬ mouth, which 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 habits of honesty, truthfulness, purity, and industry, with literary instruction in the public schools. Statistics for all these are wanting for 1882. EDUCATIONAL CONVENTION. NEW HAMPSHIRE STATE TEACHERS’ ASSOCIATION. The twenty-ninth annual meeting of the State Teachers’ Association was held at Con¬ cord, October 20-21, 1882, there being present 300 teachers. Superintendent William E. Buck opened the session with a paper on “ Supplementary reading,” giving a list of books which he regarded as safe and profitable reading for youth. Prof. E. H. Barlow, principal of the Tilden Seminary, West Lebanon, then read a paper on “A few things worth looking at. ” He held that the public school system is not meeting the wants of the boys and girls: the intellect is trained at the expense of the feelings and will; skill at handicrafts is not provided for ; manual dexterity should be taught in all the 166 REPORT OF THE COMMISSIONER OF EDUCATION. schools. “Shall the State he asked to reestablish the comity institute? ” was answered in the affirmative by Professor Quimby, principal of the New Hampshire Conference Seminary, Tilden, who was indorsed by Principal Ham, of Farmington, as express¬ ing the opinion of the entire. association. Principal W. A. Robinson, of Franklin, then read a paper on “ The town vs. the district system,” advocating the former and giving a history of the beneficial effects of the change in Franklin. Next came a discussion on “The present situation and the future of our schools,” opened by Colonel Parker, who was followed by Hon. J. W. Patterson, contrasting the school systems of the past and present and predicting what the system of the future will be. The second day’s session was opened by the consideration of committee, reports and the presentation of the resolutions adopted by the Concord Woman’s Christian Temperance Union. These resolutions, urging the association to recommend the introduction into the schools of scientific instruction as to the physiological effects of alcohol, were favorably received. ‘ ‘ Language in grammar and high schools ’ ’ was discussed by Principal Powers, of Nashua, Profs. J. K. Lord and Pollens, of Dartmouth College, Bailey, of Keene, and Parker, of Boston, some favoring and others opposing technical grammar. The discussion was con¬ tinued by a paper on “Language in the primary schools,” from Miss Sprague, principal of the Manchester Training School for Teachers, who offered practical suggestions in re¬ gard to the teaching of language in all schools below the grammar grades. The closing paper was on “The high school,” by Prof. A. S. Hardy, of Dartmouth College, which, on account of its excellence, was to be incorporated in the State superintendent’s report. The officers for the ensuing year were then elected, and thus closed, it is said, one of the most interesting, instructive, and enthusiastic meetings the association ever held. — (Journal of Education.) CHIEF STATE SCHOOL OFFICER. Hon. James W. Patterson, State superintendent of pvMic instruction. Concord. [Second term, June 21, 1882, to June 23, 1884.] NEW JERSEY. 167 . NEW JERSEY.' STATISTICAL SUMMARY. 1880- ’81. 1881-’82. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school ace (5—18) . 335, 631 343, 897 8, 266 Number of these enrolled in public 203, 542 209, 526 5, 984 schools. Average daily attendance _ 110, 052 113,532 3, 480 Enrolled in private and church schools 43, 656 44, 560 904 Whole enrolment in all schools _ 247, 198 254, 086 6, 888 Children not in school _ 87, 112 89, 254 2, 142 SCHOOL DISTEICTS AND SCHOOLS. Number of school districts _ 1, 370 1, 366 4 Public school buildings _ _ 1, 585 1,577 8 Number of sittings in these . _ 187, 136 189, 871 2, 735 Private and church schools _ 297 261 36 Number of buildings classed as poor. 192 184 8 Number classed as medium. _ 300 298 2 Number of good school buildings _ 509 524 15 Number classed as very good . __ _ 584 571 13 J o v Districts with less than 6 months of 16 2 14 school. Districts with 6 to 9 months’ school-- 80 65 15 Districts with 9 months or more _ 1, 274 1, 299 25 Average time of school in days _ _ . 190 192 2 Valuation of all public school property $6, 275, 067 $6, 270, 778 $4, 289 TEACHEES AND THEIE PAY. Men teaching in public schools 926 911 15 Women teaching in public schools _ 2, 560 2, 594 34 Whole number of teachers 3, 486 3, 505 19 Average monthly pay of men _ $51 07 $56 96 $5 89 Average monthly pay of women _ 32 63 33 41 78 Teachers in private and church schools 577 INCOME AND EXPENDITUEE. Whole receipts for public schools _ $2, 163, 919 $2, 142, 385 $21, 534 Expenditure for public schools _ 2, 026, 982 1, 987, 671 39, 311 (From reports of Hon. E. A. Apgar, State superintendent of public instruction, for the two years indicated.) STATE SCHOOL SYSTEM. OFFICEES. The general supervision of the public school system is committed by law to a State board of education, which board elects by ballot every third year a superintendent of public instruction for the State and appoints a superintendent of public schools for each county, the latter subject to the approval of the board of freeholders in the county. For ordinary school districts (which must contain at least 75 children of school age) the county superintendent may appoint 3 trustees at the laying out of the district, the resi¬ dent voters may elect these or others at the first annual district meeting, and annually thereafter these voters elect one in place of one of the 3 thus first chosen. The district trustees constitute a township board of trustees for each township, and as such meet the 168 REPORT OF THE COMMISSIONER OF EDUCATION. county superintendent semiannually for consultation as to the management of schools. Women residing in a district are eligible to the office of district trustee in it, if over 21 years of age and able to read and write, which qualifications are required of men also. City and town districts (every incorporated city or town constituting but one school dis¬ trict) have elective school boards, boards of education, or boards of school trustees, ac¬ cording to their several charters, the members usually liable to partial annual change. Each district board has a clerk or secretary to record its proceedings, keep accounts, and take an annual census of school children. Besides the above mentioned, there are boards of examination to test the qualifications of applicants for teachers’ certificates. These certificates entitle their holders to teach either in any part of the State or in any county or city by the examining authorities of which the certificate is issued. OTHER FEATURES OF THE SYSTEM. The public schools are free to all resident children 5 to 18 years of age, regardless of religion, nationality, or color. They are supported by the proceeds of a State school fund, by a State tax equal to $4 for each child of school age, and by additional amounts raised through township taxation. Each district is entitled to at least $200 of the school fund, and districts with 45 or more children get not less than $350, to be apportioned by county superintendents. To secure this aid, districts must provide suitable school build¬ ings and must have maintained a public school for at least 9 months during the preced¬ ing school year. To entitle themselves to pay, teachers must hold certificates of quali¬ fication and present a duly kept register for the time for which pay is asked. Teachers may suspend pupils from school for cause, but may not administer corporal punishment. The State allows an annual appropriation of $100 for each county teachers’ institute and teachers are required to attend the institute held in the county in which they teach. No portion of any school fund may be used for the support of sectarian schools. The county and city superintendents together constitute “The State Association of School Superintendents ’ ’ and meet annually, as the State board of education may direct. The State offers to any city, town, or township that will raise not less than $3,000 a like sum for the establishment of schools for the training of pupils in industrial and mechanical pursuits, and afterwards an annual contribution equal to that contributed in said locality, not to exceed $5,000. The State also encourages district libraries by giving $20 to any public school which has raised a like amount, with an annual sum of $10 if the district shall have given the same. GENERAL CONDITION. The statements of Superintendent Apgar for 1881-’82 indicate a condition of school af¬ fairs not materially different from that reported in the preceding year. The percentages of enrolment in public schools and of attendance on both public and private schools were about the same. Against 8,266 additional youth of school age there appears an enrol¬ ment of 5,984 more in public schools and of 904 more in private schools, so that on the whole there were 6,888 more youths under instruction, 2,142 more than in the preceding year being reported as not in school. The number of public school buildings is reported as 8 less, but the sittings for pupils were 2,735 more. Private and church schools di¬ minished apparently by 36. Notwithstanding a diminution of expenditure for public schools, the time during which the schools were taught was on an average 2 days greater for the State. The quality of the teaching force seems on the whole to have improved, the number of teachers holding State certificates, which imply a high grade of qualifica¬ tion, being 42 greater, the number holding city certificates being 80 more, and the first grade county certificates 33 more, making a total of 155 more teachers that may reason¬ ably be considered well qualified. EVENING SCHOOLS. Free evening schools were held in 8 cities during 1881-’82, with a total enrolment of 5,681, an increase of 805, the average evening attendance being 2,456, an increase of 450. The number of teachers rose from 104 to 116, their average salary being $7.43 a week. The total amount appropriated for evening schools was $8,954. KINDERGARTEN. For information of schools of this class, see Table Y of the appendix ; for a summary of their statistics, see a corresponding table in the report of the Commissioner preceding. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. OFFICERS. The school interests of each city or town are under the control of school boards, boards of education, or boards of school trustees, elected by the people. A city superintendent is usually the executive officer, and such persons as the board may appoint constitute a city board of examiners. NEW JERSEY. 169 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 2,237 12,558 7, 858 1,554 8,466 963 28 $14, 278 Camden . 41, G59 28, 229 4, 512 2, 156 125 81,152 Elizabeth . 3,501 5,504 51 37, 074 Hoboken . . 30, 099 120, 722 10, 377 3. 214 100 71,041 Jersey City . 47, 552 21, 151 12; 884 329 185, 875 Millville . 7, GGO 2,494 2,266 1,068 12,431 34 17,821 Newark . 136, 508 41, 408 19, 762 2,382 285 254, 255 New Brunswick . 17, 166 6, 334 1,722 45 32 30,011 Orange . 13,207 51, 031 3,890 1,452 1,001 5,824 846 Paterson . 16,022 2,250 10, 643 121 87’ 483 Plainfield . 8, 125 1,278 23 22, 481 Trenton . 29,910 7,776 3,838 2,263 69 49,082 a To secure uniformity in comparisons, the figures in this table are taken from the State report for 1881-’S2. ADDITIONAL PAETICULAES. Bridgeton public schools occupied 6 buildings, with 1,551 sittings for study, valued, with grounds, &c., at $38,000 and reported in good condition. There was room for 588 more than the daily attendance, and yet 642 children of school age in the city attended no school during the year. Private and church schools enrolled 112. Camden received $93,089 for public school purposes. Its 13 buildings, with 6,505 -sittings, were valued, with sites, &c., at $246,300, and were reported to be in very good condition. The enrolment in private schools was 771, and 362 children of school age were in no school. The pay of men averaged $107.50 and that of women was raised from $34.16 to $35.31. Elizabet h reported primary, grammar, and high schools in good buildings, with 2,569 sittings for study, valued, with sites, &e., at $80,000. The total receipts for school pur¬ poses were $44,019. The accommodations being insufficient, the lower classes of the primary department were divided, one half attending in the morning, the other in the afternoon. There were 3 men teaching, at a salary of $140 a month, and 48 women, at $49. The number of children attending private schools was 2,889 and 1,468 were attending no school. The evening school enrolment was 517 and average evening at¬ tendance 127, with 8 teachers. Hoboken in 1882 reported 12 schools, classed as primary, grammar, high, and evening. There was also a Saturday normal class. Drawing was added to the course of study in public schools, and a special teacher was appointed for the same. More room was needed to relieve the overcrowded condition of the schools. The evening school of 4 months enrolled 384 pupils, with an average attendance of 139, and was divided into 6 classes, 2 for boys and 4 for girls. The class for the benefit of Germans unable to speak English was continued. The teachers’ monthly convention is said to be a valuable aux¬ iliary to the teachers. The number of pupils in private schools was 1,473 and those attending no school 3,400. School property was valued at $132,500. Jersey City reported primary, grammar, and high schools and a training class for teachers. The schools were housed in 20 buildings, with 14,443 sittings, and yet 1,309 children had to be refused admission to the schools for want of room. The city super¬ intendent reported that about three-fourths of the children left school as soon as their labor could assist in supporting the families to which they belonged and that 13,201 attended no school during the year. The schools were taught 200 days, the pay of the men teaching in them averaging $131.86 per month; that of women, $30.80. School property was valued at $628,830. French, German, Greek, and Latin were taught in the high and normal schools. There were 13,200 pupils in private schools. Millville reported primary, grammar, high, and evening schools, taught in 12 build¬ ings, with 1,560 sittings, valued, with sites, &c., at $40,000. The average salary paid to men was $62.50; that to women, $37. Evening schools were taught 38 evenings by 18 teachers, at an average pay of $3.96 a week; the number enrolled was 576, with an average attendance of 228: total appropriation for evening schools, $800. There were 30 children attending private schools and 228 in no school. Newark in 1882 had 34 school buildings, 6 of them rented, the others owned by the city. The 34 contained 293 class rooms, afforded sittings for 15,723 pupils, and were valued, with sites, furniture, and apparatus, at $907,500. The day schools were 2 in¬ dustrial, 1 colored, 28 primary, 2 intermediate, 11 grammar, 1 high, and 1 normal, the last using as a training school one of the city schools. The enrolment in these was, for the year, 19,759 ; the average registration, 14,22*2 ; the average attendance, 12,436. The 170 REPORT OF THE COMMISSIONER OF EDUCATION. increase in average enrolment was 400, in average attendance 29i. Only 61 pupils were over 18 years of age, and 35 of these were in the city normal school preparing to become teachers. Five evening schools, one of them an evening drawing school, had an attend¬ ance of 1,646 pupils. These, with the day pupils, made a total of 21,405 under instruc¬ tion in the city schools, adding to which 6,000 in private or church schools, it appears that out of the 41,498 children of school age 27,405 were under some school training The teachers employed by the city in its day schools were 17 men, at an average salary of $150.75 a month, and 268 women, at $51 a month. The evening schools were taught 57 evenings, at an average salary of $8 a week, by 36 teachers. The high school had for boys a commercial course of 2 years and classical, scientific, and English courses of 4 years ; for girls, a 4-year course in English and Latin studies and a 1-year normal course. New Brunswick reported graded schools conducted in 6 buildings, with 2,175 sittings, valued, with grounds, &c., at $125,200. There were 4 men teaching, at an average sal¬ ary of $132.50 a month, and 41 women, at $41.93. About 1,000 children attended pri¬ vate schools and 2,952 were in no school. Orange reported primary, grammar, and high schools, taught in 4 buildings, with 1,373 sittings, valued, with all other school property,^ at $100,000. Two men teachers were paid an average of $140 a month and 30 women $46. There were also 2 special teachers for music and drawing. About 1,000 children were in private or church schools and 1,438 in no school. Paterson reported primary, grammar, high, normal, and evening schools, conducted in 30 buildings, with 8,710 sittings, valued, with sites, &c., at $304,800. There were 10 men employed in teaching, at an average of $108 a month, and 111 women, at $42. Even¬ ing schools were held in 9 buildings and had an enrolment of 2,225 pupils, with an average attendance of 949; and for them 63 teachers were employed, with two special teachers of drawing and penmanship. The appropriation for these schools was $2,327. The number of children in private schools was 1,500 and in no school 3,879. Plainfield had 22 graded schools in 4 buildings, valued, with grounds, &c., at $63,750. The average salary of teachers a month was $80 for men and $59 for women. Music was taught in all ; the length of term was 200 days. There were 305 children in private schools and 667 in no school. Trenton for 1882 reported 58 class rooms in 11 buildings, with 2,632 sittings. One school -house had been built during the year and 10 had a system of ventilation. There were 3 more teachers employed than in the preceding year. Of the whole number 3 were men, with an average monthly pay of $106.66, and 66 women, with $44.86. School property was valued at $150,000. Private schools had an enrolment of 1,002 and 2,691 children were in no school. TRAINING OF TEACHERS. NEW JEESEY STATE NOKMAL SCHOOL, TEENTON. This school is under the management of a board composed of 14 trustees and the State superintendent. During the school year there were 233 pupils enrolled, the average attendance being 186. The total number was 3 less than the preceding jrnar, but the average attendance was 5 more. The elementary course covers 2 years, and students, to enter the advanced course, must be familiar with the first year of the elementary course. Instruction was given in elocution, calisthenics, vocal music, drawing, and penmanship throughout both courses. There were 39 graduates in 1882, of whom 25 graduated from the advanced course ; all the graduates engaged in teaching. Graduates of the school (who comprise about 11 per cent, of all the teachers in the State) are permitted to teach without further examination. The school receives $20,000 annually from the State. A model school connected with the institution had an enrol¬ ment of 420 pupils, under 24 instructors. It furnishes students of the normal school an opportunity lor observation and practice teaching ; its course of study is graded from ele¬ mentary English through high school studies, and boys may be thoroughly prepared in it for any class in college. FAENUM PEEPAEATOEY SCHOOL, BEVEELY. This institution receives aid from the State, acts in conjunction with the normal school in preparing teachers for the public schools, and its graduates are received into the senior class of the advanced course of the State normal school. Its departments are primary, intermediate, preparatory, and senior. Instruction is given in music, drawing, and paint¬ ing, French, and German, and pupils are prepared for business or college. The average attendance during the year was 114. OTHEE NOEMAL TEAINING. The Newark Normal School was established in 1879 to prepare teachers for that city. Its course of study covers a year, only graduates from the high school being admitted. NEW JERSEY. 171 The special studies are mental and moral philosophy, theory and practice of teaching, and critical readings in English literature. The students spend two weeks or more in teaching in the city training school, 3 classes in this school being taught by them en¬ tirely. Resident instructors, 8; normal pupils in 1881-’ 82, 28, of whom 26 engaged in teaching. Three educational journals were taken, drawing and vocal music were taught, and there was a collection of casts, models, and other apparatus. At j Hoboken, the normal class heretofore noticed was continued on every Saturday forenoon during the school session. Fifteen graduates received certificates or diplomas. Instruction was given in the studies required for each grade, supplemented by ideas on teaching, plans for organizing schools, and methods of discipline. The registration for the year was 59; the average attendance, 41. The city teachers, forming a society for mutual improvement, met once a month for the discussion of topics connected with their work. Jersey City continued the instruction given in former years in its high school to pupils that desired to prepare lor teaching, and the report of the superintendent indicates that the number of such was 74 for the year. A training school connected with the high school gives opportunity for practice teaching. teachers’ institutes. During the year county teachers’ institutes were held in the counties of Bergen, Cum¬ berland, Essex, Hudson, Hunterdon, Middlesex, Monmouth, Morris, Passaic, Salem, Somerset, Sussex, Union, and Warren. At Mount Holly, Burlington County, where many teachers have for several years met the county superintendent, Mr. Edgar Haas, monthly, in a voluntary institute, for sys¬ tematic studies of an advanced character, an elementary course in English grammar, reading, arithmetic, and practical mensuration was pursued in 1881-’82. A similar association of teachers at Burlington, composed wholly of men, is reported by Superin¬ tendent H aas as having done superior work. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State report gives no definite information in regard to high schools in the State. In Elizabeth they were conducted in 3 buildings by 9 teachers, with an average daily at¬ tendance of 118, and in Jersey City High School 569 pupils were enrolled, with an attend¬ ance of 429 and 87 in the graduating class. High schools were also noted in Hoboken, Millville, Newark, New Brunswick, Orange, Paterson, Phillipsburg, and Plainfield, while there were high school departments also in the State Normal School, Trenton, in the city school system of the same place, and in the Farnum Preparatory School, Beverly. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and schools specially pre¬ paratory to college, see Tables IV, YI, and YII of the appendix, and for summaries of the same, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR MEN. The College of New Jersey , Princeton (Presbyterian), in 1882 (the one hundred and thirty-six sh year of its existence), maintained its classical, scientific, and elective courses of former years, with a faculty of 37 members and an enrolment of 541 students. Of these 9 were fellows and 54 graduate and 18 special students. Regular courses of study occupy 4 years. The entrance, promotion, and graduation of students were determined by examination, and the degree of bachelor of arts was conferred only upon students who passed a satisfactory final examination. Thorough graduate courses in biology and palaeontology have been established, open to graduates of this and other colleges and leading to corresponding degrees. Attached to the diplomas issued to students in these courses is to be a statement that the degree has been awarded for proficiency in the above sciences. Any candidates for a degree who pass a satisfactory examination may com¬ pete for prizes, scholarships, and fellowships offered in the classes or departments with which they are connected. Biblical instruction is given each week by the president and 3 professors. Rutgers College , New Brunswick, in the one hundred and twelfth year of its exist¬ ence, reported for 1882 classical, scientific, special, and graduate courses, with a faculty of 15 members and 134 students, 15 of them graduates. The courses for graduation as bachelor of arts and bachelor of science cover 4 years. For higher degrees there are 172 REPORT OF THE COMMISSIONER OF EDUCATION. graduate courses covering 2 to 5 years. French, German, Greek, and Latin enter into the regular a. b. course and Hebrew is offered as an extra study during the senior year for students intending to enter the ministry. St. Benedict's College, Newark, and Seton Hall College , South Orange (both Roman Cath¬ olic), reported for 1881-’82 preparatory departments and classical and commercial courses of study; the former had 68 students, and the latter 100. The preparatory department at St. Benedict’s embraces only elementary English studies. The standard at Seton Hall has been raised. 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. Rutgers Scientific School (constituted by act of the legislature the State College of Agriculture and the Mechanic Arts) presented for 1881-’82 full 4-year courses of instruc¬ tion in civil engineering and mechanics, in chemistry and agriculture, and special courses in chemistry and agriculture covering 2 years, each 4-year course leading to its corre¬ sponding degree, while certificates alone are given to those students who pursue to their completion the special 2-year courses. The John C. Green School of Science, connected with the College of New Jersey, Prince¬ ton, had 2 courses in general science: one of 4 years, leading to the degree of b. s. ; the other, a course of at least a year in special departments of science for students who have received the first degree and are candidates for the degree of M. s. Students in the junior year desiring to devote to certain branches more than the usual time may elect one of 3 courses, which are in (1) mathematics and mechanics, (2) biology and geology, (3) chemistry and mineralogy. The course need not be selected before the close of the first term in the junior year. There is also a select course in physics that may be taken in the senior year by students that have chosen mathematics and mechanics. Then in the Green school there is a 4-year course in civil engineering, which for the first 3 years is the same for all, but in the fourth year may be varied by students showing marked advance in special branches of engineering. A course of 2 to 4 months, according to the preparation of the student, is provided for graduates of the school and special students intending to study medicine. Stevens Institute of Technology, Hoboken, a school of mechanical engineering, offered in 1881-’82 a full 4-year course, each year divided into 4 terms, the first or preliminary term being devoted to experimental mechanics and shop work. The courses of instruction include mathematics, mechanical engineering and drawing, physics, chemistry, languages, and belles lettres. Admission, promotions, and graduation depend on the passage of ex¬ aminations. 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. Theology is the only professional training reported in 1882. The schools for it were the Theological Seminary, Princeton, the German Theological School of Newark, N. J., Bloomfield (both Presbyterian), Drew Theological Seminary, Madison (Methodist Epis¬ copal), the Theological Seminary of the Reformed Church in America, New Bruns¬ wick, and the Diocesan Seminary of Seton Hall College, South Orange (Roman Cath¬ olic). The first 4 had full 3-year courses, with preliminary examinations for all who were not college graduates; the German Theological School had a 3-year preparatory course, and the instruction in theology at Seton Hall College was not separated from that of the collegiate course. For statistics of theological schools, see Table XI of this volume. SPECIAL INSTRUCTION. EDUCATION OF DEAF-MUTES AND OF THE BLIND AND FEEBLE-MINDED. The number of deaf-mutes educated by the State in special schools of other States was 156, number of blind 57, and of feeble-minded 41, and the cost to the State of such instruction was $69, 616. REFORMATORY AND INDUSTRIAL TRAINING. The New Jersey State Reform School , for boys, Jamesburg, reported for 1882 the number of boys that had been in the institution during the year to be 419, embracing some col- NEW JERSEY. 173 ored, 322 remaining under instruction October 31. They were taught the elementary English branches, with farm and shop work and brick making. The value of all tne school property was §40,048 and the value of the farm products for the year $9,689. The State Industrial School, for girls, at Trenton, reported 51 inmates during 1882, their average age being 14} years. They recei ved instruction in the common English branches ; also, in sewing and housework. Particular attention was given to their moral and relig¬ ious training. The Newark City Home , a reformatory and industrial institution for boys and girls sup¬ ported by the city, reports 74 received and 72 paroled during the year, leaving at the close of 1882 156 inmates. All are given school instruction, with vocal music; the boys are taught brush making and farming; the girls, tailoring, dressmaking, and plain sew¬ ing. EDUCATION OF ORPHAN AND DEPENDENT CHILDREN. Among the institutions of this class reporting are the West Jersey Orphanage, Cam¬ den, for destitute colored children ; the Children’s Home, Mount Holly, and the Newark and Paterson Orphan Asylums. These schools seem to be doing good work and are said to be conducted by earnest men and women. For statistics of these and similar institutions, see Table XXII of the appendix. EDUCATIONAL CONVENTION. STATE ASSOCIATION. The New Jersey State Teachers’ Association held its twenty-fifth annual meeting at Newark, December 26-27, 1882, President W. L. Dickinson, of Jersey City, in the chair. In his address of welcome the president warmly advocated the proposition that teachers should be men and women of thought and action, stimulating scholars to learn without too much explanation; he thought they should belong to the board of trustees and assert the dignity and importance of their position. Superintendent De Graff pre¬ sented a paper on “Anew departure in teachers’ institutes,” and offered resolutions that the association request the legislature at its next session to repeal the law for county institutes and establish for each congressional district a school to hold an annual 4- week session for normal training, $500 being given annually to each school. The resolutions were followed by a lively discussion and were finally referred to a committee, to be re¬ ported on at the next meeting. The general drift of sentiment appeared to be that normal training in some form was essential to right teaching, even for those who had passed through the school curriculum. The next day Principal Hasbrouck, of the Normal School, dwelt on the need of thoroughness in mental training. Papers were then read on the “ Reformation of delinquents” and on “School libraries,” followed by State Superintendent Apgar in defence of high schools, with an earnest appeal for retaining the county institute system. The resolutions relative to the system were referred to a com¬ mittee, to be reported upon at the next meeting. Before adjournment, Randal Spalding, of Mont Clair, was elected president for the ensuing year. CHIEF. STATE SCHOOL OFFICER. Hon. Ennis A. Apgar, State superintendent of public instruction , Trenton. [Term, 3 years.] Mr. Apgar has served by successive reelections since 1867. 174 REPORT OF THE COMMISSIONER OF EDUCATION, NEW ¥©KI£. STATISTICAL SUMMARY. 1880-’81. 1881-’82. 1 Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (5-21) _ 1, 662, 122 1, 021, 282 1, 681, 161 19, 039 19, 786 Public school enrolment _ . _ .. 1,041,068 569, 471 Average daily attendance _ 559, 399 108, 309 10, 072 Attending private or church schools. 115, 646 7, 337 Attending academies _ 31, 114 34, 171 3, 057 Attending normal schools _ 5, 944 6, 152 208 Attending colleges. _ _ 6, 251 6, 496 245 Attending medical schools - Attending law schools __ _ 3, 069 603 3, 011 609 6 58 Whole number under instruction _ 1, 176, 572 1, 207, 153 30, 581 SCHOOL DISTRICTS AND SCHOOLS. Number of school districts _ _ 11, 248 11, 257 176 9 Average school term in days _ 178 2 Volumes in district school libraries. _ 707, 155 705, 634 1,521 Public school-houses _ 11, 894 11,914 20 Number built of logs _ 78 76 2 Frame school-houses _ 10, 073 10, 100 1,738 $1,525, 426 30, 332, 291 27 Brick or stone school-houses _ 1,743 5 Expended for houses, sites, repairs, &c. $1, 467, 361 $58, 065 Estimated value of school property __ 31, 091, 630 $759, 339 TEACHERS AND THEIR PAY. Men teaching in public schools _ Women teaching in public schools — 7, 669 23, 157 7, 123 24, 110 953 546 Whnle number of teaeh ers 30, 826 28, 767 31, 233 407 Number licensed by local officers - 29, 087 320 Licensed by State superintendent — 964 963 1 Licensed through normal schools - 1,095 1,183 88 Employed 2ft weelcs or over 20, 731 20, 902 171 Number of institutes held _ _ 77 73 4 Teachers attending institutes - Average monthly pay of teachers — 13, 209 $42 24 13, 231 $43 28 22 $1 04 INCOME, EXPENDITURE, AND SCHOOL FUND. Receipts for public schools - , — $10, 895, 765 $11, 384, 078 $488, 313 Expenditure for public schools - Available State school fund... - 10, 923, 402 a3, 276, 602 11, 422, 593 «3, 247, 000 499, 191 $29, 602 a Not including the United States deposit fund, which in 1878 amounted to $4,014,521. (From reports of Hon. Neil Gilmour, State superintendent of public instruction, for tbe two years indicated.) STATE SCHOOL SYSTEM. OFFlCEES. A State superintendent of public instruction, elected by tbe legislature for a term of 3 years, has general charge of public school interests. Academic, collegiate, and pro¬ fessional trai gjjTg J s lyijiey Ah e .direction of.a board of regents of tbe university. Local NEW YORK. 175 school affairs are in charge of school commissioners elected by the people for 3 years (one for each school commissioner’s district) and of district boards of trustees, of 1 or 3 members in ordinary districts and of 3 to 9 members in union districts. Women may hold school offices and vote in school meetings. OTHER FEATURES OF THE SYSTEM. Public schools are sustained by the income of a common school fund, of the United States deposit fund, and by State and local taxation. All residents of a district 5 to 21, and non-residents at the discretion of the trustees, are admitted, except Indian youth on reservations, for whom other provision is made. Separate schools for colored children may be established by the school authorities of cities or of union districts, but facilities for instruction equal to those in the schools for white children must be provided in them. Districts, to be entitled to their share of the public school funds, must have sustained a school taught by a qualified teacher for at least 28 weeks the preceding school year, and no public school moneys may be paid to an unqualified teacher. To be legally qualified a teacher must have a normal school diploma or a certificate of qualification from the State superintendent, school commissioner of the district, or school officer of a city authorized by special act to grant a certificate. Provision is made in the law for district libraries, union or graded free schools with academic departments, teachers’ institutes, and State normal schools; also, for the in¬ struction of the deaf and dumb and the blind, for children in orphan asylums, for the care and instruction of idle and truant children, and for the compulsory attendance of children between 8 and 14 on some school for at least 14 weeks in each year, unless in¬ structed at home in the common school branches. The employment during school hours of any child under 14 who has not received this amount of instruction during the year preceding is prohibited under a penalty of $50. Free instruction in industrial drawing must be provided in all cities and in union and free school districts under special acts, unless such districts are excused by the State superintendent. All State normal schools must teach this branch. — (School laws.) GENERAL CONDITION. The statistics show an increase of 19,000 in youth of school age, of more than that number in public school enrolment, and of over 10, 000 in average daily attendance, while, with the increased number of students in colleges, academies, normal and law schools, the whole number reported under instruction was over 30,000 greater than the previous year. Nearly half a million of dollars more was expended for public school purposes; more teachers were employed, at an increased average monthly salary; and over $58,000 more were spent for school-houses, school furniture, &c., although the estimated value of all school property was reported less than in 1881. “For many years there has been an annual increase in the number of teachers employed for the full legal term of school,” a fact which, the superintendent thinks, shows an increasing interest in educational work, besides furnishing encouragement to teachers. The number of volumes in district libraries has been decreasing year by year, although the sum of $50,000 is annually appropriated for the purchase of books. This amount was in 1881-’ 82 divided nearly equally between the 744 city and the 11,257 rural school districts, the latter receiving, on an average, a little more than $2 each. The money, however, in a large majority of the rural districts, was used for the payment of teachers, the law authorizing this when the amount is less than $3. The superintendent advises that the annual appropria¬ tion for district libraries should be discontinued or else that the law be so amended as to materially improve the libraries. A new plan was adopted at the iast institute examination of teachers which has given general satisfaction. It had previously been required that each applicant for a cer¬ tificate should pass in all the subjects prescribed. Now, should they fail in any branches, they are to receive credit for those in which they are successful, and are not required to pass an examination in them again, but only in those in which they failed. They must, however, pass in all the subjects within 3 years. The method of granting State certificates on examination, instead of on recommendation, required by a law of 1875, has been productive of much good in raising the standard of teachers’ qualifica¬ tions. INSTRUCTION OF INDIAN YOUTH. The report for 1882 gives 1,723 as the number of Indian children of school age in the State, the number of these enrolled in school as 1,169, and the average daily attendance as 645. One new school-house was in process of erection and 2 more were needed. The receipts for the year were $8,595; expenditures, $8,243. 176 REPORT OF THE COMMISSIONER OF EDUCATION, NEW LEGISLATION. No notice of any important changes in the school code has reached the Bureau except the following: (1) One requiring supervision of teachers’ classes in academies and union schools from school commissioners, with some additional provisions as to incorporation of academies; (2) one forbidding the incorporation of collegiate institutions without the approval of the regents of the university; (3) one amending regulations as to admission to the bar of students from law schools or attorneys’ offices. KINDERGARTEN. For information as to schools of this class, see Table V of the appendix. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. OFFICERS. The schools of cities and incorporated villages not under special charters are, like other union school districts, governed by boards of education elected by the people for 3 years, one-third going out each year. A large number of the cities, however, have special school organizations under municipal charters; but all are under the supervision of boards variously styled boards of education, of trustees, or of supervisors, generally elected by the people. Nearly all the larger cities also have superintendents of schools. In New York City the mayor appoints the board, which is composed of 24 commission¬ ers. He also appoints 24 school inspectors, 3 for each of the 8 school districts into which the city is divided. A superintendent of schools and 7 assistant superintendents are appointed by the board, also 5 trustees for each ward. STATISTICS. Cities. Population, census of 1880. Child re n of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Albany . 90,758 35,411 13,984 9, 350 233 $208, 782 Auburn . 21. 924 7,389 3, 238 2,284 66 40, 133 Binghamton . 17,317 4,778 3, 000 2,382 75 47,482 Brooklyn . 566, 663 200,000 a92, 197 o54, 894 al, 298 1,148,387 Buffalo . 155,134 656,000 20, 687 15, 689 453 316,115 Cohoes . 19, 416 8,624 3,671 cl, 604 d48 35, 286 Elmira . 20, 541 6,233 3,959 2,874 80 63, 677 Hudson . . 8,670 3, 260 1,620 795 22 13, 181 Ithaca . 9, 105 2,780 1,946 1,377 33 30, 015 Kingston e . 8, 780 2,779 1,660 1,106 32 36, 860 Lockport . 13,522 4,000 2, 610 1,448 44 30,513 Long Island City . 17, 129 6, 128 4, 190 2,138 50 39,917 Newburgh . 18. 049 6,273 3,376 2, 118 55 45,824 New York . 1, 206, 299 397,000 229, 847 /136, 982 3, 544 3,558,304 Ogdensburg . 10, 341 3,728 1,916 1,236 33 21,970 Oswego . 21,116 7,996 3, 551 2,577 66 47, 741 Pou ghkeepsie . 20, 207 6,002 3,009 2,046 62 35, 853 Rochester . 89, 366 37,000 13, 381 8, 788 270 214, 179 Rome . 12, 194 3, 129 1, 810 1,206 31 16,012 Schenectady . 13, 655 4,913 2,449 1,602 41 29, 404 Syracuse . 51, 792 19,710 9,447 7, 224 187 142,425 Troy . Utica . 56,747 19,000 8, 253 5, 367 137 108, 688 33, 914 12,521 5,578 03,542 hill 76,403 Watertown . 10, 697 3, 348 1,889 1,265 45 30,117 Yonkers . 18, 892 7,170 3,073 1,778 43 66,654 a Besides the numbers here given, the evening schools enrolled 5,406, had 3,262 in average attend¬ ance, and employed 200 teachers. b Estimated in 1880. c Including 120 in evening schools. d Including 17 in evening schools. e These statistics are for the Kingston school district only ; the population of the city in 1880 was 18,344. /Including 9,786 in corporate and. 6,833 in evening schools, gr Including an average attendance of 109 in evening schools. h Including 7 teachers in evening schools. ADDITIONAL PARTICULARS. Among several cities and villages containing 7,500 or more inhabitants, besides those enumerated in the above table, Hornellsville and Middletown had school systems organ¬ ized under special acts, but no report of their statistics has been received for the year 1882. Albany reports a new school building finished, with seats for 448 pupils and costing $17,642, and another commenced which will accommodate 600 pupils and cost about $25,000, exclusive of site. The tendency towards a decrease in attendance apparent in NEW YORK. 177 the two previous years was arrested in 1882. While the registry remained about the same as the previous year, the average membership increased by 344 and the average attendance by 364. The half day absences fell off 11,898 and the cases of tardiness 2,794. The ex¬ perience of individual schools tended to show that the effort to reduce tardiness need not result in an increase of half day absences. There were 650 cases of truancy, though the number of truants was only about 500. An inquiry made by the police, at the instance of the board of education, showed that there were on the streets at one time 28 truants and 132 non-attendants at school between 6 and 16 years of age. The establishment of an ungraded school for such children is recommended. In December the board, after carefully considering the arguments pro and con, decided to suppress the forenoon and afternoon recesses, allowing a longer intermission at noon and dismissing pupils half an hour earlier in the afternoon. The first and second year classes were allowed 10 minutes of recess during the sessions and individual recesses were given freely on request. At the end of 3 months reports from all the schools as to the practical workings of the plan were so favorable that the new schedule was made per¬ manent. The course of study continued substantially as before. The rehearsal of short quotations was made a part of the daily exercises in all the grades. Drawing continued to be taught with enthusiasm, and the influence of this instruction has already been seen in the workshops and studios of the city. Satisfactory progress in music was made. There was a reduction of about one-half in cases of corporal punishment and this with¬ out any increase in the number of suspensions. The schools are learning to do without the infliction of pain as a means of discipline, the proportion of pupils now subjected to it being but 1 in 3,300. The high school reports a year of successful work. A training department for teachers has been added to its curriculum. Of 233 teachers employed (only 24 of them men), 109 were graduates of the high school, 64 of normal schools, and 12 of colleges. In Auburn the school s are graded as primary, grammar, and high, each department occupying 4 years, and the last having two courses, an academic and a classical. No new departures were made during the year in methods of teaching or in school man¬ agement. Instruction in industrial drawing and in vocal music was given in all grades by special teachers. There was an increase of 124 in the number of pupils enrolled and of 65 in the average number belonging. As in 1880-’81, there was a decreased attend¬ ance in the advanced grades, owing to opportunities for employment offered by prosper¬ ous business interests. The sanitary condition of the schools was good, but some of the rooms were so crowded that a new building was ordered. The most pressing need of the school system was some suitable provision for the idlers and truants of the community. Binghamton provides public school accommodations for 3,011 pupils, a few more than the number enrolled, in 9 school buildings, the latter valued, with other school prop¬ erty, at $204,367. The schools were classed as primary, grammar, and high and were taught 195 days. Brooklyn reports an increase of 2,197 in pupils enrolled and of 12 in teachers employed. The per cent, of average attendance on the number enrolled was 59.5; on the average enrolment it was 88.5. It appears that attendance is kept down by the lack of school accommodations, which have been insufficient for years. While there was room for addi¬ tional pupils in the higher grammar grades, the primary and lower grammar grades were overcrowded, and to reduce the latter to reasonable numbers and furnish accommoda¬ tions for the children excluded 15 new primary school buildings were needed. The attendance in evening schools increased during the year, but not so much as that in day schools. Over 8,200 pupils were enrolled during the fall term and 5,406 during the spring term, the average attendance in each being about half these figures. Consider¬ ing the few years that are spent by a majority of the public school children in school, the superintendent urges the importance of organizing an introductory class for children 5 to 7 years of age, in which such instruction should be given as would awaken a desire for knowledge and create some aptness in its acquirement; also, the adoption of Kinder¬ garten methods in the regular school work of the lower grades. He emphasizes the necessity for a more generous support of the public schools and renews a former recom¬ mendation for the establishment of two training schools for teachers. — (City report, 1882.) In Buffalo , with an increase of 2,081 pupils enrolled and of 1,134 in average attend¬ ance, under 13 more teachers, there was a decrease of $542 in public school expenditure. The average attendance was greatly lessened by sickness among the pupils, which, in some cases, led to closing the schools. Of the 20,687 pupils attending, only 5,460 were native Americans, 10,301 were Germans, 2,633 Irish, and 2,293 belonged to other nationalities. The system comprised 35 school districts and 55 grammar school buildings, of which 42 were district property, 36 of the latter being built of brick and 6 of wood. The rented buildings were unfit for school purposes, being too small, devoid of sanitary appliances, and ill ventilated. In several districts, moreover, the school accommodations, inferior as 12 E 178 REPORT OF THE COMMISSIONER OF EDUCATION. they were, proved inadequate, many children being kept away through the want of room, while others remained out of school on account of the defective sanitary arrangements. The course of study, in the opinion of the superintendent, embraced more studies than can be pursued with advantage, and he thinks the least important subjects should be dropped, securing by this reduction more time for the studies of a practical character. Only 15 or 20 minutes, twice a week, can be given to drawing, and the same length of time, 3 times a week, to writing. More attention was given to the rudiments of music than previously. The German language was studied by about 2,000 pupils in 16 of the district schools and in the high school, under 17 instructors. — (City report.) Cohoes , with public schools classed as primary, grammar, high, and evening schools, reports 1,983 sittings for study in 8 school buildings, valued, with other public school prop¬ erty, at $93,000. Public schools were taught 203 days during the year. There were about 600 pupils enrolled in private and parochial schools. The Elmira public schools, classed as primary, grammar, and high, are taught in 8 buildings, affording 3, 825 sittings for study. Besides the public school attendance above noted, there was an estimated enrolment of 631 pupils in private and parochial schools. The public schools of Hudson , classed as primary, grammar, and high, were taught a term of 203 days in 8 buildings affording seats for 1,416 pupils. The estimated value of all property used for school purposes was $38,500. About 680 pupils were en¬ rolled in private and parochial schools. Ithaca reports an increase of 77 in youth of school age, of 28 in the number enrolled in public schools, and of 12 in average attendance. There was an increase in the number of days of absence, but diminished tardiness. The sanitary condition of the school buildings received careful attention and great improvements have been made within the last few years in respect to lighting, seating, warming, and ventilating. Very young children are taught reading objectively, the written names being associated with the objects represented by them. In the more advanced grades methods of instruc¬ tion have improved; in English, pupils are taught to use language correctly before they take up technical grammar; in history, the endeavor is made to awaken a desire to know much more about persons and events than the text books contain; and birthdays of noted authors are set apart for memorizing and reciting choice selections from their writings. In the high school a few minutes each morning and an hour on Friday afternoons are devoted to talks by the pupils, who are expected, when called upon, to give extempora¬ neously what they have prepared. — (City report.) The Kingston schools report a public school enrolment the same as in 1881, tardiness much less, order generally excellent, and corporal punishment seldom used. Commend¬ able progress was made in drawing and good work was done in vocal music. — (City re¬ port.) Lockport reports primary, grammar, and high schools taught for 194 days in 7 public school buildings affording 2,667 sittings for study and valued, with other property, at $105,000. About 500 pupils were enrolled in private and parochial schools. Long Island City reports an increased enrolment of 353 in public schools and 9 more pupils in average daily attendance. The teachers showed more earnestness and diligence in their work and greater interest was taken by pupils in their studies. The expense for school books was 50 per cent, less than in previous years, a fact that is given as an indication that the character of teaching had improved. In New York 298 schools under the supervision of the board of education and sharing in the public school funds reported an enrolment of 298,917 pupils, with 138,329 in aver¬ age attendance, an increase for the year of 14,018 in enrolment and of only 3,769 in average attendance. Of these schools 48 were corporate, including industrial and reform¬ atory schools, orphan asylums, &c. ; 27 were evening schools; 2, a normal college and a training department; 1, a nautical school; 103 were grammar, 113 primary, and 4 col¬ ored schools. The grammar, primary, and colored schools report an increase for the year of 5,203 pupils in total enrolment, of 3,345 in average enrolment, and of 2,983 in aver¬ age attendance, 91 per cent, of the average enrolment having attended every session during the year. About 66 per cent, of the pupils belonged to primary grades and 34 per cent, to the grammar schools, the same proportion as during 1881. Only about 26 per cent, of pupils who commence the lowest grammar grade enter the highest. Of the 3,544 teachers in all the schools sharing in public funds, 2,996 belonged to the primary, grammar, and colored schools and the training department, 209 of them being men and 2,787 women. Of 199 licenses to teach conferred during the year, 141 were given to women, of whom 49 were graduates of the Normal College. Provisional certificates, good for 6 months, are usually given to beginners; and, after satisfactory evidence of ability to teach and govern schools, a permanent license is given, which remains in force as long as the teacher retains the position and does good work. Teachers can only be removed for cause after a hearing and on the decision of the city superintendent and two inspect¬ ors, from whom an appeal lies to the State superintendent; by this stability in the ten- NEW YORK. 179 lire of office a better quality of instruction is secured than would otherwise be possible. All the public schools improved in reading, the primary schools in spelling also, and nearly all in discipline, writing, and arithmetic. Discipline is carriecTon without corporal punishment, which is prohibited; pupils are kept so busy that there is little time for disorder or mischief. Only 10 classes out of 2,567, enrolling 20,000 children, or less than one-half of 1 per cent, of the classes, were found, on examination, to be notably de¬ ficient in discipline; and this result was obtained without frequent resort to suspension, there having been only 87 cases of this during the year. Marked progress has been made during the past 5 years in drawing, which is by State law a part of the course of study in all city public schools. Of the 2,500 classes examined in 1882, the work of 83 per cent, was excellent; of 15, good; and of 2, either fair or indifferent. The method of teach¬ ing music had also improved: there was less memorizing of exercises, with more atten¬ tion to reading music at sight. Good results are reported in the study of German and French, which are taught in 86 out of the 103 grammar departments — German in 75, French in 11 — 29 special teachers being employed. The law allows the introduction of these branches as optional studies in any grammar department in which they are desired by the parents or guardians of at least 30 pupils. Improvement is reported in the san¬ itary condition of many of the schools. The means of ventilation were as good as in most public buildings; the modes of egress were, as a rule, ample; and the careful attention given to sanitary matters had favorably affected the health of pupils. Still there were some overcrowded class rooms, principally in the primary departments, showing the necessity for several additional school buildings. The 27 evening schools, with 18,792 enrolled and 6,833 in average attendance, were divided into senior and junior schools; the former, having an optional course in reading, arithmetic, penmanship, book-keeping, and composition, admit only pupils 16 years old and over; the latter have a graded course in the elementary branches and admit pupils 13 to 18. In all there were classes i'or the instruction of foreigners learning English. The superintendent reports excellent discipline and instruction and general results fully justifying the expenditure for the support of evening schools. The 48 corporate schools enrolled 27, 673 pupils, of whom 9,690 were in average daily attendance, under 204 teach¬ ers. Of these, 21 were sustained by the Children’s Aid Society and 12 by the American Female Guardian Society. The instruction, which is improving year by year, was reported either excellent or good during 1882 in all the schools of the Children’s Aid Society and in all but one of the Female Guardian Society. Classification and methods of instruc¬ tion now conform to those of the public schools. Thousands of children who would other¬ wise find it difficult to attend school are instructed, some being able to attend only half a session each day, others even less. The nautical school gave instruction to 98 boys during the year in the common Eng¬ lish branches, as well as in practical seamanship. This school, established 9 years ago for the purpose of teaching seamanship to such young men as wish to become sailors, has proved a success. The demand for its graduates now exceeds the supply. The board of education has made the enforcement of the compulsory education law one of the duties of the city superintendent, who is assisted in it by 12 agents of truancy. Their work during the year 1882 was satisfactory, both in character and amount. The effi¬ ciency of the truancy department increases with time and experience, though the com¬ plete enforcement of the law is an impossibility in some wards, inasmuch as the school accommodations are not sufficient for the children who desire to attend. The number of non-attendants placed in school during the year was 882, an increase for the year of 480. Nearly half of these were children of Italian birth or parentage, and about 800 other Italian children were placed in school by their parents, who had been aroused by the measures taken to secure attendance. During the year 2,495 cases of truancy received attention, and 1,617 of these were believed to be corrected, having been reported only once; of 878 who were reported more than once, 345, or 18 per cent, of the total number, were regarded as more or less incorrigible, a large decrease when compared with the returns of the previous year. Twice a year, and oftener if necessary, an examination is made into the condition of children employed in manufactories and other establishments. Employ¬ ers cheerfully give their assistance in securing the enforcement of the law forbidding the employment of children who have not the certificates required. The good influence of the compulsory education act is shown by the fact that there were 1,764 fewer arrests and commitments of children 8 to 14 during the 5 years after its passage than during the 5 preceding years, a decrease of 29 per cent. The superintendent recommends the estab¬ lishment of a reform school and three schools for truants or non-attendants, who are to be from them transferred to the public schools on proof of amendment, or, if incorrigible, to the reform school for confinement, discipline, and instruction. — (City report, 1882.) Oswego. — Public schools, classed as primary, grammar, and high, were taught 194 days in 14 school buildings, capable of seating 3,610 pupils and valued, with other school prop- 180 REPORT OF THE COMMISSIONER QF EDUCATION. / erty, at $173,880. Over 1,300 pupils, it is estimated, were attending private and paro¬ chial schools. Poughkeepsie repofts a prosperous year in the public schools, progress having been made in all the grades, the most marked being in reading, writing, and drawing. The half day plan for the younger children proved satisfactory, resulting in a continued increase in promotions, good health of the children, and in a reduction of expenses; had it not been adopted, additional buildings must have been provided. The public library is ex¬ tensively used and received from citizens important gifts both in money and books. There were 33,636 volumes circulated during the year, of which 21,221 were fiction, 6,630 juvenile, and 5,785 miscellaneous. — (City report.) Rochester reports public schools, classed as primary, grammar, and high, taught 196 days, in 27 buildings, containing accommodations for 13,030 pupils and valued, with other property, at $501,039. There was an estimated enrolment in private and paro¬ chial schools of 3,500. In Rome the public schools, classed as primary, grammar, and high, were taught 197 days in 8 buildings, capable of seating 2,000 pupils and valued, with other school prop¬ erty, at $71,000. About 365 pupils attended private and parochial schools. In Syracuse the total public school enrolment was slightly greater than during the pre¬ vious year. The percentage of attendance on the average number belonging (96) remained about what it had been for a number of years past. Comparing the average num¬ ber belonging with the enrolment, or the latter with the school population, the figures are not so favorable: only about 80 per cent, of the number enrolled were in average attendance, only a little over 50 per cent, of the youth of school age were enrolled, and only 186 of the whole number were over 16 years of age. More than ample accommoda¬ tions are provided, there being 1,092 more seats than the average number belonging and 1,430 more than the average daily attendance. Some needed repairs were made in the school buildings; and here, as elsewhere, increased attention has been given to the sani¬ tary condition of the schools, particularly in regard to the care and preservation of the eyesight of pupils. The high school had 483 pupils enrolled, 346 in average attendance, and graduated 45; the department for the training of teachers graduated 23. An un¬ graded school which had been sustained for 20 years past for the benefit of boys and young men who were employed during the greater part of the year, and which usually enrolled from 50 to 150 pupils, was discontinued in 1882 for want of funds. The evening school would also have been suspended for the same cause but for the generosity of Mr. William A. Sweet, who furnished means to pay the teachers. The school was open 4 months and gave instruction to 30 or 40 young men 4 evenings of the week. — (City report.) Utica reports 34 public schools, including primary, intermediate, advanced, academic, ungraded, and evening schools, a slight increase in enrolment, and a decrease in the num¬ ber of cases of tardiness, which amounted to only 1 for each pupil, while 10 years ago there were 3 for each. The results of the year’s work are considered very satisfactory. There was a general interest in the cause of education, and the people responded promptly to every demand for the improvement and extension of school facilities. An increase of population had rendered necessary additional school accommodations and a new build¬ ing had therefore been commenced. The sanitary condition of the schools was satisfac¬ tory. The annual examination showed that progress had been made in every department of study and especially in spelling. Two evening schools had 334 pupils enrolled. The academy had 172 in attendance and graduated 42, of whom 26 had completed a 4-year course, 8 one of 3 years, and 8 a normal course of 2 years. The city library was reported in good condition. There was a marked improvement in the choice of books, the call for works of light fiction having been reduced from 68 to 54 per cent. TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. Eight normal schools have been established by the State, situated at Albany, Brock- port, Buffalo, Cortland, Fredonia, Geneseo, Oswego, and Potsdam. An annual allow¬ ance of $18,000 is made by the legislature to each school, besides special appropriations, which are granted from time to time. The State superintendent has the supervision of all these schools, the regents of the university being associated with him in the case of that at Albany. These schools enrolled 6,170 pupils during the year, of whom about 3,000 were engaged in normal studies, preparing to teach, and 246 (49 men and 197 women) were graduated. The Albany school has graduated 2,584 pupils since its open¬ ing in 1844; the Brockport school, 28i since 1867 ; Buffalo, 242 since 1871; Cortland, 343 since 1869; Fredonia, 300 since 1868; Geneseo, 204 since 1871; Oswego, 1,060 since 1863, and Potsdam, 235 since 1869, a total of 5,249 graduates since the establishment of the first school in 1844, NEW YORK, 181 In view of the fact that only 1,183 of the 31,233 teachers employed in the State dufing the year were graduates of the normal schools, the question has been asked whether these schools are worth what they cost. But the State superintendent suggests that in answer¬ ing this question it should be borne in mind that the many who attend only a few terms and engage in teaching before graduating derive much benefit from their limited course and are far better' teachers than they could be without such training; also, that those schools which are taught by persons who are graduates of normal schools are practi¬ cally subnormal schools, and thus the influence of the system is extended. To gain admission to these schools pupils must be at least 16 years of age (the Albany schooFrequiring young men to be 18) and have good health and average abilities; they must pass a fair examination in reading, spelling, geography, and arithmetic (as far as the roots), and be able to analyze and parse simple sentences. Each county is entitled to twice as many pupils as it has representatives in the assembly. Appointments are made by the State superintendent, subject to the required examination, on the recommendation of the several school commissioners or city superintendents of schools, whose duty it is to use every reasonable means to secure the selection of suitable candidates. Tuition and the use of text books are free, and to those who remain a full term the amount of fare necessarily paid in travelling is refunded. Three normal courses of study are arranged, an elementary of 2 years, an advanced English of 2, and a classical of 3, the last two courses requiring a preliminary examina¬ tion on the first year of the elementary course. The school at Albany provides a single course ; the other schools had students in both elementary and advanced courses. Besides the above strictly normal courses of study there are academic departments connected with all these schools, except those at Albany and Oswego. All have schools of practice attached to them, those at Oswego and Fredonia including also Kindergarten depart¬ ments. .The Potsdam school superintendent reports certain changes made during the year in the building, rendering it more convenient, and the beginning of a natural his¬ tory museum. Methods of teaching geography and grammar were improved, there was a larger enrolment of normal and academic students than ever before in the history of the school; and a demand arose for teachers for union and graded schools, especially for those fitted to teach Latin and Greek, which it was impossible to supply. Greater atten¬ tion is to be paid hereafter to methods, rendering the school more strictly normal. OTHER NORMAL TRAINING. The New York Normal College has come safely through the transition from a 3 to a 4 year course of study. By this change it is hoped to reduce the number of graduates until the supply shall be only sufficient to meet the demands of the public schools, besides giving the apprentice teachers an additional year of training. Notwithstanding this lengthening of the course the number of students increased during the year from 1,214 to 1,435. Such was the crowded condition of the college that for the first time in its history the drawing room was used for recitations; and such was the rush for admission to the model department that it became necessary to adopt measures to prevent overcrowd¬ ing. That the college is doing good work is clearly indicated by the fact that parents are very anxious to have their children in its schools. During the year 1,692 chil¬ dren, mainly residents of the immediate neighborhood, were instructed by 588 pupil teachers, under the careful supervision of a suj)erintendent, a teacher of methods, and 25 critic teachers. Owing to the addition of another year to the course of study there were no graduates in 1882, except 49 of the class of 1881, who chose to take the additional year as post graduates.— (Report of normal college.) A training department belonging to the Syracuse high school, which gives a year of special study and practice in normal, methods, graduated 23 pupils during the year; 8 students were graduated from the *2-year normal course of the Utica high school ; and it was decided by the Albany board of education to organize a normal depart¬ ment in connection with the high school course of study of that city. Alfred and St. Lawrence Universities, when last heard from, provided courses of study for those de¬ siring to become teachers, and Elmira College instituted in September, 1882, a teachers’ class of 2 years. Several schools for the training of teachers in Kindergarten work report from New York. Their statistics may be found in Table III of the appendix. TEACHERS’ CLASSES IN ACADEMIES. Classes for the preparation of teachers are found in 80 academies and union schools. A law of 1877 authorizes the regents of the university to designate those schools in which instruction shall be given in the science and practice of common school teaching. Until 1882 no provision for their supervision had been made, although the want of it had been long felt. The present law provides that each class shall be subj ect to the visitation of the school commissioner of the district in which the academy or union school is situated; he 182 REPORT OF THE COMMISSIONER OF EDUCATION. is also required to assist in the organization, management, and final examination of the classes, and to report thereon to the regents of the university. TEACHERS’ INSTITUTES. Teachers’ institutes were held during 1882, as in the previous year, in 58 counties; in 1882 they numbered 73 and enrolled 13,231 teachers, a slight increase over the attend¬ ance of the previous year. The cost to the State was $16,040.72, or an average of $276.56 for each county and of $1.21 for each teacher. The importance of these insti¬ tutes is insisted on by the State superintendent and by reports of institute conductors published by him. One says the testimony as to their good results from commissioners, trustees, and patrons of schools is nearly universal. Another says that besides the orig¬ inal purpose of the institute, that of assisting young and untrained teachers, institutes have supplied a need felt by all classes of teachers, afforded a means of disseminating the latest views of teaching, of making general the gains in particular places, of unify¬ ing the teaching over wide areas, and of stimulating teachers to increased efforts. Another reports that institutes have resulted in an increased use of improved processes of school work not only in cities and villages, but in country districts, and in a marked increase of teaching power among teachers. EDUCATIONAL JOURNALS. Much educational information, very useful to teachers, was furnished in 1882 by the following educational journals: The School Bulletin, organ of the State Teachers’ Associa¬ tion, a monthly, in its eighth volume; the School Journal, published weekly at New York City, in its twenty-fourth; the Teachers’ Institute, published monthly at the office of the School Journal, in its fourth; the Kindergarten Messenger, published monthly at Syracuse, in its sixth; the Industrial News, published monthly by the Inventors’ In¬ stitute, Cooper Union, New York City, in its third; the Scientific American, New York City, in its forty-sixth; the Penman’s Journal and Teachers’ Guide, New York, in its sixth; and The American Missionary, under the American Missionary Association, in its thirty-sixth. The last gives information in regard to the instruction of the colored race, the Indians, and the Chinese, but is specially devoted to the interests of the col¬ ored people. SECONDARY INSTRUCTION. ACADEMIES AND HIGH SCHOOL DEPARTMENTS. Reports were received by the regents of the University of New York from 84 acade¬ mies and 173 academical departments of union schools which were entitled to receive aid from the public school funds, all having an enrolment of 34,257 pupils, under 1,304 teachers, 9,874 of the students being allowed as academical out of 10,175 claimed as such. The academies are incorporated institutions, managed by boards of trustees; the academical departments are a part of the public school system and supported by taxa¬ tion, but under the visitation and inspection of the board of regents in respect to their educational affairs and sharing equally with academies in the distribution of the litera¬ ture fund. The conditions under which charters may be granted to academies and aca¬ demical departments received under visitation were amended by the regents in July, 1882, with a view to raising their standard. The changes, however, refer chiefly to the equipment of the institutions, tke old regulations having been made nearly half a cen¬ tury ago, when the State was poor and sparsely populated. Under the new rules acade¬ mies must possess at least $5,000 above all encumbrances; their debts must not exceed one-third of the value of their property, which must include buildings worth at least $2,000, a library of suitable books, worth at least $500, and apparatus of equal value for instruction in physics, chemistry, and natural history. It must also appear that there is a reasonable prospect that the institution will be suitably supported and that it will be attended by at least 25 academical students. The regents renew their recommendation to the legislature that measures be taken to increase the amount for distribution among the academies. The income available from the literature fund, $12,000 annually, is increased from the United States deposit fund to the sum of $40,000. This was the amount fixed on in 1840, when there were only 133 academies to participate in the distribution and only 10,881 scholars in attendance, the average amount for each academy in 1840 being $338, while for 1883 it will be only about $155. OTHER SECONDARY 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, see the report of the Commissioner preceding. NEW YORK. 183 SUPERIOR INSTRUCTION. UNIVERSITY OF THE STATE OF NEW YORK. This university, which is unique in character, was organized in 1784 and reorganized with enlarged powers and duties in 1787. It is composed of all the colleges, academies, and academic departments of union schools established in the State. The institutions included under the term college are such as are legally incorporated and possess the power to confer collegiate degrees; they include, therefore, colleges of arts, law schools, medical schools, and professional schools of science, but not schools of theology. A law of 1882 provides that hereafter no literary or scientific college shall be incorporated under the general act without the approval of the regents of the university. The colleges of liberal arts incorporated in the university numbered 22; the instructors in them, 363; the students, 3,769; the graduates of 1882, 503; the whole number gradu¬ ated from the beginning, 16,631. The amount of property owned by all the collegiate schools under the regents’ care, in¬ cluding schools of law, of medicine, and of pharmacy, as well as those of literature and sci¬ ence, was estimated in 1882 at $22,955,943, exclusive of debts, an increase of $4,432,265 over the valuation of 1881. Adding the property of the academic schools ($3,046,912 over debts in 1882) there was a total of $26,002,855 under the university system of the State. Cornell and Columbia together held property valued at $12,241,768. LITERARY COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Of this class there were in 1882 connected with the university 17, which, given in the report for 1881 in the order of their age, are arranged alphabetically by their post offices asfollows: Alfred University, Alfred; St. Bonaventure’s College, Allegany; St. Stephen’s College, Annandale; St. Lawrence University, Canton; Hamilton College, Clinton; St. John’s College, Fordham; Hobart College, Geneva; Madison, University, Hamilton; Cornell University, Ithaca; College of St. Francis Xavier, College of the City of New York, University of the City of New York, Columbia College, and Manhattan College, all in New York City; University of Rochester, Rochester; Union University, Schenectady (with professional schools at Albany), and Syracuse University, Syracuse. Of the 17 mentioned, 13 were for young men and 4 — Alfred, St. Lawrence, Cornell, and Syracuse — admitted young women also. In the whole 17 there were for 1881-’82, under 281 instructors, 3,198 students, of whom 435 were graduated. For the prevailing re¬ ligious influences, if any, in the several colleges named, see Table IX of the appendix. Six Roman Catholic colleges — St. Francis College and St. John’s College, Brooklyn; Canisius College and St. Joseph’s College, Buffalo; St. Louis College, New York City; and the College of our Lady of Angels, Suspension Bridge — and the Collegiate and Polytechnic Institute, Brooklyn (non-sectarian), are placed by the regents’ report in the list of aca¬ demic institutions. All the colleges gave instruction in French and German, as well as in the traditional Latin and Greek, St. Stephen’s, which prepares for a theological course, substituting He¬ brew for German. Hobart College, preparing,also to some extent for theological study, offered preliminary training in Hebrew, which language was offered, too, at Alfred and Madison Universities and at St. Bonaventure’s College, all of which had theological courses. Sanscrit was offered at Cornell University and Columbia College, and Anglo- Saxon at both of these, as well as at Hobart College and Madison and Syracuse Univer¬ sities. These offers were availed of at Columbia at least, which taught also Danish, Span¬ ish, and Italian, and offered Icelandic. Cornell offered Swedish, Spanish, and Italian. The College of the City of New York, formerly open only to students from the public schools, was in 1882 opened to all duly prepared male students residing in the city. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Of the high grade collegiate schools that go to make up the 22 in the university, 5 are for young women only, namely: "VVells College, Aurora; Elmira Female College, Elmira; Ingham University, Leroy; Rutgers Female College, New York City; and Yassar College, Poughkeepsie. All have courses embracing the full 4-year classical curriculum, with French and German (usually optional, instead of Greek), drawing, painting, and music, and they are all well equipped for their work. The requirements for admission at Ingham and Rutgers are considerably lower than at the 3 other institutions, where they are as high as is usual in the better class of colleges for men. The property of Vassal was valued in 1881-’82 at $1,019,572, and it received that year $3,000 fora scholarship fund. Wells College came into possession of $100,000 for endowment, ad¬ ditional to a like sum previously received from the same person (Hon. Edwin B. Morgan) , for the same purpose; the gifts of Mr. and Mrs. Morgan to the college aggregate over 184 REPORT OF THE COMMISSIONER OF EDUCATION. $260,000. In these 5 colleges there were for the year 80 instructors and 569 students, of whom 56 were graduated. Besides the 5 regents’ colleges, 21 other schools for young women claim place among those giving superior instruction, for statistics of which, see Table VIII of the appendix. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The United States Military Academy, West Point, established to train skilled officers for the Army, gives this training in a 4-year course, including the study of the English, French, and Spanish languages; international and military law; mathematics; drawing; natural and experimental philosophy; geography, history, and ethics; chemistry, miner- alogy, and geology; tactics; civil and military engineering; ordnance and gunnery; and practical military engineering, military signalling, and telegraphy. The examinations are rigid, and students failing any year to reach the standard for promotion are turned back for at least another year of study or discharged. Out of the graduating class of 37 in June, 1882, 11 had been in the academy more than 4 years and 13 of its original mem¬ bers were in the following class. There were 191 students in 1881-’ 82, under 47 in¬ structors. The scientific instruction given under the university system of the State comprised (1) courses of general science in 17 collegiate schools belonging to the university, which were of 3 to 4 years in duration and differed from the classical courses mainly in the substi¬ tution of French or German for Greek or of both French and German for Latin and Greek, sometimes with mathematics and natural sciences in place of literary studies; (2) courses more specifically scientific, such as the courses of 4 years each at Cornell University in agriculture, in architecture, in mechanic arts, in civil engineering, in analytical chemistry, in chemistry and physics, and in natural history; and the 6 others, also of 4 years, at Colum¬ bia College, in mining engineering, civil engineering, metallurgy, geology, analytical and applied chemistry, and architecture. Besides, there were civil engineering courses of 4 years each at Union College, Schenectady; at Syracuse University, Syracuse, and at Rens¬ selaer Polytechnic Institute, Troy, with one of 3 years at the University of the City of New York and a graduate course of 2 years in the College of the City of New York. Co¬ lumbia College had a school of political science for graduates, with a 3-year course lead¬ ing to the degree of ph. d. For statistics of scientific schools, see Table X of the appendix; for a summary of them, a corresponding table in the report of the Commissioner preceding. PROFESSIONAL. Theology. — A graduate course in theology of 1 year at St. Lawrence University, Canton (Universalist), and courses of 3 years, meant to follow a collegiate course, were continued in 1881-’82 in connection with St. Bonaventure’s College, Allegany (Roman Catholic), and Madison University, Hamilton (Baptist), of the institutions forming a part of the University of the State of New York. Besides these there were the following theologi¬ cal schools: Auburn Theological Seminary, Auburn (Presbyterian); De Lancey Divinity School, Geneva (Protestant Episcopal) ; Hamilton Theological Seminary, Hamilton (Bap¬ tist) ; Hartwick Theological Seminary,1 Hartwick (Lutheran) ; General Theological Sem- nary of the Protestant Episcopal Church, New York; Union Theological Seminary, New York (Presbyterian); Rochester Theological Seminary, Rochester (Baptist); Chris¬ tian Biblical Institute, Stanfordville (Christian) ; St. Andrew’s Divinity School, Syracuse (Protestant Episcopal); Seminary of Our Lady of Angels, Suspension Bridge; and St. Joseph’s Provincial Seminary, Troy (Roman Catholic). All appear to have had 3-year courses except the Roman Catholic, which mingle collegiate and theological training. Union Theological Seminary, New York, has beyond its 3 years a graduate course of another year. Law. — Four schools of law connected with the University of the State of New York for 1881-’82 reported to the regents 609 students, under 24 instructors, and 245 gradu¬ ates, making a total of 2,850 graduates in law since the establishment of the uni¬ versity. These schools are the Albany Law School, Albany, a department of Union University; Maynard-Knox Law School of Hamilton College, Clinton; School of Law of Columbia College, New York; and the department of law in the University of the City of New York. All had, for the year reported, courses of 2 years, covering 35 to 38 weeks each year, for students that had no preliminary legal training, Albany taking off a year for any one that had previously read law for that time. Columbia required an exami¬ nation for admission of students not shown to be college graduates who seek to get a degree from the law school, this examination being in the literary studies preparatory to the collegiate course. Its subsequent course appears to be exceptionally thorough also. 1 AGerman-Lutlieran theological school is also connected with Martin Luther College, Buffalo. NEW YORK. 185 Under the laws of New York State, admission to the bar is regulated by the court of appeals, which promulgated amended rules to take effect July 1, 1882. These provide that a person must show his fitness to begin the study of the law by passing the regents’ examination, unless he is a college graduate, after which, being over 18 years of age, he must serve a regular clerkship of 3 years in an attorney’s office, or 2 years if a college graduate. Time actually spent in a qualified law school in operation 8 months of each year will be accepted in lieu of that required in the clerkship, but “ in no case shall an applicant be entitled to admission as an attorney and counsellor without having served a clerkship in the office of a practising attorney of the supreme court for the period of at least 1 year.” Vacations of the law school maybe utilized in serving the clerkship. On completing his preparation, the applicant must pass an examination in the law, conducted by the judges of the supreme court at a general term or by not less than 3 practising lawyers, of at least 7 years’ standing at the bar, appointed by the court. Medicine. — Out of 17 colleges connected with the university the education in which is in some branch of medical science and the degree from which is a medical degree, 15 reported to the regents for 1881-’82 a total of 258 instructors and 3,127 students, of whom 949 were graduated, making 15,409 graduates since the foundation of these col¬ leges. Of the schools reporting, 7 were “regular;” 2, eclectic; 1, homoeopathic; 1, dental; 2, pharmaceutical ; and 2, veterinary. One homoeopathic college, not reporting to the regents but sending its statistics to this Bureau, adds 21 instructors, 42 students, and 10 graduates to those above given; besides which the Woman’s Medical College of the New York Infirmary, not on the regents’ list, and yet a high grade school, reports 22 instructors, 41 students, and 9 graduates. The figures of these schools, added to the re¬ gents’ summary, make 301 instructors, 3,210 students, with 968 graduates for the year and 15,428 from the beginning. As a rule, these schools continued to require 3 years of study under a medical pre¬ ceptor and attendance on 2 regular lecture courses covering from 20 to 35 weeks each. This last (which was the highest) requirement as to time was in the medical department of the University of Syracuse, next to which in this respect came the Woman’s Medical College of the New York Infirmary, with 34 weeks. Both require preliminary exami¬ nations of students that present no evidence of literary qualifications and both have graded courses of 3 years, with examinations at the close of each year for promotion and graduation. The diplomas of the College of Physicians and Surgeons, Buffalo (eclectic), and the United States Medical College, New York, of the same school of practice, are not recog¬ nized by the Illinois State board of health as valid in that State. ' SPECIAL INSTRUCTION. EDUCATION FOR POLITICAL LIFE. This went forward, as in 1880-’81, at Cornell University, Ithaca, and at Columbia College, New York City; at the former, in a course in history and political science that covered 4 collegiate years, the requirements for entrance being those of the course in arts and course in science combined; at the latter, in a school of political science that covered 3 years from the opening of the fourth collegiate year. The studies at Cornell were for the first 2 years largely in language and history; for the last 2, in American his¬ tory and in political science, theoretically and historically considered. At Columbia the first 3 years are those of the collegiate course; the remaining 3 embrace subjects proper to a course in political science. TRAINING IN FINE ARTS. The College of Fine Arts , Syracuse University , continued in 1882 its 4-year courses in architecture, painting, and music, the schedules in which indicate especial thoroughness. Wells College, Aurora, had still its instruction in painting, drawing, and music in its col¬ lege of fine arts and conservatory of music; Elmira College, in its school of arts of design and school of music; and Rutgers Female College, New York, and Vassar College, Pough¬ keepsie, in departments of drawing, painting, and music. The University of the City of New York taught painting and drawing in its school of art, under a highly trained instructor, and, in common with Cornell University, Colum¬ bia College, and the College of the City of New York, taught architectural, free hand, and mechanical drawing in its civil engineering course. The Art Students ’ League , New York, is reported to have had 100 different models employed in the life and portrait classes of 1881-’82, starting a still life class in connec¬ tion with the latter. Its painting class had 77 members; the antique class, 152; the sketch class, 80; the composition class, over 50. The school had a reserve fund of $5,000. The American Art School, New York City, offered instruction in free hand drawing and all branches of painting, including mineral, oil, and water colors, with coloring for photographs; also, in wood carving, etching on linen, and all styles of art needlework. 186 REPORT OF THE COMMISSIONER OF EDUCATION. The Decorative Art Society , Buffalo, had classes in drawing, designing, sketching from life, flower tapestry, and china painting, embroidery, and clay modelling. In the Misses Osgood’s Art School , New York, instruction was given in painting on silk, satin, and plush with oil and water colors; in object drawing, crayon, landscape and fig¬ ure painting, painting on china, tapestry, wood carving, &c. The school is open sum¬ mer and winter, and since its opening to June, 1882, 9,000 lessons are said to have been given. Other statistics are wanting. The Woman’s Institute of Technical Design, New York City (established 1881), inl881-’82 gave instruction to 41 pupils in designing for carpets, wall paper, lace, silk, chintz, calico, oilcloth, linoleum book covers, wood carving, embroidery, &c. A Jacquard loom was used for demonstrating, and it was said that its value to the pupils could not be over¬ estimated. The effort was to make the course of instruction thorough in all its details, its aim being to fit graduates to fill positions in the design room for any branch of indus¬ try which they may have pursued in the institute. There were 475 drawings made by the pupils during the school year. , A course of adjunct lectures was given by practical workmen in the different designs, Which was largely attended by the pupils and their friends. Of the 41 pupils of the institute, 32 received certificates. TRAINING FOR SEAMANSHIP. The Nautical School of the Port of New York, meant to train pupils in the elements of an ordinary school course as well as in the science and art of navigating and managing a ship, had in 1882, the ninth year of its existence, 98 pupils, a diminution of 9 from the preceding year. It is housed in the school ship St. Mary’s, loaned for the purpose by the United States Government, and spends about 6 months each year in school work and the same in practical seamanship. The demand for graduates from it is said to far exceed the supply. SPECIAL INSTRUCTION IN MUSIC. The New York College of Music, incorporated by the State, 1879, in New York City, offered a thorough course of instruction in vocal and instrumental music. The building is adapted to the methods of the institution, permitting separate lessons to be carried on in all departments of music at once, without one disturbing another. The present accommodations and faculty are sufficient for the separate individual instruction of 700 students. Public benefit concerts are to be given by the students for the endowment of a scholarship fund, the benefit of which will be awarded only to pupils of exceptional talent and limited means. Diplomas in art and degrees in music are conferred on the recommendation of the director and faculty, under the authority of the State. The total number of students under instruction at the college in 1881-’82 was 854. From the Baxter University of Music, Friendship, no information for 1882 has been received, nor any from the Voght Conservatory of Music, New York. INDUSTRIAL TRAINING. Cooper Union, New York City, besides 936 in a free scientific course and 60 in a free class of telegraphy, taught 1,227 in its free evening art classes and 711 more continu¬ ously in its art schools for women, all meant to prepare for profitable industrial work and in many instances securing it. Two hundred were taught also in a literary class, and as many more in a class in elocution. A free reading room, visited by about 1,500 readers daily for current publications, and a library of the established literature of the language and of books in popular science and knowledge aided still further in the work above indicated. The New York Trade School , occupying a building erected in 1881 by the founder of the school, R. T. Auchmuty, aimed to make efficient and practical mechanics who might become self supporting tradesmen. Instruction was given in bricklaying and sanitary engineering, house, sign, and decorative painting. There were also special courses in mixing colors, in fresco painting, and in polishing and repairing hard wood. During 1881-’82 there were 52 young men instructed in the school. The Kitchen Garden Association, New York, has in that city a school for teaching girls the various branches of household industry by an adaptation of object teaching. The instruction is embodied in 6 lessons, each requiring one month’s application. These lessons comprehend the details of chamberwork, sweeping, dusting, and arranging rooms, washing, preparing and cooking meats, and making pastry. The work for the last year is said to have been in every way successful, and through this simple Kinder¬ garten system the children acquire the order and neatness essential to household service. The society has also aided in organizing like schools in various other cities through tha agency of a travelling teacher of the system. The Workingmen’s School, established by the Society for Ethical Culture at New York NEW YORK. 187 City, combines common school studies with industrial training, laying the foundation of instruction in the Kindergarten and carrying it on in graded courses of 2 years each. In the first 2 years (from 7 to 9 years of age) clay prepared for the purpose is used instead of wood, with suitable tools for the work; from 9 to 11 the children use wood and a small saw; from 11 to 13, the scroll saw, to work in wood at first and later on in zinc. At 13, beginning the seventh school year, the pupils are admitted into the large field of carpentry, with the complete outfit of a workshop. No statistics of the number of youth in training have been received for 1882. The Children’s Aid Society of New York City, recognizing that the criminal classes are filled from the neglected and outcast children of the city, has sought by early care and instruction of the young to prevent crime, reasoning that it is more economical to check it. in its beginning by care than in its advanced stages by punishment. Some of the re¬ sults of its labors are that during the 28 years of its existence 1,343,166 lodgings have been furnished, 14,832 wandering boys have been returned to their friends, and 20,720 boys have saved and placed in the bank $55,567; that hundreds of thousands have been trained in its 21 industrial schools or taught in its 13 night schools; and that thousands have been refreshed and restored to health by its Sick Mission and Summer Home. During the year 1881-’82 8,456 boys and 1,058 girls were sheltered, fed, and instructed in the lodging houses, of whom 1,392 were furnished employment and homes in the country and 571 returned to their parents and friends. In the industrial schools there were 9,337 boys and 4,631 girls taught during the year by 89 teachers, with an average daily attendance of 3,676 pupils. In the sewing machine school, instruction was given to 323 girls, while others were taught dressmaking and laundry work. The Italian school had an average attendance of 706 pupils, and through the efforts of the Italian truant officer the streets are gradually being relieved of Italian vagrant children, whose education and industrial training form an important branch of the work of the society. The Brooklyn Children’s Aid Society has two industrial schools for children, in which the pupils are not only instructed, but clothed and fed at need; a sewing machine school for girls; an evening school for newsboys; and a kitchen garden for very young children. In the sewing machine school 305 girls received lessons and 723 different children were in the industrial schools. The Brooklyn Industrial School Association in its twenty-eighth annual report gives 1,079 as the number of children in attendance during the year in its 6 schools. Five of these schools were attended by pupils who had homes, the other was for the inmates of the Home for Destitute Children belonging to the association. The Industrial School Association of Brooklyn reported 209 children cared for during 1881-’ 82 and 216 instructed in reading, writing and sewing in its school. The American Female Guardian Society, New York City, for 1881-’ 82 had in its 12 indus¬ trial schools about 5,221 children too poor to attend the public schools, with an average attendance of more than 1,725, under 50 teachers. The Mouse of the Good Shepherd, Tomkins Cove, trains poor children of either sex for farmwork, for service, or for trades. It had 19 boys and 17 girls. The Five Points Mouse of Industry, New York City, taught 1,078 pupils in 1881-’82, with an average attendance of 377. There were 234 women, 340 boys, and 208 girls in the house. Besides common school studies the boys were taught printing ; the women and girls, sewing and housekeeping. Religious training was also a feature of the insti¬ tution. The Mebrew Benevolent Society, New York City, reports that of 187 inmates in its or¬ phan asylum (for boys) 130 were taught in the public schools and 57 in its home school, that in an industrial school 16 were trained in shoemaking or printing, and that of 115 girls in the female department 105 were taught in city primary and grammar schools and 1 at the Normal College, 9 remaining at the home. The General Society of Mechanics and Tradesmen of the City of New York, in its ninety- eighth year, reports a school prosperous in condition and satisfactory in every branch, with an average attendance higher than tor many previous years, but doe#" not give statistics (except of $3,211 expended for salaries and supplies). The school consisted of a male department, in which instruction was given to a large number of young men and boys in free hand, mechanical, and architectural drawing, and of a female department, in which drawing from objects and designing are the principal studies. Wilson Industrial School, for girls, New York City, in its day schools instructed 200 girls in elementary English branches, while in a kitchen garden they were taught house¬ hold duties. The Industrial School of Rochester still maintained its benevolent care of the poor and destitute children in the city, training them as far as possible in the simple industries of household life through kitchen garden and sewing instruction classes. 188 REPORT OF THE COMMISSIONER OF EDUCATION. INSTRUCTION OF THE BLIND. The number of pupils in the New York Institution for the Blind in 1881-’82 was 231. Of these, 22 were dismissed, leaving 209 under instruction at the close of the year. The school is graded, beginning with a Kindergarten and advancing on through a normal training department. Vocal and instrumental music were given, also industrial and physical training. Discipline was maintained without corporal punishment of any kind. INSTRUCTION OF THE DEAF AND DUMB. There were 1,333 pupils under instruction in the several institutions for the deaf and dumb during the year, of whom 738 were State pupils and 368 county, besides whom 122 were supported by the State of New Jersey and 105 by parents and friends. Of the above number, 500 pupils were in the institutions at Washington Heights, New York City, 184 being females and 50 semi-mutes, all taught by 20 teachers, 5 of whom were deaf-mutes and 4 semi-mutes. In addition to school duties here the boys were taught cabinet making and carpentry and the girls baking and dressmaking. EDUCATIONAL CONVENTIONS. UNIVERSITY CONVOCATION. This meeting, first held August 4 and 5, 1863,- and since annually continued', consists of such members of the board of regents of the university and such instructors, officers, and trustees of the colleges, academies, and other seminaries constituting the university and subject to the visitation of the regents as may in each year attend. Held under the auspices of the regents and representing their 36 colleges, with some 10,000 students, as well as 266 academies and high schools, with about 30,000 scholars, it aims to advance the standard of education, to harmonize all action looking to this end, and to recommend to the institutions which it represents such action in these directions as may be expedi¬ ent and lawful. Its session of July 11-13, 1882, was opened with an address from Hon. Henry R. Pierson, chancellor of the university, which showed the prosperity of its vari¬ ous institutions for the year, indicated the high character of its academic principals, and gave statistics of the examinations for certificates in its academic schools from 1866 to 1882, as well as of diplomas issued up to date and for the year. The remainder of the program for the session was as follows: “Libraries and how to use them,” by Prin¬ cipal H. C. Kirk, of Phelps Union School; “Methods of instruction in English litera¬ ture, ’ J by Prof. Gilmore, of the University of Rochester ; 1 ‘ Theories in science, ’ ’ by Prof. Costin, of St. John’s College, Fordham; “Realism and nominalism,” by Prof. Wilson, of Cornell University; “French and German in colleges and schools,” by Prof. H. S. White, of Cornell; “Regents’ examinations,” by Principal Bradley, of the Albany High School ; ‘ ‘ Military drill in colleges and academies, ’ ’ by President Waterbury, of the State Normal School at Albany ; ‘ ‘ Report on normal training in colleges, ” by a committee of 3 college professors ; ‘ ‘ Teaching physical science in academies, ’ ’ by Professor Cooley, of V as- sar College ; ‘ ‘ Classes for instructing common school teachers in academies, ’ ’ by Principal Graves, of Bainbridge Union School : ‘ ‘ Should American colleges be open to women as well as to men?’ ’ by President Barnard, of Columbia College; with necrological notices of Regent R. S. Hale and Hon. E. B. Morgan, both prominent in State affairs and the latter very liberal to education; of Clarkson Nott Potter, a distinguished lawyer and politician, trustee of Union University; of Prof. J. W. Mears, of Hamilton College, remarkable for his metaphysical researches and ability; of Chancellor Henry P. Tappan, professor for 6 years of moral and intellectual philosophy in the University of the City of New York and subsequently head of the University of Michigan, as well as author of important treatises on education and philosophy; of Principal James P. Harrington, of the Utica Advanced School, said to have been a model teacher; and of Prof. John W. Draper, author of vari¬ ous scientific treatises, of the History of the Intellectual Development of Europe, History of the Conflict Between Science and Religion, and of the Civil War in America. Of Professor Draper other notice will be found in an obituary, further on. NEW YORK STATE TEACHERS’ ASSOCIATION. This association held its thirty-seventh annual meeting at Yonkers, July 5-7, 1882. In his address of welcome Mr. Smith, the president of the Yonkers board of education found encouragement in the fact that study is made more attractive than formerly, that exertion of the mental powers has become a pleasure. Though the main function of the public school, he said, is to produce facility in a few things rather than give a smattering of many, still the whole mind must be educated. State Superintendent Gilmour responded, saying that the office of education is to elevate and advance labor NEW* YORK. 189 and to improve mankind. The State believes that education has a business basis and that he who would teach well must be specially prepared for teaching. President Wat¬ kins in his address said that not only intelligent but healthy citizens were demanded of the public schools and it was therefore necessary to diffuse a knowledge of the proper means of bringing up children and to select those studies which would, develop the m ental powers. The public school must also impart a moral character to its pupils, teach¬ ing them to love truth and hate a lie, to cultivate honesty and to be worthy of trust. Mr. Humphrey read the report of the ‘ ‘ committee on the condition of education, ’ ’ saying that a marked change has been going on, the most marked being instruction in language rather than in technical grammar; that more culture is given, but that the country schools still come short of what is to be desired; and that there is in these schools a field for real missionary work. The school commissioners too, he thought, are too much under the heel of politicians, and had to make themselves popular by giving certificates where they would “do the most good;” but one real improvement is that the office of insti¬ tute conductor has been created and made permanent. A report on industrial educa¬ tion was read, which set forth a need of revision in the system of education, that the lower grades of work of the world are shabbily done, that there is a demand for better work and better workmen, that hand labor is a powerful factor in education, and that the pub¬ lic school should prepare for special industrial training. At the close of this report many questions were asked, showing that great interest had been aroused. Mrs. Hunt after¬ wards dwelt on the need of teaching temperance. United States Senator Warner Miller gave an address on the relation of education to the government, saying that education is one of the four great departments of state government, costing more than any other; that the teacher is a public officer, and as such entitled to a respectable social position. In common with a preceding speaker, the senator advocated industrial schools. Papers were then read on “Teachers’ institutes” and on “ Limits of oral teaching.” Mr. J. A. Nichols was elected president for the ensuing year. ASSOCIATION OF SCHOOL COMMISSIONERS AND CITY SUPERINTENDENTS. The school commissioners and superintendents met at Albany January 25, 1882, G-. Y. Chapin presiding. Out of 135 members only 40 were present. President Chapin de¬ livered an address advocating practical methods of teaching, urging that the child be studied, his capacities ascertained, and the supervision of the schools adapted to de¬ velop spirit, energy, and knowledge. Papers on ‘ 1 Examining and licensing teachers ’ ’ and ‘ 1 The way in which normal schools can best serve the State ’ ’ were read and dis¬ cussed at length. In the latter paper Professor Palmer suggested that normal schools should give instruction in class subjects as well as training in methods, for in an exam¬ ination in Michigan only 2 teachers out of 30 were able to explain what the mental facul¬ ties are. Superintendent Sanford proposed that all persons seeking licenses as teach¬ ers should at least hold a regents’ certificate of academic qualifications. The following resolutions were adopted: (1) To request a change in the beginning of the school year; (2) to urge the passage of the bill prescribing qualifications for com¬ missioners; (3) to secure a township system; and (4) to foster a professional spirit among the teachers. At the election of officers Mr. Edward Wait was chosen president for the ensuing year, after which the association adjourned, to meet at Little Falls. NOTEWORTHY BENEFACTIONS. The returns show gifts received during the year by seven colleges and universities, amounting to $183,480, as follows: To St. Stephen’s College about $12,000, for annual expenses and for scholarships, most of it from the Society for Promoting Religion and Learning; to Wells College $100,000, from Edwin D. Morgan; to Hobart College a house and lot, worth about $4,000, and $480 in cash; to Cornell University, from Hon. H. W. Sage, $2,000 for the department of history and political science ; to Ingham University $20,000, from various friends, to liquidate indebtedness ; to Columbia College $5,000, for the equipment of a department of architecture, but only to be applied to the purchase of models and drawings; and to Syracuse University $40,000, from several friends, to en¬ dow a professorship of Greek and ethics. OBITUARY RECORD. JOHN W. DRAPER. Prof. John W. Draper, M. D., LL. D., died at his home, at Hastings-on-the-Hudson, January 4, 1882, in the seventy-first year of his age. Born at St. Helen’s, near Liverpool, Eng., in 1811, he came to this country with his family in 1833. In 1836 he graduated in medicine at the University of Pennsylvania; became professor of chemistry and physi- 190 REPORT OF THE COMMISSIONER OF EDUCATION. ologv in Hampden Sidney College, Virginia, returning in 1839 to New York, to fill a like position in the University of the City of New York, in which he remained until his death. Dr. Draper’s favorite study was chemistry, hut his researches embraced a wide range of natural sciences. In spectrum analysis and photography his discoveries were of special value ; he was the first to obtain a photographic picture from life, and also the first to secure a photograph of the moon in 1840, ten years before De la Rue, to whom Europeans ascribe the first success. His researches through the spectroscope were the first on this side of the Atlantic. He held the position of president of the Med¬ ical Society of New York University for many years. He wrote extensively, and his works have been translated into many languages. Few American books have been pub¬ lished in as many foreign tongues as Dr. Draper’s most important literary work, the Intellectual Development of Europe. His Human Physiology has long been a standard work and has passed through many editions and his Chemistry and Natural Philosophy were very popular in the schools. — (Regents’ report, 1883; The Congregationalist, Jan¬ uary 11, 1882 ; Scientific American, January 14; The School Journal, January 7, 1882.) DR. JAMES R. WOOD. James R. Wood, M. d., one of the foremost of American surgeons, died in New York of pneumonia, in May, 1882, having reached his sixty-sixth year. He was born in New York and there he achieved his reputation and secured great benefits to medical edu¬ cation. He was a graduate of the old medical college at Castleton, Vt. To Dr. Wood were chiefly due the relief of Bellevue Hospital from political management and its estab¬ lishment on an effective basis and the erection and use of the pathological building of Belle¬ vue as a school to combine clinical with didactic instruction. Even the existence of Bellevue Medical College and the bill giving to medical and surgical institutions the bodies of va¬ grants for dissection, which spoiled the trade of the resurrectionists, were due to his efforts. Dr. Wood was for several years professor of operative surgery and surgical pathology in Bellevue, and after his resignation of this position was made emeritus professor of surgery. At the time of his death he was connected, for consultation, with a dozen hospitals, asylums, and dispensaries in New York and vicinity. It was said of him during his life by an eminent surgeon that no living surgeon had performed so many capital and minor operations as successfully and that he stood preeminent as a surgeon. — (New Hampshire Sentinel, May 24, 1882.) CHARLES MURRAY NAIRNE. Prof. Charles Murray Nairne, M. A., L. h. d., of Columbia College, died in May, 1882, at Warrenton, Va., where he had been residing for some months with a view to restoring his health. He was born in Perth, Scotland, April 15, 1808, and was graduated M. A. at St. Andrew’s University, receiving the degree of L. H. D. in 1830. In 1847 he came to this country and settled in Albany, where he taught some years in the female academy. In 1857 he was called to the professorship of moral and intellectual philosophy and Eng¬ lish literature in Columbia College, which he filled continuously 25 years. Professor Naime contributed frequently to the college papers and was the author of several works, the mast prominent being Lectures and Orations. — (Boston Journal, May 31, 1882.) HENRY DRAPER. Prof. Henry Draper, son of Dr. John W. Draper, died November 20, 1882, of pneumonia, resulting from a severe cold contracted while on a visit to the Rocky Mountains in Oc¬ tober. He was born in Prince Edward County, Va., March 7, 1837 ; but, his father re¬ moving soon after to New York, Henry received his early education in the public schools of that city. At the age of 15 he entered the academical department of the univer¬ sity, but did not graduate there. At the end of his sophomore year he entered the medi¬ cal department of the university, which his father had been prominent in establishing and from which the son took his medical degree in 1858. He at first thought of prac¬ tising medicine, and received an appointment on the medical staff of Bellevue Hospital, which he held for 16 months ; he then decided to abandon practice and give himself to teaching. He was elected professor of physiology in the academical department of the University of the City of New York in 1860 and in 1866 became professor of the same branch in the University Medical School ; but, resigning this post in 1873, he taught ad¬ vanced analytical chemistry in the academical department of the institution. Prof. Henry Draper, with his father, represents one of the double stars in the firmament of scientific celebrities, of which there is now a considerable catalogue. Inheriting not only his father’s genius but also his subjects of research, his early education, carefully superin¬ tended by his father, was shaped with a view to the pursuits to which his life was de¬ voted. His first scientific investigation, made at the age of 20 and embodied in his graduating thesis at the medical college, was on the functions of the spleen, and was illustrated by microscopic photography, an art then in its infancy. Soon after receiving NEW YORK. 191 his degree he went to Europe, and while there visited the widely known observatory of Lord Rosse and studied his celebrated colossal reflecting telescope. This led him to con¬ sider the problem of using reflecting telescopes for the purpose of photographing celestial objects. He constructed one of 15 J inches aperture and with it took a photograph of the moon 50 inches in diameter, the largest ever made. He afterwards constructed an equa¬ torial telescope of 28 inches aperture, designed mainly to photograph the spectra of the stars. It was finished in 1872, after a long series of experiments, and was pronounced by President Barnard to be probably the most difficult and costly experiment in celestial chemistry ever made. Professor Draper was the first to obtain a photograph of the fixed lines in the spectra of stars, and he continued the work until he had obtained impressions of the spectra of more than 100 stars. When a commission was created by Congress for the purpose of observing the transit of Venus in 1874, Professor Draper, was placed in charge of the photographic department. He spent much time in preparation, for which he declined to receive any compensation. So signal was the success of his disinterested exertions that the commissioners had a gold medal struck in his honor bearing the inscription in Latin “ He adds lustre to ances¬ tral glory.” In 1878 he went to the Rocky Mountains to observe the total eclipse of the sun, and there successfully photographed the spectrum of the solar corona. For the last two or three years he has been much engaged in the difficult work of photographing nebulas, and he startled the scientific world by the announcement that he had obtained a fine photograph of the great nebulae in Orion and of its spectrum. Professor Draper was not a prolific author. He only published one book, but wrote much for the scientific periodicals, giving the results of his work. Probably his most important work was his discovery of oxygen in the sun. It was the result of great sagacity, experimental skill, and an immense amount of labor. — (Popular Science Monthly, January, 1883.) CHIEF STATE SCHOOL OFFICER. Hon. Neil Gilmour, State superintendent of public instruclion) Albany, [Third term, April 7, 1880, to April 7, 1883.] Then to be succeeded by Hon. William B. Rugglea, 192 REPORT OF THE COMMISSIONER OF EDUCATION. NORTH CAROLINA. SUMMARY OF EDUCATIONAL STATISTIC^. 1880-’81. 1881-’82. 1 Increase. Decrease. POPULATION AND ATTENDANCE. White youth of school age (6-21) ... 293, 780 286, 324 7, 456 Colored youth of school age (6-21) — 174, 292 176, 836 2, 544 Whole number of school age _ 468, 072 463, 160 4, 912 White youth in public schools _ 140, 311 144, 835 4, 524 Colored youth in public schools _ 100, 405 88, 236 12, 169 Whole number in public schools _ 240, 716 233, 071 7, 645 Average attendance of white pupils. _ u87, 436 6 90, 805 3,369 Average attendance of colored pupils. a55, 384 641, 741 13, 643 Whole average attendance reported __ al42, 820 6132, 546 10, 274 SCHOOL DISTEICTS AND SCHOOLS. Number of school districts reported _ 6, 240 6,243 3 Number of public school-houses _ 3, 711 3, 857 146 Number of free schools for whites _ c3, 781 63, 578 203 Number of free schools for colored _ cl, 901 61, 750 151 Whole number reported as free _ c5, 682 65, 328 354 Average time of school in days _ _ _ _ 46. 6 62.5 15.9 Valuation of public school property _ a$220, 442 d$367, 671 $147, 229 TEACHEKS AND THEIE PAY. White men teaching in free schools __ 2,620 2, 427 193 White women teaching _ 986 1,091 • 105 Colored men teaching. _ 1, 007 1, 159 152 Colored women teaching _ 389 496 107 Whole number of free school teachers. 5, 002 $22 15 5, 173 $24 11 171 Average monthly pay of whites - $1 96 Average monthly pay of colored _ 19 82 19 93 11 INCOME AND EXPENDITUEE. Whole receipts for public schools _ Whole expenditure for public schools. e$528, 486 <7409, 659 /$ 433, 495 /509, 736 STATE SCHOOL FUND. Amount of available State fund - Estimated whole amount, including $100, 000 431, 555 $99, 250 431, 555 $750 portion not available. a In 87 out of 96 counties. eSix counties not reporting and 4 only partially. b In 92 counties. /Fifteen counties not reporting, c In 85 counties. g Seven CQunties not reporting and 2 only partially, din 88 counties. (From reports of Hon. John C. Scarborough, State superintendent of public instruct tion, for the two years indicated.) STATE SCHOOL SYSTEM. OFFICEES. For the State, the law provides a board of education and a superintendent of public in¬ struction; for counties, boards of education and superintendents; for each district, a school committee of 3. NORTH: CAROLINA. 193 OTHER : FEATURES OF TE[E SYSTEM. The public schools are free to all youth 6 to 21 of either race.- They are sustained by the income of a State school fund ; by at least three-fourths of the proceeds of a State and , county po^ tax, which under the constitution must not exceed $2 ; and by an educational tax of 12| cents on £he $100 of property and credits in the State and 37 £ cents on every poll. A special tax may be levied annually in each county if the beforementioned tax be insufficient to sustain at least one school in each district for 4 months. The State board of education apportions the school funds to the counties on the basis of school population, ascertained by an annual census, and the county boards to the districts on the same basis, specifying how much is apportioned to white and how much to colored schools, the funds for each being kept separate by the treasurer of the county boards. No branches are taught in the public schools except spelling, defining, reading, writing, arithmetic, grammar, and history of the State and of the United States. Teachers are examined by county superintendents, and if fotlnd qualified receive certificates valid for 1 year in the county where issued. Provision is made for holding teachers’ institutes in each county or in 2 or more counties combining, and when held the teachers in such county or counties are required to attend. Teachers are also required to make satisfac¬ tory reports to the district committees, the committees to the county superintendents, and they to the State superintendent. The schools for the two races are to be kept sep¬ arate and sectarian or political books are not to be used in the public schools. — (School laws, 1881.) GENERAL CONDITION. The condition of the public schools, as shown by the State report for 1881-’82, is that of transition from a very bad state of things to a better one, during which a full and sat¬ isfactory report can hardly be expected. Compared with 1880-’81 there was a decrease in white youth of school age and an increase in that of colored; a gain in enrolment of white youth, but in that of colored a loss of nearly three times the gain in the former; while in average daily attendance the decrease of colored youth was four times the in¬ crease of the whites. In districts there was an increase of 3 and in public school-houses of 146, the value of school property rising $147,229, while the free schools were fewer by 354 : 203 for whites and 151 for colored. As to teachers there was an increase of 364, of whom 105 were white women, 107 colored women, and 152 colored men, as against a decrease of 193 in white male teachers, or a net increase of 171 teachers. School ex¬ penditures, although less completely reported, increased $100,077. The above indicates the state of things following the improved school system author¬ ized by the law of 1881. Under the old system there had been no county supervision, no provision for teachers’ institutes or for adequate school funds. The new law provides for county superintend¬ ents, county teachers’ institutes, and an increase of taxes from 8£ cents to 12| cents on $100 valuation of property, and also an increase of the poll tax. The State superintend¬ ent says that on assuming their office the county superintendents found the school sys¬ tem and the schools in a very bad condition; that, with the people, the school committees, and even the county boards, there was no properly directed interest; that the people demanded a division of districts into smaller ones, each one wanting the school near his house; that half of the districts were without school-houses or money to build them; that the county boards, yielding to the pressure of petitions, divided a district already too small into two, leaving each with funds barely sufficient to support schools four weeks with an ordinary teacher; that confusion reigned supreme and the enemies of public schools increased; and that the larger number of school-houses were in a dilapidated condition or were built without reference either to neatness of appearance or comfort. Although in an old community a new school system is of slow growth, the State super¬ intendent is hopeful that the needed reforms may be effected, at least after years of patient toil, with the new system improved as experience may suggest, a largely increased corps of well trained teachers from normal schools, and the more enlightened work of the county superintendents. Already under the guidance of the county superintendents many counties have been wisely redistricted, information has been given to the people, teachers have been improved, the best in the old system made better in the new and incompetent ones dropped from the rolls. — (State report.) KINDERGARTEN. Wilmington reports the Tileston Kindergarten, opened in 1880, having 30 pupils in the principal school and 30 in a branch school. The Kindergarten connected with the Char¬ lotte Female Institute was discontinued in 1881. For full statistics of this class of schools reporting, see Table V of the appendix. 13 E 194 REPORT OF THE COMMISSIONER OF EDUCATION. CITY SCHOOL SYSTEMS. LEGAL PROVISION. No special provision for city school systems is contained in the school law. Local of¬ ficers arrange for schools within their respective jurisdictions, graded schools in townships with 5,000 inhabitants being recognized and a tax for them of one-tenth of 1 per cent, on property and 30 cents on the poll authorized. — (School laws.) STATISTICS. Raleigh and Wilmington are the only cities in the State having in 1881-’82 over 7,500 inhabitants, the minimum limit of cities the statistics of whieh are given in Table II of the appendix. Neither of these cities makes any return for 1881-’ 82. TRAINIMGr OF TEACHERS. STATE NORMAL SCHOOLS. The State aids 10 normal schools, 5 of which are for colored teachers. Eight of these were established in 1881, 4 for whites and 4 for colored. The following make report for 1882: The University Normal School, Chapel Hill (1877), held its usual summer session of 5 weeks, with an enrolment of 352, under 13 instructors and 17 lecturers. There is no permanent faculty nor full course of study. State appropriation was $2,000; tuition is free. — (Return.) Besides this school, the university offers a 2-year teachers’ course for young men, em¬ bracing not only all the studies required by law, but several others useful to the teacher. — (Catalogue.) The State Colored Normal School, Fayetteville (1877), has a 6-year course, the first 3 years of which are preparatory. It enrolled, in 1882, 123 pupils, under 3 instructors, and graduated 1, who engaged in teaching. The State appropriated $2,000, making tuition free. Its library contained 225 volumes. The increase in attendance was 12 per cent.bver that of 1881. Since opening, 280 students have been admitted, of whom 39 have com¬ pleted the full course of study and received certificates. — (Return, State report, and catalogue. ) The following schools for whites, established in 1881, held summer sessions during June and July: The Elizabeth City State Normal School, Elizabeth City, with $720 State appropriation, had 60 students, under 1 instructor and 8 lecturers, with a model school. The Franklin Normal School, Franklin, with an appropriation of $500 from the State, of $100 from the county, and of $220 from, the Peabody fund, had 127 students, under 5 instructors, and a model school. The Newton Normal School, Newton, had an attendance of 200 students, under 3 in¬ structors and 7 lecturers, a model school, and a State appropriation of $500. Three of the 4 colored schools established in 1881 report by return for 1882, as follows: The Franklinton State Normal School for Colored Teachers, Franklinton, with $700 from the State, had 75 students, under 4 instructors and lecturers, 150 volumes in its library, and a model school. The Colored Normal School, New Berne, with $500 from the State and $200 from the Pea¬ body fund, had 95 students, under 4 instructors and lecturers, and 400 volumes in library, but no model school. The State Colored Normal School, Salisbury, with $500 from the State and $50 from the county, had 65 students and 2 instructors, but no model school this year. The State superintendent, with the concurrence of the board of education, decided that the colored normal schools should continue their sessions as long as the funds would allow, which proved to be from 4 to 9 months. The colored students seemed to need in¬ struction more in the matter of the text book than in methods. OTHER NORMAL TRAINING. The Whitin Normal School , Lumberton, reports, for 1882, 80 pupils and 4 instructors, with 4-year courses and a model school. The normal department of Shaw University , Raleigh, had 6 instructors and 133 students. It is estimated that 1,000 of its graduates have engaged in teaching. It has a library of 2,200 volumes and a model school. Tileston Normal School, Wilmington, sustained not by the American Unitarian Associa¬ tion, as was wrongly said in the report of 1881, but by Mrs. Mary Hemenwav, of Boston, Mass., graduated 7 at its commencement. June, 1882, one of whom has entered the Massachusetts Institute of Technology. NORTH CAROLINA. 195 Wilmington Normal School, under the care of the American Missionary Association, had 244 students, unde» 7 teachers, including the principal. An academy was opened at Kinston during the year to prepare colored youth of either sex for teaching, so as to meet the coming demand for good teachers of their race. Graham Normal College, Graham, and St. Augustine’s Normal School, Raleigh, fur¬ nish no data for 1882. TEACHERS’ INSTITUTES. Under the provisions of the law of 1881, 123 teachers’ institutes were held during 1881 and 1882 in 58 counties, in which 2,260 white and 650 colored teachers were instructed, their usefulness being thereby much increased. Teachers’ associations were organized in many of the counties, and through them much information was given to the people. EDUCATIONAL journals. The North Carolina Educational Journal, the official organ of the State Teachers’ As¬ sociation, published monthly at Chapel Hill, issued its first number. January 15, 1881, and continues its regular issues, giving to the teachers of the State valuable information. The Light-House and Tileston Recorder, a monthly journal published at Wilmington by students in the Tileston Normal School at that place, continues its regular issues, giving some general educational information, though mainly devoted to the interests of the normal school. The publication at Raleigh of the North Carolina Teacher is announced; the paper is to be issued monthly, beginning June, 1883, and will be devoted to progressive education in the State. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. No general information as to high schools in the State has reached this Office. The North Carolina Educational Journal for 1882 mentions one for boys at Laurinburg, with an average attendance of 100, and others at Jonesboro’, Summerfield, Gilead, and Catawba. There seems to be an increasing interest in the establishment and work of graded schools. The Journal mentions this class of schools at Goldsboro’, Wilson, Frank- linton, High Point, Durham, Fayetteville, Raleigh, Salisbury, Greensboro’, and Johnson, with Eden ton, Readville, New Berne, Louisburg, and Rocky Mount moving in this di¬ rection, the last having raised $15,000 for the purpose. OTHER SECONDARY SCHOOLS. For statistics of private secondary schools, such as business colleges, academies, and preparatory departments of colleges, see Tables IY, YI, and IX of the appendix, and for a summary of the same, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of North Carolina, exclusively for young men, offers classical, philo¬ sophical, and scientific courses of 4 years each, which are pursued in subordinate col¬ leges, so called, each of which presents certain schools or studies. Its optional course provides for such students as in proper cases and under special conditions may choose studies out of the regular courses. There are also graduate courses leading to the degrees of ph. d. , A. M. , and M. s. There was an attendance for the year of 199 in the various departments. — (Catalogue. ) Of the other 8 universities and colleges reported in 1880-’81, only 6 report for 1881-’82. Biddle University, Charlotte, and Davidson College, Davidson College Post Office (Pres¬ byterian); Shaw University, Raleigh (Baptist); Weaverville College, Weaverville (non¬ sectarian), present classical and scientific courses of 4 years, and all, with the exception of Shaw, preparatory courses, with music, French, and German. Biddle, organized for the instruction of colored male youth, has classical and English preparatory courses of 3 years each. Rutherford College, Rutherford College (non-sectarian), admitting both sexes, arranges its studies under 6 schools, adding military drill and music. Shaw, organized for the instiuction of both sexes of colored youth, gives norm;-. I, theological, medical, scientific, and musical instruction; while Trinity College, Trinity College (Meth¬ odist Episcopal South), arranges its whole course of instruction in 11 schools. Shaw reports an industrial department, in which a large class of young men are receiving instruction in carpentry and furniture making, while most of the young women receive 196 REPORT OF THE COMMISSIONER' OF EDUCATION. instruction in dressmaking and the domestic arts. Since its foundation in 1875 this institution has enrolled 947 students, 364 of whom were females; 699 were normal and 214 theological students. — (Catalogues.) INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. For statistics of this class of schools reporting fo^ 1881-’82, see Table VIII of the appendix, and for a summary of them, the report of the Commissioner preceding. The Estey Seminary building of the Shaw University is said to be the finest school edifice in the State and to have been the first erected of any considerable size devoted exclusively to the education of colored women. It has accommodations for 100 pupils and is named after Dea. Estey, of Brattleboro’, Yt., who, with his' sons, contributed largely to the building and furnishing of the seminary. — (Catalogue.) SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The scientific course of the State university, covering 4 years and leading to the degree of B. s. , includes the studies that relate to the practical pursuits of life, especially agri¬ culture and the mechanic arts. A philosophical course of 4 years is also provided for those wishing to study only one ancient language, which may be either Latin or Greek; it leads to the degree of PH. b. For students whose time and means are limited there is an optional course by which they may obtain purely agricultural instruction in branches deemed of special value. A museum was soon to be opened, with model plows and other agricultural implements, including specimens of the productions of the various soils of the State. — (Catalogue.) Biddle and Shaw Universities and Davidson College show scientific courses of 4 years, though differing in the studies required, while Trinity College has a course of 3 years. Weaversville has an undefined course as to time, but, like Shaw, offers one for those who wish to pursue English and scientific studies to the exclusion of the classics. Ruther¬ ford College in its independent arrangement includes a school of natural science. — (Cat¬ alogues.) PROFESSIONAL. Theological. — Biddle and Shaw Universities continue to give theological instruction, the former in a course covering 3 years, and the latter in one of 2 years for those who have graduated from the academical department, with an English course for those who have not completed their literary studies. In Trinity College the theological instruction heretofore noted seems to have been discontinued. — (Catalogues.) For statistics of these departments reporting in 1882, see Table XI of the appendix, and for a summary of them, the report of the Commissioner preceding. Legal. — The State University continues its legal instruction in a course requiring 2 years of study, of 9 months each, on the completion of which the degree of bachelor of laws is conferred on such students as pass a satisfactory examination. Trinity College, heretofore reporting a 3-year legal course, no longer shows any trace of it. — (Catalogue.) Medical. — The medical school of the State University offers a full course of study, cov¬ ering 2 years, the sessions beginning and ending with those of the^other departments of the university. — (Catalogue. ) The medical department of Shaw University was opened for instruction in 1882 in two large buildings erected during the year, known as the Medical Dormitory and Leon¬ ard Medical Building, the latter on a beautiful site given by the State. This new de¬ partment is now provided for, and every effort will be used to make this school valuable to the colored people. Its course of study covers 3 years of five months each. It opens with 1 professor and 3 students, all with degrees in letters or science. The property of the school is valued at $35,000. — (Catalogue and return.) Pharmacy. — The State university offers a course in pharmacy to extend over 2 sessions of 5 months each. Certificates of graduation are to be given to those who pass an ap¬ proved examination on all the studies of the course. Those who have had 3 years’ expe¬ rience as drug clerks, in addition to the above requirements, are to have a diploma and the degree of graduate of pharmacy. — (Catalogue.) SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The Institution for the Deaf and Dumb and the Blind, Raleigh, reports for the years 1881 and 1882 196 inmates, 105 being deaf-mutes and 91 blind. Of this number 60 ‘were in the colored department, of whom 38 were deaf and 22 blind, this branch of the NORTH CAROLINA, 197 school being a mile from the main building. During the two years 31 were admitted and 23 discharged. The State is said to have gathered children not only from good and poor homes, but from the haunts of vice, and it gave the institution $68,000 for the two years. The principal says that successful efforts were made to educate the inmates mor¬ ally, mentally, and physically. In the department for the blind there was instruction in school studies and industries; in that for the deaf, classes in signs and articulation. In the boys’ department, the shoe, broom, and mattress shops were operated success¬ fully, but machinery, the principal says, has so changed the business of shoe and broom making that most of these pupils who attempt to gain a living by hand work at these trades will fail. The call is for land on which to teach them gardening and agriculture. For the females, besides the ordinary industries of sewing, &c., there is a cookery school, with a room fitted up with all the appointments of a well regulated kitchen. The re¬ port touches on the inexpediency of having the deaf and blind in the same institution, as there is no interest in common between them and can be no common system for their education. — (Report, 1882.) EDUCATION OF ORPHANS. The Orphan Asylum, Oxford, organized and managed by the State Grand Lodge of Masons, is for the education of indigent and friendless but promising orphans between 8 and 12 years of age. There were 187 inmates, of whom 47 were admitted during the year. A large majority of those discharged during the 10 years of its work are prosper¬ ous and useful citizens. In addition to the main building, a new one for boys was built and furnished during the year, and another for their dining room was under contract. Receipts for the year, $14,452: $2,000 from the lodge, $5,000 from the State, and the rest from the people, the institution being indorsed by the Protestant denominations of the State. EDUCATIONAL CONVENTIONS. STATE ASSOCIATION OF COUNTY SUPERINTENDENTS. This body met at Chapel Hill, July 4, 1882, and was in session till the evening of the 7th, George R. McNeill, president, in the chair. Hon. K. P. Battle delivered the ad¬ dress of welcome, which was responded to by the president. There were 11 members present and 7 were added. On the 5th the opening address was made by the president, which was followed by a discussion on “ The efficient superintendent,” opened by Prof. Newell and continued by several others. Superintendent Duckett read a paper on ‘‘Public schools a necessity,” which was fully discussed. On the 6th a paper was read by Superintendent Smith on “ Our public schools and their critics,” said to have contained valuable information as to the school history of the State and excellent sug¬ gestions in the line of improvements. This paper led to an extended discussion. “Teachers’ institutes” was then presented in a paper by B. F. Grady, and discussed at some length, followed by a report from each county superintendent of his year’s work. On the 7th several resolutions were passed looking to the work of the coming year and making the North Carolina Educational Journal the organ of the association, after which, officers for the ensuing year having been elected, the association adjourned. (North Carolina Educational Journal.) STATE TEACHERS’ ASSOCIATION. This association held its annual session at Chapel Hill, July 7-8, 1882. But a brief account of this meeting is given. It was called to order by President G. T. Winston, who delivered the opening address, giving his views of the common school system of the State. A large number of new members were enrolled. A resolution was passed that the asso¬ ciation urge the general assembly to pass a law giving the people the right of voting a tax for the establishment of graded schools or for a longer continuance of other public schools in any town or district desiring the same. Officers for the ensuing year were elected; county superintendents were urged to or¬ ganize county teachers’ associations and send delegates from them to the next annual meeting of the association, and a resolution was passed that the office of county superin¬ tendent is indispensable to the efficient working of the public school system. — (North Carolina Educational Journal.) STATE COLORED TEACHERS’ ASSOCIATION. An address was issued to the colored teachers of the State calling a convention to meet at Raleigh November 23, 1882, to organize a State Colored Teachers’ Association and to consider the merits of organization, the best methods of teaching and school govern¬ ment, educational advancement, harmony of sentiment, and unity of action. The fol¬ lowing gentlemen were engaged to attend and present the subjects assigned to them: Hon. J. C. Scarborough, Necessity of organization; Prof. John Duckett, Public schools 198 REPORT OF THE COMMISSIONER OF EDUCATION. a necessity; C. W. Chestnut, Modern methods of school teaching; C. N. Hunter, Popu¬ lar education; J. O. Crosby, Utility of school apparatus; N. F. Roberts, County teachers’ institutes; Prof. H. M. Joseph, Teachers’ qualifications. No report of this convention has reached this Office. — (North Carolina Educational Journal.) COUNTY TEACHEKS’ ASSOCIATIONS. The information in regard to these associations shows an increasing interest in them. Brief notices appear in the Educational Journal of meetings in Stanly, Rowan, Wake, and Iredell Counties. The State Teachers’ Association at its last meeting urged the or¬ ganization of them in every county in the State. CHIEF STATE SCHOOL OFFICER. Hon. John C. Scarborough, State superintendent of public instruction, Raleigh. [Third term, January 1, 1881, to January 1, 1885.] OHIO. 199 OHIO. STATISTICAL SUMMARY. 188Q-’81. 1881-’ 82. Increase. POPULATION AND ATTENDANCE. Whites of school age (6-21)- . __ _ 1, 039, 041 1, 056, 247 17, 206 Colored of school age (6-21) 24, 296 25, 074 '778 Whole number of school age. _ - 1, 063, 337 1,081,321 17, 984 Whites in public schools _ 734, 462 ' 741, 400 6, 938 Colored in public schools _ _ 10, 296 9, 701 Whole number enrolled _ j _ 744, 758 751, 101 6,343 Average monthly enrolment- _ 577, 751 589, 632 11, 881 Average daily attendance _ _ 468, 141 483, 232 15, 091 Pupils in private schools _ 30, 362 31, 021 659 DISTRICTS AND SCHOOLS. Township districts _ 1,344 1, 344 Subdistricts in these. _ __ _ _ 10, 923 10, 983 60 City, village, and special districts _ 693 708 15 District divisions in these . _ 791 801 10 School-houses in township districts __ «10, 945 10, 968 23 School-houses in city, village, and al, 290 1, 296 6 special districts. Public school-houses __ _ _ «12, 237 12, 264 27 Rooms for schools below high _ 15, 806 16, 234 428 Rooms for high schools _ _ _ 575 600 25 Total number of public school rooms - 16,381 16, 834 453 School-houses built _ _ 432 528 96 Cost of school-houses built _ _ $649, 499 $1, 123, 688 $474, 189 Value of public school-houses and 22, 103, 982 23, 61 0j 858 1,506,876 grounds. Average time of school in days _ 155 155 TEACHERS AND THEIR PAY. Men teaching in public schools _ 11, 453 12, 517 11, 086 13, 049 Women teaching in public schools _ 532 Whole number of teachers employed- 23, 970 24, 135 165 Teachers permanently employed _ 9, 617 9, 980 363 Teachers in schools below high _ 23, 196 23, 335 139 Teachers in high schools _ _ _ 774 800 26 Teachers in colored schools 254 234 Teachers in private schools _ 207 228 21 Average monthly pay of men _ $37 00 $39 00 $2 00 Average monthly pay of women _ . _ 28 00 29 00 1 00 INCOME AND EXPENDITURE. Receipts for public schools _ _ Expenditure for public schools _ . $8,129,326 8, 133, 622 $8, 763, 781 8, 820, 915 $634. 455 687, 293 595 3G7 20 a So reported. (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. OFFICEES. For general supervision of the public schools there is a State commissioner; under him are boards of education for city districts of the first class, city districts of the sec¬ ond class and village districts, township and special districts, and joint subdistricts. To test the qualifications of teachers there are boards of examiners for the State, for coun¬ ties, and for cities and villages.— (Laws of 1880.) OTHEE FEATUEES OF THE SYSTEM. The public schools, free to all youth of school age (6-21), are sustained from the pro¬ ceeds of an annual tax of one mill on $1 of all taxable property when no rate is fixed by the legislature, and of 6 per cent, interest on an irreducible common school fund. State funds, to be used only in the payment of teachers, are apportioned by the State auditor to the several counties according to the latest enumeration of youth therein, the county auditor apportioning them to the districts and fractions of districts. Ex¬ penses for continuing schools, for providing school-houses and sites, and all other con¬ tingent school expenses must be raised by a district tax not to exceed 7 mills on $1, except in Cincinnati, where the limit is 5 mills, and in Cleveland, 41 mills. Each board of education must establish a sufficient number of schools for the free education of all youth of school age within the district under its control, and, if deemed neces¬ sary, may open one or more high schools. Each township board must establish at least one school in every subdistrict under its control. District boards may establish separate schools for colored children; in cities and villages, may provide evening schools; and, in children’s homes, orphan asylums, and county infirmaries, may establish schools, for which teachers only are provided by the district. All children between the ages of 8 and 14 must attend the public schools for at least 12 weeks in each school year, 6 of which must be consecutive, unless the child’s health, the needs of an indigent parent, brother, or sister, or the distance (2 miles or more) from the nearest school makes such attend¬ ance inexpedient, or the child’s previous acquirements or its instruction being other¬ wise provided for make it unnecessary. The employment of any child less than 14 years of age under control of a parent or guardian and not dependent on its own resources is prohibited, unless the child has attended school format least 12 weeks, nor shall it then be employed for more than 40 weeks unless exempted from compliance with the compulsory law. Each board determines the text books to be used for three years without change in the schools under its control, and the studies to be pursued, all of which must be in Eng¬ lish, unless German is demanded by 75 freeholders who represent 40 pupils entitled to attend such schools. No person may be employed as a teacher in any common school who has not obtained a certificate of moral character and qualifications from an author¬ ized board of examiners, and, if employed, must present such certificate and the required report to receive pay. For district libraries the law allows an appropriation from the contingent fund; for city districts, a tax of one-tenth of a mill on 81 taxable property, except in the city of Cleveland, where it may be 2h tenths of a mill on $1. — (Laws of 1880.) GENEEAL » CONDITION. The statistical, -summary for 1881-’82 presents a pleasing contrast to the unfavorable ieport of the previous year. There is shown a well proportioned advance along the whole line, with the slight exception of a decrease of 595 in enrolment in colored schools and of 20 in the teachers in them. Beginning with an increase of 17,984 in school popu¬ lation, there was a gain of 11,881 in the average monthly enrolment and of 15,091 in the average daily attendance. While in ifcownship districts there was no change, the subdis¬ tricts in them increased by 60, and in ci ty, village, and special districts there was an increase of 15 and of 10 in their district subdivisions. There was an increase of 29 school-houses and 453 school rooms. Ninety-six more school-houses were built than last year, at an increased expenditure of $474,189, the total value of school property increasing by a million and a half. In teachers permanently employed there was again of 363, while $2 was added to the average monthly pay of men and $1 to that of women. The whole receipts for school purposes were $634,455 greater than in 1880-’81, and the expenditures $687,293 greater. The problem of the advancement of the country schools still engaged the serious at¬ tention of the State commissioner. The difficulty of supplying competent teaches is due to the uncertain tenure of the teacher in these schools, where, in a majority of cases, a change is made every 3 months. A very suggestive comparison in the State re¬ port shows that it costs morevby $2.46 per pupil to educate the children of Ohio than OHIO. 201 those of Pennsylvania for the same time. With the same expense per pupil as in Penn¬ sylvania, Ohio would educate her pupils with $1,837,959 less than it now costs. Even leaving out the expense in cities, with their full system of grammar and high schools and their substantial and often costly buildings, it costs $1.10 more per pupil to keep up the country schools of Ohio 30 weeks than it costs the Pennsylvania system in both city and country for the same time. About the same proportion is shown by a com¬ parison with Indiana and Wisconsin. The commissioner repeats the recommendations of last year for new legislation: (1) to place the schools in each township under the management of a single board of education ; (2) to make some provision by which teachers of primary and grammar schools may secure the advantages of State certifi¬ cates; (3) to remove the disadvantage incurred by some localities from the formation of the best portions of a township into special districts. — (State report, 1882.) KINDERGARTEN. Thirteen schools of this class report for 1881-’ 82 468 pupils, under 32 conductors and assistants. For further information, see Table Y of the appendix to this volume. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. OFFICERS. Cities of 10,000 or more inhabitants have boards of education of 1 or 2 members for each ward, while cities of less than 10,000 inhabitants and villages have boards of 3 or 6 members for the whole corporation, with annual change of one-third in either case. Cincinnati has a board consisting of 12 members at large and 25 others, representing as many wards, and Cleveland a board of 18 members, being 1 for each ward. STATISTICS, a Cities. Population, census of 1880. Children of school age. t Enrolment in public schools. Average daily at¬ tendance. i - . Number of teachers. Expendi¬ ture. Akron... . . . 16,512 5,702 3,343 2,481 59 $57,710 Bellaire..... . t. 8,025 3,171 1,500 891 23 16, 984 Canton . 12,258 5,561 3, 149 2,132 56 55, 568 Chillicothe . 10, 938 3,471 1,916 1,485 44 31,349 Cincinnati . 255, 139 94, 165 632, 818 26, 525 650 859,397 Cleveland . 160,146 58,927 26, 990 19, 978 517 462, 769 Columbus . 51, 647 16, 561 8,433 6,542 166 266, 538 Dayton . 38, 678 12, 743 6, 198 4,709 135 160,199 Fremont . 8,446 2, 292 1,076 702 23 18,606 Hamilton . . . 12,122 5,034 2,043 1, 525 37 32, 576 Ironton . . 8,857 3,082 1,704 1,275 30 16,348 Lima . 7,567 2,908 1, 669 1,171 27 21, 016 Mansfield . . . 9,859 3, 024 2,030 1,537 38 27, 620 Newark . . . . 9,600 4,069 1,981 1,428 39 23, 487 Portsmouth . 11, 321 3,767 2, 962 1,541 44 27, 262 Sandusky . 15, 838 6,300 2,565 2,026 52 48^ 132 Springfield . 20, 730 7,322 3,386 2,522 64 80, 310 Steubenville . . 12,093 4,198 1,838 1,768 46 28, 236 Tiffin . 7,879 3,195 1,323 958 38 18, 554 Toledo . 50, 137 18, 686 7,826 5,640 140 179, 479 Youngstown . 15,435 6,596 3,096 2, 062 48 40,256 Zanesville . 18,113 6,126 3,031 2, 255 71 71,705 a As in some other States, the statistics, both of the table and of the additional particulars follow¬ ing, are taken, for the sake of uniformity, from the tables of the State commissioner’s report. 6 This does not include the 3,742 enrolled in night schools. ADDITIONAL PARTICULARS. Akron had 10 school-houses, with 48 rooms for study, valued, with other school prop¬ erty, at $105,000. The public school enrolment comprised 58.6 per cent, of the youth of school age. Notwithstanding the existence of large factories and workshops, the effi¬ ciency of school management is seen in the fact that 43.5 per cent, of the school pop¬ ulation was in average daily attendance; the percentage of the enrolment so attending was 71.22. Bellaire had 5 school buildings, valued, with other school property, at $75,000. The schools enrolled only 47.3 per cent, of the school population and had only 59.4 per cent, of the enrolment in average daily attendance. Fifty-six pupils were enrolled in the high school. Canton has 10 school buildings, with 47 rooms, valued, with other school property, at $80,000. Compared with the report for 1880-’81, there was an increase of 1,194 in 202 REPORT OF THE COMMISSIONER OF EDUCATION. school population, of 311 in enrolment, and of 155 in average daily attendance. The public schools enrolled 57 per cent, of the pupil youth, and retained 68 per cent, of the enrolment in average daily attendance. There were 70 pupils in the high school. A return reports a night school, with 153 students, and an estimated enrolment of 600 in private and parochial schools. Chitticotke provides 6 school buildings, with 53 rooms, valued, with other school prop¬ erty, at $150,000. The statistics show 55 per cent, of the school population enrolled in the public schools and 77.5 per cent, of the enrolment in average daily attendance. In school population and attendance the city showed slight gains as compared with 1880-’81, decreasing expenditures, by $3,228. A return gives an estimated enrolment of 300 in private and parochial schools. Cincinnati had in 1881-’ 82 57 school buildings, with 594 rooms for study, valued, with other school property, at $2,000,000. There were 28 white and 6 colored district schools, 4 white and 2 colored intermediate schools, 1 colored and 2 white high schools, besides intermediate departments in 12 district schools. In white district schools there was an enrolment of 28,561; in district schools for colored, 1,135; in intermediate schools for whites, 5,053; in same for colored, 180; in high schools for whites, 1,183, with 125 gradu¬ ates; in same for colored, 72 and 7 graduates; in the normal school, 43; in the school for deaf-mutes, 27; in night schools for whites, 3,469; in same for colored, 273; while in pri¬ vate and parochial schools, excluding Kindergarten, business colleges, and higher insti- tions, there was an enrolment of 17,836. The results obtained in drawing, music, and penmanship are said to have been highly satisfactory. In the white district schools 15,457, or 56 percent, of the pupils, were taught German; in the intermediate, 1,850, or 35 per cent.'; in the high schools, 550, or 44 per cent. ; in all, 17,857, or 52 per cent, of the white pupils enrolled in these schools. This instruction was given by 155 teachers of German, at an additional cost of only $2.91 for each pupil taught. If to the enrol¬ ment in day schools be added the 3,742 in night schools and the 17,836 in private and parochial schools, an approximate enrolment of 54,396 is obtained, the enrolment in Kindergarten, business colleges, and higher institutions being omitted. The public schools, enrolling only 35 per cent, of the school population, had 81 per cent, of their en¬ rolment in average daily attendance. There was an increase of 6,168 in school popu¬ lation during the year, to meet which a new^fechool building was erected, said to be one of the finest school-houses in the city, and another one of 15 rooms was in process of completion. To 2 buildings 6 rooms each were added, and to 2 others 4 each. The custom of celebrating the birthdays of authors by reading essays on their lives and works and by reciting selections from their writings continued with increasing interest. The memorial days of Garfield, Longfellow, and Webster were among those most effect¬ ively celebrated. “Arbor day” was introduced into the schools in 1882 at the request of the American Forestry Congress, then in session in the city. Acting in the spirit of the governor’s proclamation calling on all the people of Ohio to devote April 27 to tree planting, the board of education dismissed the schools for 2 days, that teachers and pupils might join in the work. For this purpose 6 acres were set apart and called the ‘ ‘ Authors’ Grove, ’ ’ where each department of the schools planted a group of trees in memory of some author. — (State and city reports.) Cleveland had 43 school buildings, with 427 rooms for study, valued, with other school property, at $1,789. 194. There seems to have been an effort to provide, as far as possible,' for the large increase in school population over 1880-’81, for, with 6,515 more youth of school age, an increase of 2,154 in enrolment and of 2,961 in average daily attendance, there were erected 2 new school buildings, at a cost of $42, 800, and 78 more teachers were employed, the aggregate expenditures increasing $42,550. The public schools below the normal were classed as high, grammar, and primary ; they enrolled 46 per cent, of the school population and had 74 per cent, of the enrolment in average daily attend¬ ance; they were in session 120 days. Vocal music and drawing were taught to all the pupils and 8,829 studied German. Columbus had 26 school buildings, with 174 rooms for study, valued, with other school property, at $781,784. During the year 1 new building was erected, costing $80,036. There were 89 primary and 52 grammar schools and 1 high school, all taught by 16 male and 150 female teachers. The high school enrolled 573, averaging 499, with an average daily attendance of 479; the grammar schools, with an enrolment of 2,409, an average of 2,077, had 1,963 in average daily attendance; while the primary enrolled 5,451, averag¬ ing 4,384, and had 4,100 in average daily attendance. For colored youth of school age, numbering 605 in 1881, separate primary and grammar schools were formerly provided, but the graduates from these since 1874 have been admitted to the high school on equal terms with the whites. This was so much in accordance with public feeling that in February, 1882, the colored schools were closed and the pupils admitted to the white schools of all grades. White and colored youth now attend the same schools within the city limits. The statistics as compared with 1880-’81 show an increase of 662 in school OHIO. 203 population, of 419 in enrolment, and of 439 in average daily attendance, requiring 13 ad¬ ditional teachers, and an additional expenditure of $82,761. The superintendent says that the fluctuation in attendance was less than it had been for several years. Schools were in session 195 days and enrolled 51 per cent, of the youth of legal age, having 78 per cent, of the enrolment in average daily attendance. The estimated enrolment in private and parochial schools was 1,800, which, added to the enrolment in public schools, shows 62 per cent, of the youth of school age under instruction. — (State and city re¬ ports. ) Dayton had 14 school buildings, with 132 rooms for study, the public scliool prop¬ erty of the city being valued at $360,000. There were 1 high, 1 normal, 1 interme¬ diate, and 1 1 district schools, taught by 19 male and 116 female teachers. Instruc¬ tion in vocal music was given to all the pupils, in drawing to 5,192, and in German to 1,711, special teachers being employed for music and for drawing. The high school numbered 214 pupils at the close of the year and graduated a class of 23 from its 4-year course, making the number of 493 during its history. There was a gain of 1,518 in school population, a loss of 304 in enrolment, and a gain of 39 in average daily attend¬ ance, while 5 more teachers were employed and an additional expenditure of $17,385 was incurred. The public schools enrolled only 49 per cent, of the children of school age, but had 76 per cent, of the enrolment in average daily attendance. A return gives 2,027 enrolled in private and parochial schools, which, added to the public school enrol¬ ment, shows 65 per cent, of the youth of pupil age under school instruction. The 4 night schools, having been more completely organized than ever before, secured much more favorable results, the attendance consisting largely of Germans. In 2 of these schools in which the ordinary branches were taught there was an enrolment of 246; in the school for freehand drawing, an attendance of 325, and in the school for industrial drawing, 201, a total attendance of 772. The superintendent says that in these drawing schools there seems to be no abatement in the interest manifested by the public, with a very considerable increase of attendance in the industrial drawing school. The teachers employed by the board were of the highest skill. — (State and city reports.) Fremont reports but slight changes compared with 1880-’ 81, having 7 school buildings, with 15 rooms for study, valued, with other school property, at $50,000. With about the same attendance as last year, 6 more teachers were employed and $3, 656 more ex¬ pended. Of the school population 47 per cent, were enrolled in the public schools, which held 65 per cent, of the enrolment in average daily attendance. Schools were in session 190 days. The high school closed the year with 52 students and graduated a class of 7 young ladies, having had in all 127 graduates during its history. — (State report.) Hamilton , with a gain of 139 in school population and a slight increase in attendance, shows 5 school buildings, with 35 rooms for study, the same as in 1880-’ 81 ; school prop¬ erty was valued at $150,000. With one more teacher employed, there was areduction of $5,967 in expenditure. The schools were in session 200 days and registered only 41 per cent, of the youth of school age; but 75 per cent, of the enrolment was in average daily attendance. All the pupils were taught drawing and vocal music, and 858 German. The high school had 85 students at the close of the year and graduated 5. Fronton advanced a little as compared with 188Q-’81, except in enrolment, which was 101 less, employing the same number of teachers and decreasing expenditures by $538. The schools were in session 180 days and enrolled 55 per cent, of the youth of pupil age, with 75 per cent, of the enrolment in average daily attendance. The high school num¬ bered 61 at the close of the year and graduated a class of 14. The report shows 8 school buildings, with 30 rooms, valued, with sites, &c., at $45,000. — (State report.) Lima , expending for its public schools $5,358 more than in 1880-81, had, as before, 2 school buildings, with 25 rooms, valued, with sites, &c. , at $100,000. The city employed 1 more teacher, gained 348 in school population and 165 in enrolment, and lost 95 in daily attendance. Schools werej in session 190 days and enrolled 57 per cent, of the youth of school age and had 70 per cent, of the enrolled in average daily attendance. There were 82 in the high school, which graduated 19. Mansfield shows a small advance throughout from 1880-’81. Schools were in session 180 days, expenses increased by $1,797, and 6 buildings and other school property were valued at $150,000. The schools enrolled 67 per cent, of the school population. The high school numbered 99 at the close of the year, graduating 18. Newark reports 2 high, 12 grammar, 22 primary schools, and 1 colored school. For these 37 schools there are 7 school buildings, with 38 rooms for study and sittings for 1,996. Schools were in session 190 days, enrolling 49 per cent, of the school population and holding 72 per cent, of the enrolled in daily attendance. With an increase of 201 in the youth of school age, there was a corresponding increase in attendance. The high school, in numbers, is said to have surpassed anything in its history, having 132 students and graduating 16. — (State and city reports.) Portsmouth , compared with 1880-’81, shows an increase of 200 in youth of school age and of 747 in enrolment, and a falling off of 364 in daily attendance. The enrolmen 204 REPORT OF THE COMMISSIONER OF EDUCATION. reached 79 per cent, of the school population, while only 52 per cent, of the enrolled were held in daily attendance. The schools, which were in session 190 days, were taught in 6 school buildings, with 43 rooms for study, valued, with sites, &c., at $182, 000. The high school numbered 74 at the close of the year, graduating 13. Sandusky had 9 school buildings, with 44 rooms for study, valued, with sites, &c., at §5160,000. Compared with I860-’ 81 there were small gains in school population ' and en¬ rolment, but a loss of 157 in daily attendance. Three more teachers were employed, while expenses were less by $528. Schools, which were in session 200 days, enrolled 41 percent, of the youth of school age, holding 79 percent, of the enrolment in daily attend¬ ance. The entire number enrolled studied drawing and 868 German. The high school pupils numbered 93 at the close of the year, graduating 23. Springfield erected 1 new school building during the year at a cost of $20,113, making 10 buildings, with 59 rooms for study, valued, with grounds, &c. , at $110, 560. It reports 1 high school, with 122 students, and 9 district schools, with 3,264, taught by 64 teachers, in¬ cluding 3 special teachers of music, writing, and drawing. Compared with 1880-’ 81 there were gains of 970 in youth enumerated, of 252 in enrolment, and of 174 in daily attend¬ ance. Schools were in session 185 days and enrolled 46 per cent, of the enumeration, retaining 74 per cent, of enrolment in daily attendance. Instruction in drawing and vocal music was given in all the schools and in German to 363 pupils. — (State and city reports. ) Steubenville shows a falling off of 1,775 in the youth of school age during the year and some decrease in attendance, this last owing, it is said, to the presence of infectious dis¬ eases. There were 6 school buildings, valued, with grounds, &c. , at $127,000. The want of new school buildings is severely felt. Schools are classed as high, grammar, and primary, the last including a colored school. Schools were in session 200 days, enrolling 44 per cent, of the school population, with a fraction over 96 per cent, of the enrolled in daily attendance. A return gives 632 in private and parochial schools, which shows not quite 59 per cent, of the youth of school age under school instruction. — (State and city reports. ) Tiffin had 5 school buildings, with 25 rooms for study. Compared with 1880~’81 there was a loss of 184 in school population and a slight falling off in attendance, while 8 more teachers were employed and $1,543 less expended. Schools were in session 200 days, registered 41 per cent, of the children of school age, and had 72 per cent, of the enrolment in daily attendance. A return gives the valuation of school property at $75,000 and 700 pupils in private and parochial schools; this enrolment, with that of the public schools, leaves nearly 37 per cent, of the youth of school age unenrolled. Yocal music was taught to all the pupils, drawing to nearly all, and German to 245. The high school pupils numbered 64 at the close of the year, 8 graduating. Toledo rated its school property, including 23 school buildings, with 118 rooms for study, at $590,000. With an addition of 1,107 to the school population of 1880-’81, there were gains of 149 in enrolment, of 639 in average daily attendance, and of 10 teachers, with an additional expenditure of $27,135. Of the 120 public schools, 2 were high, 6 grammar, 19 intermediate, 33 secondary, 53 primary, and 7 ungraded, all under 14 male and 126 female teachers. The schools were in session 200 days and registered 42 per cent, of the youth of school age, holding 72 per cent, of the enrolment in daily attendance. A return gives 3,000 enrolled in private and parochial schools, which, added to that in public schools, shows 58 per cent, of the school population enrolled. A table in the city report shows that 96J per cent, of the enrolment were under 16 and over 62 per cent, under 11 years of age. Instruction in vocal music was given to all the pupils, in drawing to nearly all, and in German to 1,649. Out of the 4,116 examined, 3, 193 were promoted. The 2 high schools enrolled 186 and had 146 in daily attendance. To meet the large increase in school population, the board made extensive additions to the accommodations and had a building on an original plan in process of erection. — (State and city reports.) Youngstown , to provide for the large increase in school population and attendance, during the year erected 2 school buildings, making 8 in all, with 47 rooms for study, the entire school property being rated at $250,000. The studies reported indicate the usual primary, grammar, and high schools. Schools were in session 190 days and registered 47 per cent, of the youth of school age, having 67 per cent, of the enrolment in daily attendance. The high school registered 89 at the close of the year, graduating 14. Zanesville during the year erected 1 school-house, costing $6,361, making in all 18 school buildings, with 67 rooms. With about the same attendance as the previous year, the same number of teachers were employed, while expenditures were more by $18,864. The schools, classed as primary, grammar, and high, were in session 200 days, showing an enrolment of 49 per cent, of the children of school age and 74.4 per cent, of the enrolled in daily attendance. Summarizing the statistics of the 22 city systems thus briefly noticed, it appears that 44 per cent, of their school population were enrolled in the schools and 33 per cent. OHIO. 205 were in average daily attendance; but it would be unjust to consider these figures as discreditable to the city systems of Ohio, since the comprehensive school age of that State, extending most freely the opportunities of instruction to all unmarried persons under 21, is apt to give an erroneous impression when the results of the school system are rep¬ resented by figures. Nevertheless the attendance is not what the State intended it should be when enactirfg the law as to compulsory attendance, nor what the superintend¬ ent desired to accomplish by his suggestion on page 77 of the 1880 edition of the school laws. In fact, as to percentage of enrolment and of daily attendance the cities as a whole were exactly where they were the year before, but as they increased in population it may properly be inferred that, though relatively no more pupils were taught, absolutely more schooling was done, a fact corroborated by the considerable additions to the teaching force, the accommodations, aqd necessarily to the expenditures. TRAINING- OF TEACHERS. PUBLIp NORMAL SCHOOLS. The State makes no provision for the education of teachers, but normal schools are found in connection with the public school systems of Cincinnati, Cleveland, Dayton, Columbus, and Steubenville. The Cincinnati school was opened in 1868, adding a German department in 1871. During the last session 43 were enrolled in the school, of whom 15 were Germans, and 39 graduated, of whom 12 were Germans. Of the 43 admitted, 37 were from the high schools. During the last session the highest standard of qualification since its organization was attained. The principal urges the advisability of lengthening the course to 1| or 2 years and of enlarging the practice department so as to include 4 schools instead of 2, which schools, he thinks, should not be from the lowest grades of the system. — (City report. ) The Cleveland Training School reported 5 instructors and 41 female students, 34 of whom graduated and engaged in teaching. The full course of study is 1 year of 40 weeks. There is a model school attached. The payton Normal and Training School had 4 instructors, with 13 students, and graduated 12, 9 of whom engaged in teaching. The full course is 1 year. Provision is made for the most thorough examination of candidates for graduation, it being regarded of supreme importance that no one shall be graduated unless thought capable of becom¬ ing a successful teacher. There is a model school attached. The normal school in Columbus held its 28 sessions on Saturdays, with an enrolment of 97 and an average daily attendance of 71. This school is open to such members of the junior and senior classes in the high school as intend to become teachers and to those already teaching who desire further instruction. Steubenville , by adding one year to the high school instruction, established during the year a normal and training school to supply trained teachers for its schools. The first cjass consisted of 13 young ladies. OTHER NORMAL INSTRUCTION. The private normal schools reporting for 1882 are (1) Northwestern Ohio Normal School , Ada, with 1,420 normal students in a 3-year course and 498 others, in all 1,918, under 36 instructors, graduating 65; (2) Ashland College Normal Training School , Ashland, hav¬ ing a 4-year course and open to both sexes; (3) Ohio Central Normal and Kindergarten Train¬ ing School, Fayette; (4) Geneva Normal School, Geneva, with 64 students in a 4-year teach¬ ers’ course and 121 others, in all 185, under 11 instructors; (5 ) National Normal University , Lebanon, showing 1,672 normal students in a 2j-year course, besides 160 others, under 25 teachers, graduating 101; (6) Mansfield Normal College , Mansfield, with 170 normal students in a 4-year course and 25 others, in all 195, under 4 instructors; (7) Western Re¬ serve Normal School, Milan, which had 116 normal students under 5 instructors; and (8) the normal department of Mount Union College, Mount Union, which has a 3-year teachers’ course. Normal departments or teachers’ courses also exist in connection with Antioch, Buchtel, Franklin, Hiram, Muskinguhi, Rio Grande, and Scio Colleges, and Baldwin, Ohio, Ohio Wesleyan, Otterbein, Wilberforce, and Cincinnati Universities; also, in the following academies: Academy of Central College, Atwood Institute, Dague’s Collegiate Institute, Fostoria Academy, Geauga Seminary, Hopedale Normal College, Northern Ohio Colle¬ giate Institute, and Western Reserve Seminary.' — (Catalogues and returns.) For statistics of normal schools reporting, see Table III of appendix; for a summary of same, a corresponding table in the report of the Commissioner preceding. TEACHERS’ INSTITUTES. An institute at the expense of the institute fund may be held in 4ny county where not less than 30 regular teachers shall declare in writing their intention to attend, the managing 206 REPORT OF THE COMMISSIONER OF EDUCATION. committee to enter into bond in twice the amount in the county treasury for such insti¬ tute and the institute to be held not less than four days. The institute fund is derived from fees of 50 cents from each applicant for examination as a teacher in the county; in¬ stead of turning the money into the county treasury, however, city districts may retain in their own treasuries the fees collected from applicants for examination and with the amount hold a district institute; the city failing to hold the annual institute, the money goes to the county. During the year 95 institutes were held, with an aggregate attendance of 12,078, at a cost of $19,980, a gain of 10 institutes and of 1,406 in attendance over 1881. Five in¬ stitutes were in session 4 days each; 62, 5 days; while 28 continued 10 and over; 3 reach¬ ing 15 and 3 others 20 days, all under 425 instructors. EDUCATIONAL JOURNALS. The Teachers’ Guide, Mallet Creek, continued through 1882, expiring with the De¬ cember number. The Ohio Educational Monthly, Salem, continues to be the organ of the State Teachers’ Association, furnishing valuable information as to methods of instruc¬ tion and government and also as to the progress of education in the State and elsewhere, being now in its twenty-third volume. The Vis-a-Vis continues to be published weekly at the State Institution for Deaf-Mutes, Columbus, and was in 1882 in its fifteenth volume. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. High school statistics for 1882 show 600 rooms in .ise, an increase of 25 over 1881 ; 546 men and 254 women teaching, a total of 800, an increase of 26; an enrolment of 29, 372, a loss of 567 ; and an average daily attendance of 20, 902, a loss of 63. There were 32 more male and 6 fewer female teachers. The average monthly pay of men in town¬ ship district high schools was increased from $53 to $55, while that of women was re¬ duced from $36 to $28. In city, village, and special districts the pay of men was reduced from $69 to $57, and that of women from $55 to $54. Of the enrolled there were 3,264 more females than males, and of the daily attendants, 3,246 more. The high schools of the State, as reported, graduated 1,125. — (State report.) OTHER SECONDARY SCHOOLS. For statistics of private academic schools, preparatory schools, or preparatory depart¬ ments of colleges, see Tables YI, VII, and IX, and for business colleges, Table IY of the appendix; for summaries of the same, corresponding tables in the report of the Commis¬ sioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The Ohio State University , Columbus, reported forl881-’82 a large increase in students and equipment and a reorganization of the curriculum. It is open alike to both sexes and offers a 2-year preparatory course, affording a fair opportunity for pupils of the common and high schools to enter the university. There are two literary courses and one in science, each of 4 years, called general courses, and four special courses, also of 4 years each. Military drill is required of all male students unless excused on reasonable grounds. The whole number in actual attendance was 340, a gain of 60 over 1880-’81. More accom¬ modations and instructors were needed. With an appropriation from the State of $20, 000, a chemical laboratory building was nearly completed. Provision was also made for the immediate erection of three faculty residences, at an aggregate cost of $15,124. The year began under a new organization of the various departments : instead of the previous classification of regular, special, preparatory, and unclassified students, came 4 schools, viz: the school of arts and philosophy, including those studies which enter into the course leading to the degrees of B. A. and PH. b. ; the school of science, including studies which enter into the course leading to B.s. ; the school of engineering, including the studies which enter into the course leading to the degrees of civil engineer, mechan¬ ical engineer, and mining engineer; and the school of agriculture, including the studies leading to the degree of bachelor of agriculture. The total value of endowment and property exceeds $1,000,000. — (Catalogue.) The University of Cincinnati consists of three departments, viz : the school of design, or art department, organized in 1871; the academic, or department of literature and science, organized in 1873 ; and the observatory, or astronomical department, 1875. The endow¬ ment consists of an estate left by Charles McMicken, increased by donations from the Cincinnati Astronomical Society and individuals. It reports a faculty of 14 instructors in the academic and astronomical departments and 8 in the school of design. The course OHIO. 207 in this last seems to occupy 5 years; the other regular courses cover 4 years each, with special ones of 1 year and graduate courses of 1 year leading to the degree of M. A., M. sc., or m. L., a similar course of 2 years leading to ph. n. The number of stu¬ dents for the year was 374, of whom 91 were academic, 281 were irj. the school of design, and 2 were in the observatory. — (Catalogue.) ) Ohio University , Athens, shows classical and philosophical preparatory courses of 3 years each, followed by classical and philosophical courses of 4 years each, the last dif¬ fering from the classical course in substituting French and German for Greek, thus al¬ lowing time for considerable attention to be given to the English language in the junior year. Extensive improvements were made during the year in facilities for instruction, and a new building, containing an assembly room and halls for the literary societies, was in course of erection. There were 72 in the preparatory department, under 3 instructors, and 32 in the classical and philosophical courses, there being in the last an equal num¬ ber of males and females. — (Catalogue and return.) i Of the remaining universities and colleges, 34 reported for 1881-’82. The Miami Valley College has, since the last report, become extinct, while Richmond College, which had been discontinued for some years, was reopened in 1881. All, but the He¬ brew Union, St. Xavier, Kenyon, Marietta, Richmond, and Geneva Colleges and Cap¬ ital, Dpnigon, and Urbana Universities, admit both sexes; all, except the University of Cincinnati, show preparatory courses of 2, 3, or 4 years; all have the usual classical courses of 4 years; all but 7, scientific courses of 4 years; while 8 have philosophical courses of the same length. Twelve show commercial courses; 18, arrangements for normal instruction, previously mentioned under Training of Teachers; while 13, to be mentioned under Professional Instruction, have departments of theology; 1, a depart¬ ment of law; and 2, departments of medicine. St. Xavier, University of Cincinnati, Oberlin, and Ohio Wesleyan continue their 4-year literary courses, that in the last being only for ladies. Five institutions provide elective and select courses, while all give instruction in either German, French, music, or drawing and painting. — (Catalogues and, returns.) \ For statistics of these institutions reporting, see Table IX of the appendix, and for a summary of them, a corresponding table in the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Besides the institutions above mentioned, which admit both sexes, there are 10 other colleges designed especially for the superior instruction of young women. I The Cincinnati Wesleyan College follows its primary and preparatory courses of 3 and 4 years with classical and scientific courses of 4 years each and confers the degree of A. B. on the completion of the classical and scientific courses and that of A. m. on the com¬ pletion of a graduate course of 2 years. In 1882 it opened a regular military department. 1 Mount Auburn Young Ladies’ Institute , Cincinnati, aims to complete young ladies’ edu¬ cation by giving systematic instruction in domestic art and science to the senior class. ■ There was an aggregate of 146 professors and instructors and 325 preparatory and 637 collegiate students, with 1,151 in all departments. All, except the Western Female Seminary, begin with preparatory and some also with primary courses of 3 and 4 years, while all have collegiate courses of 4 years each. Some offer special courses and 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. SQ1ENX1FIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Ohio State University , Columbus, continues its 4 distinct courses of technical study in addition to the regular scientific course of 4 years, viz: in agriculture, and in civil, mining, and mechanical engineering, each of 4 years, the first year being the freshman year of the scientific course. In the department of horticulture and botany instruction is given in lectures connected with laboratory practice and field work. The annual course of lectures to farmers given in January of this year was well attended and the interest of former years fully sustained. — (Catalogue.) Otterbein College discontinued its old scientific course in 1881 and adopted a philosophi¬ cal course, enlarged so as to be equal in extent to the. classical, substituting French and German for Greek. The Ohio Mechanics’ Institute, at Cincinnati, organized in 1881, embraces the depart¬ ment of science and arts, sections of mechanics and engineering, of chemistry and phys¬ ics, and a school of design. 208 REPORT OF THE COMMISSIONER OF EDUCATION. Scientific courses of 4 years are offered by 29 other universities and colleges, the Uni¬ versity of Cincinnati adding a course of 4 years in civil engineering, leading to the de¬ gree of c. E. PROFESSIONAL. Theological. — The'schools of theology existing purely as such and having 3-year courses are Lane Theological Seminary, Cincinnati (Presbyterian) ; the Union Biblical Seminary, Dayton (United Brethren) ; the Theological Seminary of the Protestant Episcopal Church, Gambier; and the United Presbyterian Theological Seminary, Xenia. St. Charles Bor- romeo, Carthagena, reports a course of 8 to 10 years, including studies in philosophy and classics; and St. Mary’s Theological Seminary, Cleveland, a course of 5 years; both are Roman Catholic. The following have theological courses of 3 years: German Wallace College, Berea, (Methodist Episcopal) ; Capital University, Columbus (Evangelical Lutheran) ; Oberlin College, Oberlin (Congregational) ; and Urbana University, Urbana (New Church). Wil- berforce University, Wilberforce (African Methodist Episcopal), for colored students, has a course of 4 years, partly literary. Wittenberg College, Springfield (Evangelical Luth¬ eran), and Heidelberg College, Tiffin (Reformed Presbyterian), have courses of 2 years each; while Ohio Wesleyan University, Delaware (Methodist Episcopal), and Hiram Col¬ lege, Hiram (Disciples), show biblical studies in connection with college courses. The 2-year and 3-year courses are meant to follow a collegiate or high school training. — (Catalogues and returns. ) 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. Legal. — The law schooi of the Cincinnati College had 127 students in its 2-year course for 1831-’82. There appears no advance in requirements for admission or graduation. For admission to the junior class, satisfactory evidence of a regular academic education is sufficient; to the senior class, a satisfactory examination in the studies of the junior year and a certification that the applicant has studied law for one year; for the degree of LL. B., regular admission to the senior class, attendance on the full course of senior lectures, and a satisfactory examination. Graduates having the necessary qualifications of age and citizenship are admitted to the bar of Ohio without further examination. A graduate course is added whenever a sufficient number call for it. — (Catalogue.) The catalogue of Wilberforce University for 1881-’ 82 indicates the discontinuance of its law department. Medical. — The following are the only regular medical schools1 reporting for 1881-’82: The Cincinnati College of Medicine and Surgery, with 13 professors and 1 demonstrator; the Medical College of Ohio, with 10 professors and 15 assistants; and the Miami Medi¬ cal College, with 11 professors and 8 assistants, all in Cincinnati; the Columbus Medi¬ cal College, with 12 professors and 3 assistants, and the Starling Medical Cojlege, with 14 professors and 1 demonstrator, both in Columbus. The medical department of the Western Reserve University, Cleveland, a combination of the Cleveland Medical College and the medical department of Wooster University, was opened for students in September, 1881, the two bringing to the new institution a new faculty of 16 instructors. For graduation, all required the usual 3-year course of study under a physician, in¬ cluding 2 regular lecture courses of 20 weeks each year in those at Cincinnati and of 24 in those at Columbus and Cleveland, the last of which courses must be in the college con¬ ferring the degree. All, except Columbus Medical College, offer a 3-year graded course, but do not require it. To induce students to pursue it, the Miami Medical College will demand fees for but 2 years of those who complete the -3-year course. The Cincinnati College of Medicine and Surgery announces the plan of giving special operative courses as a new and important feature of the spring session, having for its object the training of physicians and advanced students in making physical examinations of patients and per¬ forming operations. The Eclectic Medical Institute, Cincinnati, with 8 professors and a demonstrator," had courses of 19 and 20 weeks yearly and recommended but did not require a 3-year graded course. For graduation, students must have studied medicine 3 years and attended 2 full courses of lectures, the last of which must have been in this school. Th£ Physio-Medical Institute, Cincinnati, with 12 professors and 2 assistants, requires 3 full years of study and 2 full courses of lectures of 20 weeks annually. The Pulte Medical College, Cincinnati (homoeopathic), with 10 professors and 3 assist¬ ants, and the Homoeopathic Hospital College, Cleveland, with 10 professors and 3 assist¬ ants — each open to both sexes — continued to require 3 years of study, including at¬ tendance on 2-year lecture courses, the last of which must be in the college conferring *Two other medical schools, the Toledo Medical College,. Toledo, andlNorthweatern OhiO:Medical’ College, Toledo, were in process of organization for 1883. OHIO. 200 the degree. Both offer a 3-year graded course, but do not require it. The Hospital College offers special courses of instruction in those branches which cannot be conven¬ iently taught in the regular course. The Cincinnati College of Pharmacy requires attendance on 2 full courses of lectures in a regular college of pharmacy (the last in this college), an experience of 4 years with a qualified pharmacist, and a written examination. The Ohio College of Dental Surgery requires attendance on 2 courses of lectures in a dental or medical college (the last in this school), a written thesis, a specimen case of artificial dentistry, and a satisfactory examination. The 6 regular colleges reported for 1881-’82 900 matriculates and 676 graduates; the 1 eclectic, 272 matriculates and 100 graduates; the Physio-Medical Institute, 36 matric¬ ulates and 12 graduates; the 2 homoeopathic, 208 matriculates and 60 graduates; total, 1,416 matriculates and 848 graduates. For further statistics of schools of medicine, pharmacy, and dentistry, see Table XIII of the appendix, and for summaries of them, the report of the Commissioner preceding. SPECIAL INSTRUCTION. CLEVELAND EDUCATIONAL BUEEAU. This bureau, which is especially to benefit the working classes, provides lectures and publishes pamphlets and books for the people, embodying a large amount of useful in¬ formation, of which 119,200 had been distributed. The work of the bureau for 1881, under the direction of C. A. Bolton, was so successful that the institution was made per¬ manent and arrangements were made for the second season. During the first season the average evening attendance was from 2,500 to 4,000, the total receipts $5,000. Dur¬ ing the second season, in 1882, the average attendance was 4,000 and receipts over $8,000. Among the lecturers were Joseph Cook, John B. Gough, and Governor St. John. Gen¬ eral Eaton, United States Commissioner of Education, was present at a meeting and de¬ clared that no such work had been done anywhere else in the United States. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The Ohio Institution for the Education of the Deaf and Dumb , Columbus, for 1882 reported 513 different pupils, of whom 60 were in school for the first time, and 24 graduated, fairly equipped, it is said, for the duties of life; making 1,945 who had received instruc¬ tion since the opening of the institution. Its property was valued at $500,000, includ¬ ing a library of 2,000 volumes. Articulation and lip reading were taught, there being 82 semi-mutes in the school. There was an increased interest in the arrangement of the industries taught so as best to fit the pupils to take their places as skilled and success¬ ful workmen. The report advises discretion in the selection of trades. Of the 4 now offered, carpentry and shoemaking should be taught to those from the rural towns, as in them there will always be a demand for such labor, while those learning printing and bookbinding must find their work in the larger towns. It was urged that tailoring be added, especially in the interest of the girls. At a meeting of the Ohio Deaf-Mute Alumni Association plans were set on foot by the mutes themselves for the establishment of a home for aged and infirm mutes. In the Cincinnati Day School for Deaf-Mutes , in charge of the city board of education, the enrolment was 27 and average daily attendance 22, under 2 teachers. The falling off from the previous year was due to the action of the legislature, which provided only for the payment of the teachers; previously a portion of the money appropriated for the school had been used to support its pupils for the 5 school days of the week. The Ohio Institution for the Education of the Blind , Columbus, shows for 1882 a total enrolment of 226, an average attendance of 176, and 28 new pupils. Instruction was given in the common and some of the higher English branches, in vocal and instrumental music, in piano tuning, and such other industries as are taught in like institutions. EDUCATION OF THE FEEBLE-MINDED. The Ohio Institution for Feeble-Minded Youth, Columbus, suffered during the year for want of room, owing to the fire in 1881, which consumed the central part of the main building. It admits children from 6 to 15 years of age and instructs them in the com¬ mon school branches. During the year there were 612 inmates, 5 being new ones. The completion of the buildings in process of construction it was hoped would increase the efficiency of the institution. INDUSTBIAL AND EEFOEMATOEY TEAINING. The Boys' Reform School is located on a farm of 1,210 acres near Lancaster, on which there were 80 acres of vineyard, 8,000 peach trees, 30 acres of garden and nursery, and 400 acres under general tillage. Besides the main building, which is 161 feet long and 14 E 210 REPORT OF THE COMMISSIONER OF EDUCATION. 3 stories high above the basement, there are family buildings, arranged around the main building and named after the rivers of the State. On the spacious grounds are numer¬ ous other buildings, 8 of which are shops for as many trades. The first 10 boys received were from the Cincinnati House of Refuge in 1858, since which there had been received 3,717 boys. In 1882 the average number in the school was 499, of whom 196 received the highest badge, 168 were on leave of absence, 19 were apprenticed, and 9 had employ¬ ments found for them. The superintendent says that of 45 per cent, released a large number were doing well and promised to become good citizens. — (Annual report.) The House of Refuge and Correction , for boys, Toledo, had 237 inmates during the year, and 731 since opening. The other institutions of this class heretofore reporting were the Industrial School and Home , Cleveland; Toledo Industrial School ; Girls ’ Industrial Horne, Delaware; Cincinnati House of Ref uge ; and the House of Refuge and Correction, Cleveland. All these schools give school, industrial, and religious training. EDUCATION IN ART. The School of Design in the University of Cincinnati, the Woman's Art Museum Associa¬ tion, and the School of Design in the Ohio Mechanics’ Institute, all at Cincinnati, the Columbus Art School, and the Toledo University of Arts and Trades give instruction in the various forms of art. The School of Design in the University of Cincinnati, beginning in 1868 with 1 teacher and 30 students, entered upon a thoroughly graded course of in¬ struction in the various departments in 1880-’81, showing in 1881-’ 82 a faculty of 7, with 300 pupils, most of whom were females; in wood engraving all were girls. EDUCATION IN MUSIC. Scientific musical instruction is reported to be given in the College of Music of Cin¬ cinnati, the Cincinnati College of Music, Cleveland College of Music, and Oberlin Con¬ servatory of Music, Oberlin College, which last has a course of 3 years for the theory of music and from 3 to 5 years for the various forms of practice. This enrolled for 1881-’82 classes of 75 young men and 312 young women. Statistics of the other schools are wanting for that year, but it is hoped that they may be obtained for 1882-’83. Another school heard of favorably is Dana’s Musical Institute, Warren, Ohio. EDUCATIONAL CONVENTIONS. STATE ASSOCIATION. The Ohio Teachers’ Association held its thirty-third annual meeting at Niagara Falls, N. Y., July 5, 6, and 7, 1882. The superintendents’ section was called to order by George W. Walker. J. M. Goodspeed, president of the section, gave the inaugural ad¬ dress, urging teachers to exert their influence in favor of legislation for a good school system, and William Hoover, of Dayton, read a paper on “A rational course in math¬ ematics,” full of matter that cannot be well condensed. The general association was called to order by George W. Walker. President J. J. Burns delivered the inaugural address on “The evolution of a common school master; ” Mrs. D. L. Williams, of Delaware, Ohio, read a paper on “Young teachers and their calling,” followed by one on the same subject by Miss R. P. Cook, of Gallipolis, Ohio, both excellent and practical. These papers were discussed at some length and with much useful suggestion as to studies and methods. W. W. Ross, of Fremont, Ohio, read a long and admirable paper on instruction in history — local, biographical, and gen¬ eral — with information as to books for use in such instruction, as well as to the lessons to be drawn from the study of history. These papers, with the inaugural addresses and a very appropriate memorial address by W. W. Venable, of Cincinnati, on the death of Hon. William Downs Henkle, a former State school commissioner and long editor of The Educational Monthly, occupied the sessions of the association. Of Mr. Henkle there may be found a brief biography in the report from this Bureau for 1881, page 209. OTHER TEACHERS’ ASSOCIATIONS. The Union Teachers’ Association of Trumbull and Portage Counties met December 16, 1882, at Windham, with an excellent program, which was well carried out. O. F. Haymaker discussed industrial education. The Auglaize County Teachers’ Association held its first quarterly meeting at Wapa- koneta November 10. Papers were read on “The dignity of the profession,” “The scholar’s mission,” and “ Practical education. ” The Eastern Ohio Teachers’ Association held its twelfth annual meeting at Steuben¬ ville December 1 and 2. The program is said to have been good, the papers and discus¬ sions spirited, and the attendance large. Commissioner De Wolf discussed the question “Is our American school system doipg what it may for the interest of the public?” OHIO. 211 The Northeastern Ohio Teachers’ Association held its annual meeting at Cleveland December 9. Though the attendance was not as large as usual, the meeting is said to have been one of interest and profit. Superintendent Hinsdale, of Cleveland, discussed the subject of American history in the public schools; Sebastian Thomas, of Lodi, in¬ dustrial training in German schools, a topic which awakened much interest. The Southwestern Ohio Teachers’ Association held its last session at Middletown April 22. A very fine paper is said to have been read by Mr. A. T. Wiles, of Newport, Ky., on “A course of study for public schools.” The Southeastern Ohio Teachers’ Association met at Gallipolis April 28 and 29, but no account of the meeting has come to hand. OHIO COLLEGE ASSOCIATION. This association, begun about 20 years ago, is composed of the “presidents and pro¬ fessors of the colleges in the State of Ohio” (constitution, article 3). The governor of the State, the commissioner of common schools, and the president of the* State Teachers’ Association are members ex officio. After about a dozen years of peaceful life, it was thought necessary to determine what is a college in the State of Ohio. The association knew that no other body could make this definition as well as itself. It was entirely, in the view of its members, a matter of definition. After a year or two of con¬ sultation, upon the report of a judicious committee, it was resolved that certain named institutions, 15 in number, were the colleges in the State of Ohio. There might be other institutions which the State officers or the courts of law might call colleges, or even universities, but those named by the association were held to be the only ones in Ohio that were such in fact. Two others have since been added to the* list, making 17. Nearly every year some institution presents a claim to membership, but fails of recog¬ nition. There has been talk of appointing a committee to investigate and revise the list, but no action has been taken. At one time the association adopted minimum courses of study for degrees in the col¬ leges connected with it; but having no power to enforce these they have become mere indications of a proper standard without any binding force. — (Letter from a member of the association.) OBITUARY RECORD. DR. JOHN PRATT. Rev. John Pratt, D. D., founder of Denison University, died suddenly at Granville January 4, 1882, in the eighty-second year of hB age. He was born in Connecticut, graduated at Brown University in 1827, and was the first president of the Baptist College at Granville, established in 1831 as Granville Literary and. Theological Institution, made Granville College in 1832, and entitled to be called Denison. University in 1856. He was professor of ancient languages there from 1837 to 1859, and then retired to private life, having given 28 years of untiring, self sacrificing toil to the educational and religious interests of his adopted State and of the college with which he was iden¬ tified. He is said to have been born a teacher and bred a scholar, true, quick, and keen, with marvellous power to awaken the dormant energies of pupils and to develop their ability for independent thought. As a teacher of Greek and Latin he was re¬ puted to be of remarkably high rank, with few equals and perhaps no superiors when in his prime. DR. WILLIAM H. MUSSEY. Dr. William H. Mussey, of Cincinnati, was one of the most distinguished and public spirited citizens of that city. He was born in Hanover, N. H. , September 30, 1818, studied medicine in the Ohio Medical College, and graduatednn 1848. He subsequently studied 18 months in Paris, and upon returning to this country settled in Cincinnati, where he made a specialty of general surgery. He was vice president of the American Medical Association in 1864 and afterward vice president of the Ohio State Medical Association. He also held various eminent positions in hospitals and colleges. He was commissioned brigade surgeon October, 1861, and lieutenant colonel and medical in¬ spector of the United States Army in June, 1862, and was surgeon general of Ohio for several years. He was also president of the Natural History Society of Cincinnati. As a memorial of his father he founded the Mussey Medical and Scientific Library in Cin¬ cinnati and gave several thousand valuable publications to the collection. In 1857 he married Caroline W. Lindsly, of Washington, D. C. — (Boston Journal.) CHIEF STATE SCHOOL OFFICER. Hon. D. F. De Wolf, State commissioner of common schools , Columbus. [Term, January, 1881, to January, 1884.] To be then succeeded by Mr, Le Roy D. Brown. 212 REPORT OF THE COMMISSIONER OF EDUCATION, OREGON. STATISTICAL SUMMARY. 1880-’81. 1881-’82. Increase. ".r *• w - Decrease. POPULATION AND ATTENDANCE. Youth 4 to 20 years of age a - 61, 641 65, 216 3, 575 Enrolled in public schools - 34, 498 37, 743 3, 245 Average daily attendance _ _ _ 25, 196 27, 347 2, 151 -X- Attending graded schools - 8, 918 8, 986 68 Attending private schools _ _ 4, 823 7, 394 2, 571 Number reported as not in school — 21, 655 21, 328 327 SCHOOL DISTRICTS AND SCHOOLS. Organized districts _ _ 1,037 1,093 56 Districts reporting _ _ 988 1, 026 38 Graded schools reported . _ _ 52 50 2 Average school term in days - 86 90 4 Number of private schools - - 186 193 7 Value of public school property - $657, 469 $684, 298 $26, 829 TEACHERS AND THEIR PAY. Number of men teaching.. _ 591 662 71 Number of women teaching _ 748 750 2 Whole number of teachers - ^ , 1, 339 1,412 73 Teachers in graded public schools — 174 182 8 Teachers with first grade certificates- 691 745 54 Teachers with second grade certificates 648 667 19 Average monthly pay of men _ $42 26 $43 95 $1 69 Average monthly pay of women _ 31 72 31 63 $0 09 RECEIPTS AND EXPENDITURES. Whole receipts for public schools - $323, 301 $338, 307 $15, 006 Expenditure for public schools _ 318, 331 346, 961 28, 630 STATE SCHOOL FUND. Permanent school fund _ $625, 000 Available school fund _ 610, 000 $832, 522 $222, 522 a The basis for appropriation of public money ; the age for admission into public schools is 6 to 21. (From the report of Hon. L. J. Powell, State superintendent of public instruction, for the two years indicated. ) STATE SCHOOL SYSTEM. OFFICERS. For the general administration of public school affairs there is a State superintendent of public instruction, elected quadriennially by the people. He, the governor, and the secretary of state constitute a State board of education. The local officers are county superintendents of common schools, elected biennially by the voters of the county; dis¬ trict boards of three directors, elected for three years; and a district clerk, elected for one year. OREGON. 213 OTHER FEATURES OF THE SYSTEM. Public school moneys are derived from a State school fund, from a county tax of 4 mills on $1, and from a tax which district meetings, legally called, have the power to levy on all the real and personal property in their districts. District meetings may also make any necessary appropriations for the support of schools. Only districts where schools have been taught three months are entitled to their proportion of the school fund; this restriction, however, is not to apply to a district until the fourth year of its existence. The State superintendent must report to the legislature biennially and county super¬ intendents must report to the State superintendent annually, or be liable to removal; they must also hold quarterly examinations, and applicants rated number 1 at such ex¬ aminations receive certificates good for two years; those rated number 2 receive certifi¬ cates for six months. Life diplomas and State certificates, the latter for six years, are given on examination by the State board of education, both being subject to revocation by the board, which also grants certificates of the same force as those granted by county superintendents. High schools must be maintained in districts containing 1,000 youth of school age. In districts containing 10,000 inhabitants, upon petition of 100 residents, one or more of the common schools is to be taught in the German language. Any tax- paying citizen of the State who is 21 years of age is entitled to vote at any school meeting held in the district in which he or she resides. GENERAL CONDITION. The report for 1881-J82 indicates progress in all but two items, graded schools and the salary of women teaching, in which the reductions were trivial. The State super¬ intendent says the greatest need of the schools is a more thoroughly trained class of teachers. To secure better supervision also, an increase of salary is recommended for county superintendents. A longer period of school during the year in the county dis¬ tricts is said to be necessary, as in 300 districts out of 1,026 in the State reporting the schools were taught but 3 months, or 60 days, during the year. The superintendent therefore recommends that the minimum school term entitling districts to their share of the school fund be 6 months instead of 3. He favors also an amendment to the law which shall require the levy of a State school tax of 2 mills on the dollar. CITY SCHOOL SYSTEM OF PORTLAND. OFFICERS. The interests of the public schools of Portland are in charge of a board of 3 directors, a clerk, and a city superintendent. STATISTICS AND ADDITIONAL PARTICULARS. With an estimated population of 25,000 the superintendent reported the total number of youth of school age in 1881-’82 to be 5,314, including colored and 126 Chinese. Of this number 3, 130 were enrolled in the public schools, with an average daily attendance of 2,166. The number of cases of corporal punishment was 96; of suspension, 6. The percentage of tardiness was reported the same as last year. The schools were taught 200 days by 5 men and 51 women. During the year extensive additions were made to the accommodations and the superintendent declares that no school room in the city could be classed as poor. The receipts for all school purposes were $86,245; the expenditures, $118,106. There were 72 pupils graduated in 1882 from the grammar schools, over 65 of whom entered the high school. TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. The Oregon State Normal School, Monmouth, organized in 1882 and made free to 62 State students, offers a subnormal or elementary course of a year, preparatory to the regular normal course, which covers 2 years. The latter includes not only the science and history of education, school methods, hygiene of the school room, school law, &c. , but also mathematics, natural and mental science, English language and literature, rhetoric, elocution, music, and book-keeping. Beyond this there is a 2-year course of collegiate studies for such as may desire to prepare for higher work. There is also a commercial course for students preparing for business. Undertaking so much at the outset, the danger is that it may become rather a second rate college than a first rate nor¬ mal school. Officers and teachers in the first year, 9; pupils, 104, without distinction of normal from others. Ashland College and Normal School, Ashland, like the preceding formerly a private enter¬ prise, with it, by act of the legislature of 1882, was made a State normal school. It offers 214 REPORT OF THE COMMISSIONER OF EDUCATION. a 3-year normal course, covering 40 weeks each year, with a commercial and a college pre¬ paratory course, music, and penmanship. Its normal students have an opportunity for practice teaching in a primary and preparatory school. Teachers for the first year of its recognition by the State, 6; pupils in normal department, 21, besides 49 in the training school and 53 others. The collegiate department of the University of Oregon , Eugene City, furnished for 1882 a 3-year normal course of English studies to a class of 10 students. OTHER NORMAL TRAINING. McMinnville College , McMinnville, and Willamette University , Salem, in their prepara¬ tory departments offered normal instruction, the former in a well arranged teachers’ course of 2 years and the latter in one of 3 years. Santiam Academy , Lebanon, and Wasco In¬ dependent Academy , The Dalles, also offered like instruction. teachers’ institutes. The State superintendent is required by law to hold a teachers’ institute in each judi¬ cial district annually, as well as a State institute at some central point. For the year 1881-’82 there were 20 institutes held, attended by 648 teachers, 7 districts not report¬ ing. Teachers are required to attend all institutes held in the counties in which they reside, and for non-attendance without a good excuse the county superintendent may lower the grade or revoke the certificate of such teacher. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. In districts containing 1,000 persons 4 to 20 years of age, the law requires high schools to be maintained at least 6 months in each year, but the State report gives no information regarding such schools. The city superintendent of Portland reported 201 pupils in the high school of that city, of whom 30 graduated: from a 4-year language course, 12; and from a 3-year English course, 18. Of the pupils 121 were girls; there was not a case of tardiness during the year. The only punishment inflicted consisted of 3 suspen¬ sions. OTHER SECONDARY SCHOOLS. For statistics of private secondary schools and preparatory departments of colleges reporting, see Tables VI 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. The University of Oregon, Eugene City, in the sixth year of its existence in 1881-’82, continued its preparatory, classical, scientific, and normal courses, the preparatory of 1 year for the normal course and of 2 for the others, the classical and scientific collegiate of 4 years each, and the normal of 3 years. The scientific course differs from the classical mainly in substituting French, German, and mathematics for Latin and Greek. But the collegiate arrangements are still comparatively in their infancy. At least 1 free scholar¬ ship is allowed to each county, and it may have another for each member and joint member of the legislature to which the county is entitled. There appear to have been 72 free studerats holding such scholarships, with 71 other students, 143 in all, in what is called the collegiate department, which included not only 72 college students proper, but also 10 normal students and 61 classical and scientific preparatory; 74 English pre¬ paratory students, not counted as collegiate, made a total of 217, all under 7 professors. Corvallis College, Corvallis; Pacific University, Forest Grove; Blue Mountain Univer¬ sity, La Grande; McMinnville College, McMinnville; Christian College, Monmouth; Philomath College, Philomath, and Willamette University, Salem, have preparatory de¬ partments, as well as classical and scientific courses of 4 years, except Pacific University, which makes its scientific course 3 years. It has also a 3-year ladies’ course. The studies of Corvallis College are divided into 7 schools, that of mathematics covering 4 years, the others of undefined duration. Philomath gives a 4-year ladies’ course; Chris¬ tian, Philomath, and Willamette offer business courses; all three, with Blue Mountain, give instruction in drawing, painting, and music. For statistics of these institutions, see Table IX. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. All the above institutions are open to young women, Willamette University having a well organized woman’s college, with a lady dean. OREGON. 215 St. Helen’s Hall, Portland, for girls only, presented for the year courses in collegiate studies occupying 4 years. Latin and the modern languages were taught, as well as music, drawing, and painting. For statistics, see Table VIII of the appendix. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. In addition to the scientific courses before noted an opportunity is given in the schools of engineering and agriculture at Corvallis College for the study of these sciences, the former offering instruction in drawing, descriptive geometry, and the general principles of civil engineering; the latter, in analysis of soils, modes of drainage, methods of pre¬ paring farm buildings, as well as in stock raising, fruit culture, &c. Graduates from these schools are entitled to the degree of B. s. PROFESSIONAL. The College of Medicine, a department of Willamette University, located at Portland, is the only professional school reporting for the year 1881-’82. The required course of study is 2 years of 20 weeks each year and an optional preliminary course of 4 weeks’ duration annually. A 3-year graded course is recommended but not required. For admission a preliminary examination is required of applicants who are not graduates of a college, academy, or high school, and for graduation the student must have attended 2 full courses of lectures, have completed 3 years of study, have gone through a course of practical anatomy, and have passed a satisfactory final examination. The college in 1881-’82 had a facility cff 11; 29 students were matriculated and 9 graduated. — (Cata¬ logue.) SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Oregon School for Deaf-Mutes, Salem, is a State institution under the management of a board of 9 directors. There were 42 pupils enrolled in 1881 and 1882, representing 12 counties in the State; average attendance, 26. Instructidn in the English branches was given (manual method) by 3 teachers, 1 of them a deaf-mute. The school was occupying rented buildings, and consequently had no shops for industrial training, while other needed advantages for comfort and instruction were still wanting. EDUCATION OF THE BLINl). The Oregon Institute for the Blind, Salem, which was suspended in 1878, is to be re¬ opened in 1883, the legislature in 1882 having made an appropriation of $8,000 for its support. REFORMATORY TRAINING. Mr. W. S. Ladd, a banker in Portland, has given the State $20,000 for the erection of a reform school and will pay all the expenses of maintaining it. INSTRUCTION OF INDIANS. The Statistics for 1882 show a school population of 906 at the 5 United States Indian agencies in the State. Although there were school accommodations for 340 pupils, the average daily attendance was only 172. The school at Warm Springs agency was taught 11 months, those at Klamath and Siletz 10, and at Grand Ronde 5, at a total cost to the Government of $16,612. There were 381 Indians who could read, 40 having learned during the year. They were taught housekeeping, sewing, carpentry, and gardening, as well as common school studies, by 19 teachers. The report from the Training School for Indian Youth, at Forest Grove, gives an at¬ tendance of 54 boys and 37 girls. The instruction was the same as that given at the agencies, blacksmithing, shoemaking, and farming being added. EDUCATIONAL CONVENTION. STATE ASSOCIATION. The State Teachers’ Association held its annual session at Salem, August 21-23, 1882, State Superintendent Powell presiding. The convention was well attended, though the number of teachers present was not given. Among the many interesting subj ects was one presented by Dr. Fowler, of New York, advocating more thorough educational work. He recommended the old-fashioned drill course of mathematics, Latin, and Greek, and ad¬ vised students aspiring to a future life of usefulness tdtake a full course. The subject of physical geography was treated in an interesting manner with simple illustrations, and 216 REPORT OF THE COMMISSIONER OF EDUCATION. was followed by /^ducation^and^tlie state.” An excellent paper, entitled “Necessity for better teacherslmd how tofsecure’rtbem,^ aMvocated normal schools supported by public funds; educational journals, as ;a valhablelmeans of improvement to the reading teacher; and the encouragement of teachers by better pay, as those vocations which pay best usually attract the best material, and, while millions might -be spent on normal schools, their graduates will not remain teachers unless paid to do so. •> The subjects of f ‘ Teachers’ ex¬ aminations,” “Science in school,” and “Relation of common schools to colleges” were also discussed, after which the association adjourned. CHIEF STATE SCHOOL OFFICER. Hon. E. B. McElroy, State superintendent of public instruction, Salem. [Term' September ll7i8827’to’ January 1, 1887.] PENNSYLVANIA. 217 PENNSYLVANIA. SUMMARY OF EDUCATIONAL STATISTICS. 1880-’81. 1881-’ 82. Increase. * Decrease. POPULATION AND ATTENDANCE. Youth of school age (6-21) _ _ _ al, 422;' 377 ' Enrolled in public schools 931, 749 945, 345 34, 624 13, 596 Enrolled in private schools and acad- 26, 710 7, 914 emies. b SCHOOL DISTEICTS AND SCHOOLS. Number of school districts _ 2, 208 2, 215 19, 183 7 Number of free sehnols in these 18, 835 348 Number of schools graded _ _ 7, 257 13, 987 7, 812 555 Number with Bible rending b . , 13, 495 492 Number teaching drawing &_ _ 4, 916 5,180 264 Number teaching vocal music b _ 3, 999 2, 240 4,791 2,270 792 Number teaching higher branches 30 Number with uniform text books 14, 630 15,118 488 Number for colored youth alone b _ 66 48 18 Iftstricts having school libraries b _ 130 160 30 K. _ _ School-houses for free schools 6_ _ 12, 864 3, 369 12, 983 119 School-houses rated as first class &___ 3, 477 108 School-houses with good furniture b. 7, 385 8, 234 849 School-houses poorly ventilated b _ 5, 861 5, 313 548 Value of all public school property __ $26, 605, 321 $28, 341, 560 $1, 736, 239 Average time of public schools in days 146. 96 153. 78 6.82 Private ungraded schools reported b. 308 373 65 Private academies and seminaries b. _ 205 199 6 TEACHERS AND THEIE PAY. Men teaching in public schools. _ 9, 359 9, 051 308 Women teaching in public schools. __ 11, 993 12, 778 785 _ _ _ Whole number of public school teach- 21, 352 21, 829 477 Number employed more than 5 years’^ 7, 163 7, 308 145 Number employed less than 1 year b. 1, 644 1,756 112 _ _ Graduates of State normal schools Z>__ 860 1,019 159 Attended State normal school 3, 056 3, 492 $35 12 436 Average monthly pay of men $33 66 $1 46 . . Average monthly pay of women 29 03 28 89 $0 14 Teachers in private schools RECEIPTS AND EXPENDITURES. * 990 1, 099 109 Receipts for public school st . ^ $8, 798, 724 7, 994, 705 - - - $8, 637, 935 8,263, 245 p $160, 789 Expenditure for public schools _ ' $268, 540 a United States Census of 1880. b Not including Philadelphia. (From rgports of Hon. E. E. Higbee, State superintendent of public instruction, for tbe two ylars indicated, with returns from the same for each year.) STATE SCHOOL SYSTEM. OFFICERS. The public schools of the State are under the general supervision of a State superin ¬ tendent of public instruction, with 2 deputies; local supervision is secured through county superintendents, one tor each county, and through school directors in independent 218 REPORT OF THE COMMISSIONER OF EDUCATION. school districts within the county, 6 for each district. In consolidated districts (cities or boroughs) there are directors in each ward to look after school property and buildings and the collection and disbursement of taxes in that ward, with a board of controllers composed of all of these directors for all other school matters of the city or borough. Women may hold any of these offices. The State superintendent is appointed by the governor, the senate concurring, every fourth year, and may be removed for sufficient cause by the same functionary at any time; county superintendents may be changed every third year; one- third of the directors in any district, every year. Philadelphia, Pittsburgh, and some other places, under special charters, vary somewhat from these arrangements. OTHER FEATURES OF THE SYSTEM. The public schools are free to all children 6-21 years of age, of whatever race or color, residing in a district in which they are taught. To support the system the State con¬ tributes $1,000,000 yearly and requires the levy of an annual tax in each school district, which shall not exceed 13 mills on the dollar for instruction and as much more for build¬ ings. The sessions of the schools must cover from 5 to 10 months yearly. School teach¬ ers must have certificates of qualification from some recognized school officer and must report monthly to the directors under whom they serve; these directors, annually, to their county superintendent; he to the State superintendent, who, from the city, county, and other reports, prepares for the legislature a condensed statement of free school educa¬ tion for the year, adding information as to academies and colleges that have had aid at one time or another from the State. Ten normal schools under State direction continue to receive State aid, as do 2 schools for the deaf, 1 for the blind, and 1 for the feeble¬ minded; while graded schools, night schools, and city schools for the deaf come in for their share of the annual State appropriation. GENERAL CONDITION. The State report for 1881-’82 indicates fair progress. From the lack of an annufil census of children of school age, the proportion of enrolment to the number entitled to instruction cannot be told; but, with 13,596 more pupils in the public schools and not less than 9,000 additional attending academies and other private schools, it is not unlikely that even pace was kept with the growth of school population. Accordingly, Super¬ intendent Higbee estimates that only about 9,883 more youth than previously were without some form of schooling.- At almost every point, indeed, there is a gain: 7 more school districts; 348 more, free schools; 555 more schools graded; not including Phila¬ delphia, 119 more buildings for free schools, 108 more rated as first class, and 849 more supplied with good school furniture, as well as a considerable increase of teachers who had either had 5 years’ experience or had been trained to some extent in the State normal schools. If the statistics of the schools of Philadelphia were added where wanting to those above, the case would appear better still, as there the school buildings are among the best in the State, the teachers well trained in excellent city normal classes, and the appliances for instruction generally superior to those elsewhere. Almost the only thing that seems to be wanting to attain higher success is better pay for teachers; as the sux>erintendent shows, the average pay of teachers in 1882 was only a little more than $200 yearly, not enough, certainly, to secure permanence in school work on the part of the class of teachers most to be desired. KINDERGARTEN. • For the statistics and location of about 30 schools of this class in Pennsylvania, see Table Y of the appendix; and for a summary of their statistics, a corresponding table in the report of the Commissioner preceding. The Sub-Primary School Association of Philadelphia is reported to have established, from October, 1879, to March, 1882, in connection with ward associations in that city, 11 free Kindergarten, sufficing for the instruction of 405 children. Others have been added since that date. The school term is from the first Monday in September to July 1. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MCXEE INHABITANTS. OFFICERS. The school government of cities is treated under the heading State School System, Officers. Philadelphia and Pittsburgh continued, under special laws, to have boards of education independent of the ward boards. Any city of over 5,000 inhabitants may, by vote of directors, elect a school superin¬ tendent of skill and experience as a teacher, and 36 cities and boroughs have such super¬ intendents. PENNSYLVANIA. 219 STATISTICS, a Cities. Population, census of 1880. Public schools. 6 Enrolment in public schools. Average number at- t e n ding school. Number of teachers. Expendi¬ ture. Allegheny . . 78, 682 207 9,872 8,354 208 $202,081 Allentown . . . 18,063 56 3,583 2, 314 57 63,475 Altoona . 19,710 49 3, 126 2,494 51 36, 813 Bradford . 9, 197 21 1,558 1,037 26 38,602 Carbondale . 7,714 24 1,700 1,086 26 11,633 Chester . 14,997 49 2,606 1,691 50 28,907 Columbia . 8, 312 21 1,431 978 24 17,022 Danville . 8,346 27 1,709 1,123 29 11,692 Easton . 11,924 44 2,267 1,651 50 52, 535 Erie . , . 27.737 104 4,658 3,136 104 69,613 Harrisburg . . . 30, 762 97 5,795 3,743 114 95, 987 Johnstown . . . 8,380 30 1,695 1,148 31 29,603 Lancaster . 25,769 69 3,731 2,584 70 43,534 Lebanon . 8,778 30 1,480 1,175 30 17,863 McKeesport . . 8,212 23 1,434 890 24 28,677 Meadville . . . 8,860 36 1,758 1,273 36 27,641 New Castle . 8,418 29 1,657 1,158 33 19.647 Norristown . 13,063 44 2,225 1,548 44 .34, 070 Phi ladelphia . . . 847,170 2,113 168,786 91, 894 2, 113 1,493,897 Pittsburgh . 156, 389 469 23, 629 16, 570 469 549, 138 Pottsville . 13,253 49 2,817 1,909 50 34,601 Reading . 43,278 144 8, 187 5,822 151 100, 135 Scranton . 45, 850 90 9, 018 5,993 388 106,404 Shamokin . 8.184 26 1,817 1,058 29 21,710 Shenandoah . 10, 147 28 2, 182 1,306 29 21,607 Titusville . . . 9,046 26 1,698 1,196 32 34, 277 Wilkes-Barre c . 23, 339 74 4, 883 3,087 74 76,406 Williamsport . . 18, 934 65 3, 489 2, 217 65 40,406 York . 13,940 50 2,419 1,786 50 i 28,177 a For the sake of uniformity these statistics are all taken from the tables of the State report. Aa no census is taken of the children of school age, information on that point is wanting. b These figures are believed to be exclusive of night schools, which existed in several cities. c The educational statistics are for the three school districts of the city. ADDITIONAL PAETICULAES. Allegheny had 18 school buildings, valued, with other school property, at $280,000. School accommodations were increased by making additions to several of the buildings, nearly all of which are new, constructed of brick, and in the modern style of archi¬ tecture. Few cities, it is claimed, are better provided with school-houses than Alle¬ gheny. The year is reported as one of substantial progress. Schools were in session 196 days. The enrolment in private and parochial schools was 3,000. — (State and city re¬ ports and return. ) Allentown had a high school with a 3-year course, 9 school buildings with 3,700 sittings, and her entire school property was valued at $450,000. The attendance suffered from the prevalence of smallpox, and yet the enrolment was increased by 725. Of the 57 teachers employed 30 were graduates of the city high school, 3 of a State normal school, and 2 held State certificates. A new brick building, with 4 large rooms, to be supplied, like all the others, with the most approved furniture, was nearing completion. Schools were in session 190 days. — (State report and city return.) Altoona had school sittings for 3,010 and school property valued at $101,260. Com¬ pared with 1880-’ 81, enrolment increased 72. The best school building had but 4 rooms and is poorly heated and ventilated, and from want of room 5 schools of the lowest grades held half day sessions for some part of the year. During the last 8 years the school population had increased 60 per cent., while there had been no increase in the assessed valuation in that time. Schools were in session 187 days. An enrolment of 900 in private and parochial schools was reported. — (State report and city return.) Bradford in 7 years has increased its school population more than twelvefold and the number of its schools in proportion. Within the last 2 years it has erected 3 school buildings and enlarged another, thus providing for 13 new schools without burdening the district with debt or impairing its credit. In 1881-,82 there were 4 school build¬ ings, with 21 rooms. An increase of 337 in enrolment and of 358 in daily attendance was reported. A uniform salary of $50 a month was paid in all grades below the high, thus securing teachers of experience and culture, the best being selected for the primary grades. Schools were in session 219 days. Private and parochial schools enrolled 400. (State report and city return.) Carbondale had 8 school buildings, the entire school property being valued at $25,200. 220 REPORT OF THE COMMISSIONER OF EDUCATION. There was a decrease of 121 in enrolment. During the two years covered by the last report an effort was made to relieve the crowded condition of the primary schools by enlarging some of the buildings. The courses of study and grading were rearranged to give a course of 7 years below the high school. Schools were taught 190 days. Private and parochial schools enrolled 198. — (State report and city return.) Chester had 10 school buildings, with 2,400 sittings, and rated them, with other school property, at $111,000. Attendance was well sustained, with slight gains. The principal change reported is the merging of the colored schools into those for whites without any troublesome results. More school room was needed and a new building was soon to be added. Schools were taught 195 dayjs. There were 300 in private and parochial schools. — (State report and city return.) Columbia in 1881-’82 had 3 school buildings, valued, with other property, at $28,000. The addition during the year of a new one, with 2 rooms, elegantly furnished and scien¬ tifically heated and ventilated, fully met the ‘wants of the school population. Instead of the falling off in attendance reported in 1880-’81 there was an increase of 32 in enrol¬ ment. The schools were all furnished with charts and maps. A public school library, begun in 1862 with 3, donation of $500, had grown to be one of the largest district school libraries in the State. Schools were in session 194 days. — (State report and city return.) Danville gives an increase of 42 in enrolment and school property valued at $60,000. Easton reported for its 49 public schools an improved classification and better methods of instruction? The examinations inaugurated as tests of school work presented a grati¬ fying exhibit of faithful teaching and intelligent acquisition. The indications of healthy growth were said to be unmistakable. The teachers employed gave proof of professional skill. A weekly teachers’ institute, with a normal class attached, was well attended, but enrolment shows a slight falling off from the previous year. — (State report.) The Erie public school system has enjoyed remarkable growth from an endeavor to keep abreast of the increase of school population. While the increase of the entire population during the last decade was 42 per cent., the enrolment of its schools was 75 per cent. There were 16 school buildings, with 4,800 sittings, valued at $320,700. Among these are 8 fine structures built since 1870. The attendance of 1880-’81 was sustained, the enrolment being only 24 less. The experiment adopted two years ago of carrying some of the natural science topics of the high school into the lower grades through talks of the high school teachers had proved advantageous in making the relations between the different grades more intimate and thus securing better results. The study of German is open to all grades. A mute school is sustained, in which articulation is successfully taught. Schools were in session 190 days. There were 2,000 enrolled in private and parochial schools. — (State report and city return.) Harrisburg had in 1881-’82 21 school buildings, with 5,701 sittings, valued at $330,973. There was a gain of 128 in enrolment over 1880-’81. Improvements were seen in much of the work done in all the grades. While the teachers were faithful, many had never enjoyed any special training, and a number had but a limited experience. The high schools were more efficient than ever before. ■ Schools were in session 197 days. Private and parochial schools enrolled 450. — (State report and city^return. ) Johnstown. 1881-’ 82 opened its public schools for the first time as city schools, they having been separated from the jurisdiction of the county. The rapid increase of schools, which numbered 30 in 1881-’82, an increase of 3 over 1880-’81, with an increased at¬ tendance over any previous year, necessitated the appointment of a superintendent, under whose care a new course of study was being matured. A new high school building, said to be the finest and most suitably arranged of any school building in the county, was built at a cost of $21,000; a high school was then organized, with an attendance of 45 and a course of 3 years. The change in the management is said to have awakened public interest in the schools. School property was valued at $100,000. — (State report and city return. ) Lancaster reported for 1881-’82 school property rated at $204,000. Enrolment gained 290 over the previous year. The number of daily absences was 15 per cent, of the aver¬ age monthly enrolment. There was one more school, with two more teachers, than in 1880-’81. The superintendent says that the schools are advancing in the extent and thor¬ oughness of their instruction; that the program outlined last year embraces an unusually good course of study for all the grades below the high school; that there is instruction in more practical and scientific subjects; that a city teachers’ institute is held, with instruc¬ tion in the art of teaching; and that a teachers’ library of professional works has been established. There were 1,000 enrolled in private and parochial schools. — (State report and city return.) Lebanon had in 1881-’82 8 school buildings, valued at $75,200. While the statistics show a decrease of 20 in enrolment, the report indicates a gradual advance in several re¬ spects. The superintendent is changing the practice of employing young and inexperi¬ enced teachers for the primary classes. Moral culture is fostered as a valuable part of PENNSYLVANIA. 221 education. Schools were in session 187 days. There were 350 in private and parochial schools. — *(State report and city return.) McKeesport reported in 188L-’82 its first year under a city superintendent. An effort was made to bring all the schools under a uniform course of study. There was an in¬ crease of 5 in schools and teachers over the previous year, with a gain of 117 in enrol¬ ment. Of the 4 school buildings, 1 was erected and occupied during the year. It is 3 stories high, has 10 rooms, with the conveniences of a first class school building and most approved furniture, costing in all $30,000. A high school, with a 3-year course, was or¬ ganized during the year, and drawing was successfully introduced into all the schools. Meadville , in 1881-’82 also making its first report under a city superintendent, had 5 school buildings, with 1,830 sittings, valued at $95,000. The average daily attendance was lessened by diphtheria. With the aid of teachers awake to the necessities of the hour and with professional work at weekly institutes, the superintendent thinks he will be able to make the transition from the old to the new with little friction. The high school has furnished most of the successful and accomplished teachers of the city and adjoining towns. — (State report and city return.) New Castle reported for 1881- ’82 the erection of a new first class school building of 8 rooms. Compared with 1880-’81 enrolment fell off 89. The high school, at first op¬ posed, had come to be regarded as an educational necessity. Norristown reports 6 fine school buildings, valued at $159,200, but a gain of only 7 in enrolment. Sickness was the principal cause of absence. Monthly teachers’ institutes were attended with interest and profit. Drawing was taught in all the grades with good results. In the high school much interest was taken in an association for the study of natural history, called the Agassiz Association. Moral training received attention as part of the school work. Schools were taught 200 days and 300 pupils were enrolled in private and parochial schools. — (State report and city return.) Philadelphia reports for 1882 38 more schools, as many more normally trained teachers, and $60,114 more expended than the preceding year, yet had 2,251 fewer pupils in average attendance and 491 fewer than in 1881 on the rolls. The average pay of teachers was reduced, in the case of men, $36.22 a month; in that of women, $6.05 a month. In consequence of the falling off in attendance 10 teachers were dismissed. The normal class of the city high school for young men and the excellent city normal school for young women were continued, preparing all teachers needed for new schools or for vacancies in older ones. Drawing and vocal music received attention as before, with a view to training teachers and pupils. Instruction in the elements of several use¬ ful industries was given by Mr. Charles G. Leland to teachers and pupils from the dif¬ ferent ward schools at a central city school; and, under the influence of the Philadelphia Public Education Association, instruction in sewing was made a part of the regular train¬ ing in the normal school. This association also interested itself effectively in an effort to induce the city board of education to obtain for the city schools what they had long needed: the supervision of a skilled superintendent, with at least one assistant. After a protracted and careful consideration of the subject the board decided, April 11, 1882, that skilled specialists in the science of education were necessary to superintend and su¬ pervise the schools, and that an amount of money sufficient to begin the organization of a board of superintendents should be included in the estimate of expenses for 1883. The city councils assented and appropriated $15,000 to begin the organization of such a board, which has been since begun by the election of a superintendent and one assist¬ ant. The ground for this action appears in the fact that in 1882 there were in the city normal and high schools 1,539 scholars; in grammar schools, 16,124; in intermediate or “secondary” schools, 28,433; in primary, 57,606; and in evening schools, 12,190. Ef¬ fective supervision of over 500 schools, with more than 2,200 teachers and 115,000 pu¬ pils, could hardly have been possible for a central board and ward boards composed of men extensively engaged in business during the ordinary school hours, and it seems amazing that such a system should have been continued to so late a day in the second city of the union. The evening schools above referred to comprised 23 for men and boys, 12 for women and girls, and 9 for both boys and girls, making 44 in all. Of this number 7 were for colored pupils, 1 was for German and English studies combined, and 1 a school for arti¬ sans actually engaged in mechanical pursuits and seeking better qualifications for their work. The instruction in this included geometry, mensuration, penmanship, arithme¬ tic, natural philosophy, and chemistry. The pupils in this school numbered 227. The session fur 1882 covered 9 weeks, from October 16 to December 21, against 10 weeks the year before; another session of 2 months, covering January and February, 1883, was to follow this. — (State and city reports, &c.) Pittsburgh had, in 1881-’82, 56 school buildings, valued, with furniture, at $2, 000, 000. The prevalence of smallpox reduced the enrolment 851 from 1S80-’81. Night schools were open 60 evenings, under 41 instructors and with an average attendance of 826, at 222 REPORT OF THE COMMISSIONER OF EDUCATION. a cost of $5.52 per student. The central high school had academic, normal, and com¬ mercial departments, with an aggregate attendance for the year of 253 and 3 graduate stu¬ dents. In the academic department there were 13 instructors and 31 pupils. A class of 30 graduated, two- thirds of whom were girls, nearly all preparing to be teachers in the city. German and mechanical and freehand drawing were taught by special teachers In the normal department there were 11 instructors and 44 students, of whom 23 graduated. The diploma of this school is, by law, equivalent to a professional certificate. The commercial department, with 3 instructors and 2 assistants, completed its first year with 178 students and a graduating class of 34. Teachers’ meetings were well attended and much interest is said to have been taken in the class drills in the several branches of school study. Vocal music was made a school study and taught by the regular teachers. The rapid growth of the city made new school buildings and additions an almost yearly necessity. In the “East End” the increase of average attendance was 160 per cent, in 13 years; that in “South Side,” 50 per cent, in 9 years. The increase of accommodations in 1881-’82, at an expense of $29,353, did not keep pace with the increased attendance. In all the new parts of the city there was a demand for more school room. — (City and State reports.) Pottsville reported 49 public schools in 13 school-houses, with 2,500 sittings, valued at $200,000. Within the year there was added 1 new school building. The enrolment increased 139, and daily attendance 9. The high school had a well graded course of 3 years. Schools were in session 200 days. Private and parochial schools enrolled 200. (State report and city return. ) Beading claims that its schools are better than their reputation and that most of the teachers are doing good work. All except 2 of the school buildings were in good con¬ dition, well furnished, and well arranged as to ventilation and light. One 2-story build¬ ing, with 4 rooms, was erected during the year, and said to be, like all the other new ones, first class. Two others were needed. Enrolment shows an increase of 925 and daily attendance, of 449. Scranton includes among its public schools 1 for deaf-mutes. During the last 2 years 4 new school buildings were erected and 2 others enlarged, adding 1,100 sittings, at a cost of $17,777, and making in all 30 school buildings, valued, with other school property, at $325,000. Slight gains were made in enrolment and daily attendance, and 18 more teachers were employed, perhaps from more frequent change. Besides improved furni¬ ture and apparatus, 20 cabinet organs were placed in the schools. Vocal music was added to the regular studies and taught in all the grades by a special teacher. Drawing, too, was taught in all the grades below the high school. Evening schools were open during the 3 winter months, with an average attendance of 1,075, taught by 46 teachers. Schools were taught 220 days. Private and parochial schools enrolled 2, 000. — (State report and city return. ) Shamokin shows 6 school buildings, with 1,860 sittings, valued at $50,000. With 2 more teachers than in 1880-’81, there was a loss of 110 in enrolment. During the last 2 years 5 new primary schools were established. All the school rooms were furnished with approved desks and seats and 17 with fine furniture. A first class building was soon to be erected on a site already purchased. A new feature introduced consisted of having the children in all the grades memorize choice thoughts from some of the best authors. The primary schools were receiving the special attention of the board, as requiring the rarest skill in teachers. Some of the best were employed for them and wages were paid in proportion to experience. Schools were in session 181 days. The superintendent reports 2 years of substantial progress. There were 420 in private and parochial schools. — (State report and city return. ) Shenandoah had 4 school buildings, rated, with other property, at $61, 000. There was a gain of 2 teachers, of 99 in enrolment, and of 63 in average attendance. Some substantial progress was made in school buildings. There was marked progress in primary work. The half day system was adopted in the first grade primary schools and was in the hands of the best teaching talent. The general condition of the schools was said to be highly satis¬ factory. They were in session 184 days. — (State report and return. ) Titusville shows an increase of 216 in enrolment and of 54 in average attendance, re¬ taining nearly 71 per cent, of enrolment in actual attendance, notwithstanding the preva¬ lence of smallpox. The general condition of the schools was better than in 1881. Less machine work was done and more of training children to think. Wilkes-Barre reports the total statistics of 3 districts within the city limits. There were 16 school buildings, valued, with other property, at $181,872. In addition to the nearly 100 per cent, increase of attendance reported for 1880-’81, there was still a gain on that of 229 in enrolment, with the addition of 6 schools, 6 teachers, and an increase of $10,873 in expenditures. Schools were taught 190 days. There were 1,400 in pri¬ vate and parochial schools. — (State report and city return. ) Williamsport shows 25 school buildings, with 3,485 sittings, valued at $144,325. En¬ rolment gained 57. The course of study and statistics of the high schools show the or- PENNSYLVANIA. 223 dinary grade of studies, with an enrolment for the year of 122 and average attendance of 103. The schools during the session of 9 months are said to have been prosperous. Private and. parochial schools enrolled 1,200. — (State report and city return.) York sustained 50 public schools (with a course of study covering 12 years, giving to the high school 4 years), and 1 evening school; had 10 school buildings, with 2, 600 sittings, rated at $140,000. The superintendent says that during 4 months of the year a higher per cent, of attendance than ever was reached, but sickness during the other months greatly reduced the general average. Enrolment gained 140, average attendance losing 24. Increased attention was given to better instruction in the primary grades, the results of which were seen in the precision and accuracy of work in the secondary and grammar schools. Drawing was taught in all the grades, the eclectic system giving the most sat¬ isfactory results. The high school, under efficient teachers, did well, and graduated a class of 8. Schools were taught 176 days, and the advance, it is said, was steady, the work efficient. Private and parochial schools enrolled 300. — (State report and city return.) TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. The 10 State normal schools are State institutions only as being recognized and in part sustained by the State, the schools being each required to furnish buildings to ac¬ commodate 1,000 students and grounds of not less than 10 acres, which has burdened most of them with heavy indebtedness. Students who agree to teach in the common schools receive 50 cents a week and graduates who agree to teach 2 full years in the State schools may receive $50. These schools are not strictly professional, having, besides the normal courses, elementary, scientific, and classical courses. The whole attendance for 1881-’ 82 was 4,289; of normal students, 3,274: men 1,840, women 1,434; 475 graduated as teachers. The whole number of normal graduates since the recognition of the schools by the State is 1,726: 906 men, 820 women. All the principals of these schools report a year of progress, some the best in the history of the institution. All gave more impor¬ tance to the professional work, some urging that all else should be dropped. — (State report.) OTHER NORMAL TRAINING. The Normal School for Girls of the City of Philadelphia and the normal class for boys in the Central High School of the same city in 1882 instructed 1,539 pupils in higher studies and in the science and methods of instruction. At Easton, Meadville, Norristown, and Pittsburgh there were also arrangements for further training of teachers already employed. The Brethren ’s Normal College , Huntingdon, had for 1881-’ 82, under 11 instructors, 80 normal students, 55 men and 25 women, and 9 normal graduates, of whom 6 were engaged in teaching. The school year is 42 weeks; course of study not defined. — (Return.) Lycoming County Normal School, Muncy, had, during the school year of 20 weeks, under 6 instructors, 115 normal students, 89 men and 62 women, in its 3-year course. Of the whole number of graduates 140 were teaching. The graduates of this school were said to be in great demand, commanding the best positions and highest wages paid in the county. During the summer nearly every township was represented, more than one- half of the teachers in the county also being in attendance. — (Catalogue and return.) Snyder County Normal Institute , Selinsgrove, is a summer school, with sessions of from 8 to 14 weeks, reporting for 1881-’ 82 12 students. — (Return.) The Institute for Colored Youth , Philadelphia, gives instruction in the theory and prac¬ tice of teaching to its 3 highest classes. During 1881-’ 82 there were 163 of these students : 57 men and 106 women. — (Thirteenth annual report.) The Philadelphia Training School for Kinder gartners and the Centennial Kindergarten Training School for Teachers , Philadelphia, had each a 1-year course of study, the former reporting for the year 28 students, all graduating, and 22 having engaged in teaching; the latter, with 20 students, graduated 19, 15 of whom engaged in teaching. The school year of the former is 34 weeks; that of the latter, 40. — (Returns.) Swarthmore College , Swarthmore, gives teachers’ diplomas to those graduates of the col¬ lege who have taken as their elective studies the entire course in the theory and practice of teaching, and gives certificates to non-graduates who have done not less than 1 year’s work in this department. Three graduated and 2 engaged in teaching. — (Return.) TEACHERS’ INSTITUTES. Teachers’ institutes, as provided by law, were held in all the 69 counties of the State between August, 1881, and January, 1882, 3 being in session 4 days, 60 for 5 days, and 6 for 5| days. The average attendance of members was 13, 078. The largest number of teach¬ ers present, 600. was ity Schuylkill County; the next largest, 538, was in Lancaster County ; 224 REPORT OF THE COMMISSIONER OF EDUCATION. Pittsburgh, York, and Luzerne Counties having, respectively, 400, 445, and 488. There were 522 instructors and lecturers employed, whose pay, with other items, amounted to $31,395. Among other exercises 187 essays were read. There were present 2,457 school directors, 2,277 honorary members, and 33,580 spectators. — (State report.) The holding of district institutes on two Saturdays in each month is authorized by law, but left discretionary with the board of directors. The two days thus spent are to be considered as part of the 22 days of the teacher’s legal month. There were 539 of these institutes held in 1881-’82. The cities of Philadelphia, Pittsburgh, and Altoona have special institute laws. Local institutes were organized in nearly every county in the State. In 12 counties 192 were held during the year. They are reported as being more popular than the county institutes, as they are conducted by the local teachers and directors and largely attended by the people. They are said to have become one of the powers in educational reform. — (School laws and State report. ) EDUCATIONAL JOUENALS. The Pennsylvania School Journal, published monthly at Lancaster, was in its thirtieth and thirty-first volumes in 1882, and being the official organ of the department of educa¬ tion it gives much valuable information in regard to educational matters in the State. The other educational journals were The Chautauquan, at Meadville, in its second and third volumes; The Teacher, Philadelphia, in its fourth volume; the Educational Review, Pittsburgh, successor to The Allegheny Teacher and the Educational Voice, in its first and second volumes; The Pennsylvania Teacher, Pittsburgh, in volume 9 of the old series; The Student, Westtown, in its second and third volumes; and two irregular papers published by the Indian Training School at Carlisle, the Morning Star, and the Eadle Keatah Toh. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Without including Philadelphia, there were 2,270 public schools in which some of the higher branches were taught, a decrease of 30 from the previous year. Of these, 2,133 were in the 66 counties reporting and 137 in the 33 cities and boroughs reporting. As to the condition and progress of these schools the State report gives no information. For statistics of business colleges, private academies, and preparatory departments of 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 FOE YOUNG MEN OE FOE BOTH SEXES. The colleges of Pennsylvania in 1882, as given in Table IX of the appendix, numbered 27. Adding the Pennsylvania State College, in which classical collegiate instruction is maintained in connection with training in agriculture and the mechanic arts, the number would be 28. The University of Pennsylvania, Lehigh University, Dickinson, Haver- ford, and Lafayette Colleges were still the only ones that confined their work strictly to collegiate instruction. The remainder had preparatory courses of 1 to 4 years in dura¬ tion, with classical collegiate courses of 4 years, except 5 Roman Catholic institutions, where the length of the collegiate courses cannot be clearly determined. For scienticfi courses, see Scientific Instruction, following. Haverford and Lafayette Colleges and Lehigh University offer advanced degrees only for higher study, prolonged beyond the collegiate course, instead of conferring them as a matter of course after a certain term of years. At the University of Pennsylvania there was lecture instruction, open to the public, in courses on German literature, on the older English classics, on national econ¬ omy and civil law, on physics and astronomical physics, on inorganic and organic chem¬ istry, and on classical archaeology. The same university also instituted a faculty of philosophy, for the supervision of advanced study in the several departments of literature and science. The courses in this are to cover at least 2 years, are to be open to gradu¬ ates of this and like institutions, as well as to others evincing a capacity to pursue them, and are to lead to the degree of ph. d. They include history, philosophy, philology, law, mathematics, and almost the whole range of natural sciences. This is true university work, and, under the supervision of intelligent professors, in the heart of a large city, where ample libraries and other aids to study are at hand, it opens opportunity for liter¬ ary and scientific progress which doubtless will in time draw many eager students. Several other institutions, such as the Western University of Pennsylvania, Allegheny; Muhlenberg College, Allentown; Haverford College, Haverford; Lafayette College, Easton; and Lincoln University, Lincoln, offered graduate instruction, but none on so broad a scale as the above. _ Commercial courses, too, were offered by most of the Roman PENNSYLVANIA. 225 Catholic colleges; some training in art by at least 9; and astronomy, with the aid of ob¬ servatories, by the Western University of Pennsylvania, Lehigh University, and by Dickinson, Haverford, Washington and Jefferson, and Allegheny Colleges. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Of the colleges for young men or for both sexes, Lebanon Valley, Ursinus, Thiel, Monongahela, Allegheny, Westminster, and Swarthmore admitted young women to equal privileges with young men, as did the State College and the University at Lewis- burg, while the University of Pennsylvania opened to them as to others the courses of lectures on literary and scientific subjects referred to above. Besides these, at least 18 schools and colleges especially for the instruction of young women in studies reaching often much beyond the elementary and sometimes well into the collegiate may be found in Table VIII of the appendix or in the memoranda that follow it. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The agricultural and mechanical instruction at the Pennsylvania State College , State College P. O., was continued and improved in 1882, under an able president, with some¬ what increased appropriations from the State. The preparation for these specialties is meant to be begun in a general scientific course of 4 years, from which the technical courses branch. at the opening of the third year; but the president says that far too many stu¬ dents content themselves with only brief preparatory courses, and altogether fail to reach the purely technical courses. In at least 13 of the other colleges there were general scientific courses of 3 or 4 years in length, while, for more specific and thorough training, schools of civil, mechanical, and mining engineering were maintained, with chemical or chemical and metallurgical instruction added, in a 3-year course at the Western University of Pennysl vania, Alle¬ gheny; in 4-year courses at the Pennsylvania Military Academy, Chester; Lafayette College, Easton; Lehigh University, South Bethlehem, and Swarthmore College, Swarth¬ more; as well as in 5-year courses at the Towne Scientific School of the University of Pennsylvania, Philadelphia. This last had 4 courses of this character, branching off from the general scientific course at the opening of the third year. The Swarthmore studies were largely elective; and so, to some extent, were the studies at Haverford Col¬ lege. Laboratory and other aids to effective scientific work were common to all the colleges named. Muhlenberg College, Allentown; Dickinson College, Carlisle; and Allegheny College, Meadville, also provided such aids for the study of natural sciences. The Wkarton School of Finance in the University of Pennsylvania, founded for the thorough study of the science of business, had only reached its second year in 1882, with 2 regular and 7 special students, but with an apparatus for instruction and a thoroughness of course that must ere long make it an important factor in instruction preparatory to financial work. To enter on its 3-year course one must have a fair approximation to a collegiate training in mathematical, English, and linguistic studies, these last includ¬ ing French and German, with Latin and Greek optional. The Franklin Institute , Spring Garden Institute, and Wagner Free Institute of Science, all in Philadelphia, continued and in several ways enlarged their very useful work of instructing, in classes or by lectures, persons desirous of fitting themselves properly for industrial occupations. Practice in the elements of the industries to be prepared for supplemented the instruction given in at least the latter two. Two other institutions came into essentially the same field of work, the Girard College for Orphans, which undertakes to train its boys, in workshops connected with the col¬ lege, in the use of tools and in the first steps in mechanics; and a mining firm atDrifton, Luzerne County, which established an Industrial School for Miners and Mechanics, to fit its brighter boys and men to become good machinists and effective mine bosses. PROFESSIONAL. Theology. — The statistics and denominational connection of fifteen schools preparing students for the Christian ministry in this State may be found in Table XI of the appen¬ dix and a summary of such statistics in the report of the Commissioner preceding. Four¬ teen of these schools had 3-year courses, meant to be prepared for by at least an academic and if possible by a collegiate course. The remaining school, at Bethlehem (Moravian), had only a 2-year course following a substantially collegiate one at Nazareth Hall. Two others appear in 1882, not termed theological, but practically such, one a biblical elective course at Dickinson College, Carlisle; the other a biblical department at Alle¬ gheny College, Meadville; both under Methodist Episcopal influences and both combining the Hebrew of the Old Testament and Greek of the New with studies of an ordinary col- 15 E 226 REPORT OF THE COMMISSIONER OF EDUCATION. legiate course, that at Allegheny College giving instruction also in the evidences of Chris¬ tianity, biblical literature, and studies in theism. Laid: — The law department of the University of Pennsylvania, Philadelphia, with a course of 2 years, appears to have been in 1882 the only law school in the State. It provided lectures on the institutes of law; personal relations and personal property; real estate, conveyancing, and equity jurisprudence; practice, pleading, and evidence; and medical jurisprudence. It graduated 37 bachelors of laws in June. Medicine. — The medical department of the University of Pennsylvania, Philadelphia, the Woman’s Medical College of Pennsylvania, and the Medico-Chirurgical College, also in the same city, maintained still in 1882 their regular 3-year graded courses, in the first, of 26 weeks each year, with a free preliminary course of 2 weeks; in the second, of 20 weeks, and in the third, of 24. A preliminary examination in English and in physics was required at the university. Jefferson Medical College, Philadelphia, “ regular,” contin¬ ued its old 2-year course of 24 weeks each without any special gradation of its studies and without any preliminary test of qualification for undertaking these studies. The medical staff at the university offered, besides its required 3-year course, a fourth supplemental year; also, 3 terms of graduate instruction covering 7 months. An auxiliary faculty of medicine has also, since 1865, supplemented the ordinary winter course by giving lect¬ ures during the spring months on such collateral branches as medical jurisprudence and toxicology, mineralogy and geology, botany, hygiene, comparative anatomy, and zool¬ ogy. The Hahnemann Medical College of Philadelphia continued to be the only homoeo¬ pathic school in the State. Its requirements were, as before, 3 years of study under a medical preceptor, attendance on 2 lecture courses of 22 weeks each, and the passing of a final examination. A 3-year graded course was recommended but not tequired. Dentistry was taught in 3 schools: The Pennsylvania College of Dental Surgery, the Philadelphia Dental College, and the Department of Dentistry of the University of Penn¬ sylvania, all in Philadelphia and all with 2-year courses of 20 weeks each. The course in the University of Pennsylvania was graded. Pharmacy. — Philadelphia and Pittsburgh each had a College of Pharmacy, with 2-year courses of 20 weeks each, meant to supplement 4 years of apprenticeship in some reputa¬ ble pharmacal establishment. SPECIAL INSTRUCTION. TRAINING IN ART. The Pennsylvania Academy of Fine Arts , Philadelphia, has its regular school of .art, in which classes are trained in drawing, painting, and sketching from life and from models, besides which, art instruction is given in the Normal Art School , the Woman's Industrial Art School, and in the art department of the Spring Garden Institute , in all which there were 2,000 persons studying the various branches of art. The Pennsylvania School of Art adopted for 1882-’ 83 a schedule of prices for instruction which had previously been gratuitous, the fee for a session of 8 months to be $48, with all privileges; the fee for a single month $8, with like privileges; for the antique class, day and night, $4 a month; and for the life class, $4 a month. Mr. Charles G. Leland, by the authority of the Philadelphia school board, introduced the teaching of the minor arts into the public schools, by which any child in them may be enabled to perform decorative work in 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, illumination, and a number of other in¬ dustries. The School of Design for Women, Philadelphia, the School of Design for Women, Pitts¬ burgh, and the Art School at Meadville send no reports for 1881-’ 82. TRAINING IN MECHANICS. Girard College added in 1882 a mechanical department through an appropriation for this purpose by the board of city trusts. The plan of this school includes a complete machine shop in the basement, with 35 work benches, vises, a forge, a full set of machine tools, and an engine. A superintendent was employed, who visited the principal technical schools of the Eastern States and then entered upon the work of this new school. Without any appreciable interference with the usual course of study, 150 to 200 boys, divided into 5 classes, received daily instruction in the use of tools, the properties of materials used in construction, and the proper proportion of parts in machine construction. The pupils are given an opportunity to do practical work and acquire skill in the use of tools. Great interest was manifested by the boys, the work being so attractive that there has been no instance of a pupil reported for idleness or misconduct. Some of the work is said to be exceedingly creditable. The expenses for the year were $6,536. PENNSYLVANIA. 227 Training in mechanical handiwork is also given in the Spring Garden Institute and instruction preparatory to industrial work in mechanics, chemistry, and engineering was continued in the lectures of the Franklin Institute. TRAINING IN ORATORY. The National School of Elocution and Oratory, Philadelphia, offers a 1-year course of instruction in elocution, including junior and senior evening courses, and a course in ora¬ tory extending through 2 years of 36 weeks each. In addition to the regular course of instruction a series of lectures is given upon a wide range of topics connected with the work of the school. No report for 1881-’ 82 is at hand. TRAINING IN MUSIC. The Musical College and Pennsylvania Normal Music School, Freeburgh, offers in¬ struction in the science and art of music, as well as training for both sexes in all branches of vocal and instrumental music. It is said to be the only institution of the kind in the State. There were 100 preparing to be teachers, and 25 others. There were 20 engaged in teaching. Since its organization in 1870 1,000 pupils have received its instructions. Annual conventions are held in January and are largely attended by musicians from Pennsylvania and other States. The other musical schools heretofore noted, but from which there are no reports for 1881-’ 82 are Madam Seiler’s School of Vocal Art and Instrumental Music, Philadelphia, and the Philadelphia Conservatory of Music. EDUCATION OF THE DEAF AND DUMB. The Pennsylvania Institution for the Deaf and Dumb, Philadelphia, reported 23 teach¬ ers, including the principal, superintendent, and matron, with 383 inmates during the year, 210 boys and 173 girls, of whom 290 were from the State. During the year 66 were dismissed, 46 having completed the full course, and 61 new pupils were admitted. Since the opening, 2,000 pupils had been educated in this institution, of whom one-third were congenital mutes, a majority of the others having lost their hearing through sick¬ ness.1 Articulation and lip reading were taught, it is said, with encouraging success. A branch for oral instruction was sustained as a day school for city pupils, with an at¬ tendance of 48, under 6 teachers. The work done there during the year is reported as eminently successful. The industries of tailoring; shoemaking, and lithography were successfully pursued. By far the largest industry in the institution was dressmaking and sewing,. in which 120 girls were taught 2 hours each day, using during the year 12,635 yards of material. Lessons in cookery were given with good results; also, in the laundry. Two legacies were received, one of $5,000, the other of $2,500, the latter for the fund for destitute deaf-mutes. Extensive repairs were made, the buildings and grounds being valued at $500,000, with a library of 5,000 volumes. The Western Pennsylvania Institution for the Instruction of the Deaf and Dumb, Turtle Creek, reported inadequate accommodations for the wants of Western Pennsylvania, there being in 29 counties 239 deaf-mutes of proper school age who have never received instruction and cannot be admitted to the institution for want of room. Provision has been made for the erection of an additional building, at an estimated cost of $160,000. The attendance for the y ear was 124 — 77 boys, 47 girls — with 9 instructors, including the principal and matron. Twenty were dismissed and 15 new ones added. Of the 165 inmates since the opening, 59 were' born deaf, 39 made so by fevers and 67 by other dis¬ eases, nearly all under 3 years of age, the ratio of sex being 3 boys to 2 girls, which is said to be the ratio in all the institutions. Four-fifths of the pupils were taught only the manual system, while 21 were taught orally and in articulation and lip reading, with varied results. No industries have been provided for. The Erie School for Deaf-Mutes, Erie, is a part of the city school system. The articu¬ lation method was reported as being successfully taught. The Scranton Deaf-Mute School, Scranton, under the control of the city board of edu¬ cation, reported 1 teacher and 13 pupils, 6 males and 7 females, having instructed 18 since its foundation. The school is graded as primary. EDUCATION OF THE BLIND. The Pennsylvania Institution for the Instruction of the Blind, Philadelphia, made its fiftieth annual report December, 1882, showing 33 instructors, 28 employes, 27. blind employes and workmen, and 170 pupils, having admitted 1,130 since opening. The literary depart¬ ment comprises elementary, grammar, and high school branches, including scientific training in vocal and instrumental music, a large church organ and piano being provided. The industries were mattress, broom, and brush making, cane seating, carpet weaving, 1 Of the 3,079 deaf-mutes in the State, 32 were colored, 228 REPORT OF THE COMMISSIONER OF EDUCATION. sewing by hand and machine, and bead work. There were made during the year 11,733 brushes, 28,175 brooms, and 1,783 yards of carpet, which, with other articles, including knitting, sewing, and bead work, were valued at $7,750. Pupils ard admitted from 10 to 21 years of age. A Kindergarten department for children between 8 and 10 years of age was much needed. Five graduates have been received by the Pennsylvania Univer¬ sity, 4 of whom graduated Vith honor, the other standing 'high in his class. There was 1 blind person to each 1,100 of the'population of the State. There was ^a library of 1,500 volumes, containing a full supply of books in raised types The State appropria¬ tion was $43,500; total income, $59,473; expenses, $70,160; and grounds, buildings, and apparatus were valued at $187, 000. Information was received through the Philadelphia Evening Telegraph that the institution was to receive $130,000 from the estate of Mrs. Mary Shields, deceased. — (Report and return.) There are in West Philadelphia the Pennsylvania Working Hoftie /or Blind- Men and the Pennsylvania Industrial Home for Blind Women. These homes are for those who, leav¬ ing the parent institution and failing to get employment at their trades, do not become self supporting. In the former, 65 men found employment' during the year and made 225,000 brooms, besides many brushes. In the latter, 45 females found employment, most of whom it is said would otherwise have been homeless. The future wants of these when old and helpless are provided for by an organized charity called the Pennsylvania Retreat for Blind Mutes and Aged and Infirm Blind Persons.-^- (Report. ) EDUCATION OF THE FEEBLE-MINDED. The Pennsylvania Training School for Feeble-Minded Children, El wyn, reported 403 inmates, the year beginning with 355 ; 48 were admitted and 48 dismissed, closing the year with the same number as last year. Of these 191 were supported by the State, 50 by New Jersey, 1 by Delaware, 16 by Philadelphia, 67 by parents and guardians, IQ by a free fund, and 20 by the institution. Of the 48 admitted nearly 86 per cent, were residents of the State, from 1 to 21 years of age. In the school department there were 158 pupils and 8 teachers; in the manual, 121; in the asylum and nursery, 76. The industries taught were mattress &nd shoe making, caning, farm, garden, and grad¬ ing work, washing, domestic duties, and sewing. All not physically incapacitated were thus employed, and many, it is said, were trained so as to become very useful. Of the 48 discharged 16 were physically unimproved, 23 improved, and 9 greatly improved ; while of the 355 resident at close of the year 193 ha'd mentally improved in the school, 132 re¬ mained stationary, and 30 had deteriorated through disease. During the term of 7 years fully 10 per cent, are so improved as to be capable of self care and usefulness. The legislature at its last session appropriated $40, 000 for the maintenance of 200 feeble-minded children of the State and $60,000 for 2 additional buildings, to one of which the whole asylum and nursery department were soon to be transferred. These 2 additional build¬ ings, with the present ones, will accommodate 460 pupils. The Pittsburgh and Allegheny Protestant Orphan Asylums have contributed $5,000 as a foundation for 1 -perpetual free lodging. It is estimated that 40 per cent, of the inmates will sooner pr later be candidates for a life home in the institution, and a ‘ ‘ free fund ’ 7 of $200, 000 is being raised to meet this future necessity; of this, $75,000 were secured. The property, including 139 acres of land, was valued at $231,092. — (Reports of the board of public charities and of the institution.) EDUCATION OF ORPHANS. Girard College, Philadelphia, reported for December, 1882, a consolidated family of 1,333 persons, of whom 29 were teachers and 1,104 pupils. The year began with 878 pupils, adding 300 during the year and dismissing 71, between the ages of 14 and 18, to begin active life; 3 died. From 150 to 200 boys, in classes of 5, have received regular mechanical instruction in workshops under an experienced teacher, in which the pupils are said to have taken a deep interest. The pupils are grouped .into 4 schools, vprre- sponding to the ordinary primary, intermediate, grammar, and high 'schools. Th£ aver¬ age cost of maintenance for a boy during the year was $305.92. — (Report of bo&rd of trustees. ) The State included in its public school system homes (which are also schools] for the orphans of Pennsylvania soldiers in the civil war. These homes numbered IS m 1880, and in 1882 10 reported, with an aggregate of 2, 963 inmates, being an increase of 361, the cost for the year being $381,764. Seven of these schools reported to thisBureau l,691in- mates and 6,518 since their foundation. In addition to thorough training in the com¬ mon school branches, considerable attention was givento industrial pursuits. By an act of 1878 it was provided that no more children should be admitted to the schools after June, 1882, and that the schools be finally closed June, 1885, for admissions; hawevei, applications continued to come in in 1882, leaving on file 737, rendering it certain tjhgt in June, 1885, there will be 1,770 children on the rolls of the schools under. 16 years, the PENNSYLVANIA. 229 legal age for dismissal. Earnest efforts were being made for a change of the law in view of these facts. — (Pennsylvania School Journal.) Besides these, 28 other institutions for the care and instruction of orphan and dependent children, maintained by local and general charities, reported for 1882. Ten were in Philadelphia, the others elsewhere in the State. The age for admission ranged from 1 to 16 years. Boys at 18 and girls at 16 were provided with homes or apprenticed to trades, in many cases with an outfit of clothes and $25 in money. Most of them were said to be doing well. There was a general uniformity as to school and industrial train¬ ing, some using the Kindergarten method. Of these 28 institutions, 6 were Roman Catholic, 12 non-sectarian, 3 Lutheran, 2 Re¬ formed, 2 Protestant Episcopal, 1 Hebrew, 1 Presbyterian, and 1 Friends. The 28 schools reported 171 teachers; 24 had 1,992 inmates; 23 had had 18,064 since foundation; 21 had incomes for the year aggregating $331,468; and 14 reported 12,759 volumes in their libraries. The printed returns give the dates of opening of these orphan schools as fol¬ lows: The oldest one, the Orphan Society of Philadelphia, was opened in 1814. From that date to 1850 but 3 others are reported; between 1850 and. 1860, 10 more were opened; between 1860 and 1870, 7 more; between 1870 and 1880, 6, including 1 opened during 1880.— (Returns.) INDUSTRIAL AND REFORMATORY TRAINING. There are 2 distinctively reformatory institutions in the State, viz: the House of Refuge, Philadelphia, and the Pennsylvania Reform School, Morganza. The House of Refuge originated at a public meeting in Philadelphia held in 1826, called by a number of benevolent gentlemen who recognized the need of a school for erring and neglected children. A society was organized, chartered in March, and funds amount¬ ing to about $135,000 were raised. In 1828 suitable buildings were ready, and in De¬ cember, 1829, the first child was received. In 1850 the department for colored children was opened in separate buildings erected for them. In 1870 separate buildings were erected for white girls on grounds presented by the city of Philadelphia and dedicated in 1872, when the girls were transferred to their spacious and comfortable home. The institution is supported by donations, by the earnings of the inmates, and by annual ap¬ propriations from the State and the city of Philadelphia. It is governed by a board of 37 managers chosen annually. The average number of inmates has varied from 550 to 600 annually, and since opening nearly 14,000 have been under its care and discipline. Of these, 8,675 were white boys, 2,719 white girls, 1,534 colored boys, and 843 colored girls. Two-thirds of all these are said to have been restored to society. In the schools the common branches, including drawing, are taught by experienced female teachers. One evening a week is devoted to training in vocal and brass band music. Of those placed in homes during the last 3 years, favorable reports were received in 486 cases, fair in 108, and unfavorable in 87. The library contains 2,890 volumes suited to the minds of children. The average period of retention, heretofore 15 months, was recently ex¬ tended to 24. The Pennsylvania Reform School, which opened in 1854 on the congregate system, was changed to the family system in 1876, with larger grounds and buildings. The boys and girls, divided into 6 familes, are kept entirely separate; each group is brought, as nearly as possible, into the condition of a family and everything suggestive of prison life is avoided. All attend school 4| hours each school day. The industries are various and every one may learn some trade to follow as an honorable calling in life. By a system of merits inmates may obtain release in 2 years, but only when the managers are assured that they go to good homes and regular employments. The whole number under its care since opening was 4,278 : boys, 3,166; girls, 1,112. These were committed at the aver¬ age age of 13.9. Of the 396 committed during the 2 years covered by the last report, 83 had intemperate fathers ; 10, intemperate mothers; 47, illiterate parents,; 150, parents who could read and write; 76 had been previously arrested; 8 had parents in prison; and 10, parents in almshouses. The president of the board of managers says that every year brings evidence of the value of this school to the State. Many who without it would have been vicious and criminal are now respectable and industrious men and women. Some of the boys are at the head of the shops where they work. — (Report. ) The aggregate population of the 2 schools for 1882 was 1,431: whites 1,095, colored 336; an increase of 66 in whites and a decrease of 3 in colored as compared with the previous year. The committals of the 2 schools were 498: whites 405, colored 93; three- fourths were boys. The combined receipts from the industries pursued by the inmates for 1882 were $22,942, the House of Refuge earning $17,530 and the Reform School $5,412. The aggregate appropriations from the State for 1881 and 1882 were $183,545, the House of Refuge receiving $103,545 and the Reform School $80,000. — (Report of the board of public charities. ) 230 REPORT OF THE COMMISSIONER OF EDUCATION. TRAINING OF INDIANS. The Indian Training School, Carlisle, in its third annual report for 1882, shows 267 Indian pupils from 24 different tribes at the close of 1S81. There were added during the year 126 from 16 different tribes, 6 had died, and 90 had returned to agencies, leav¬ ing at the close of the year 296 pupils (boys, 188; girls, 108) from 33 different tribes. In school room work the chief point for the first two years is to learn the English lan¬ guage. The most satisfactory progress for the year was in English speaking, rewards being offered lor speaking only English for a week, and then larger ones for a month. Industrial instruction is held to be of equal importance with school work, one-half of every working day being given to each. The 134 apprentices manufactured during the year wagons, harness, tinware, and shoes valued, in Government contract prices, at $6,731 ; besides this, all repairs were made by them. All the boys not trained in the shops worked the farm, cutting the grain with hand cradles and hay with scythes. The girls make all their own and most of the boys’ garments, do all the household sewing- by hand and machine, and wash and iron 2,500 pieces every week. Lessons in cookery are given and all the girls are trained in general housekeeping and economy. The superin¬ tendent says that no feature of the work is more productive of good results than that of temporary homes with good families during vacations. — (Report of the Commissioner of Indian Affairs.) TRAINING IN COOKERY. The Cooking School of the New Century Woman’s Club, organized in 1882, while teaching expensive classes, aims to help working women, through cheap evening classes. Courses of 5 and 10 cent lessons were given at the Franklin and Spring Garden Institutes. Free instruction was given in the ward houses of the society for organizing charities. The object of this school is teach how to make the best use of the cheapest materials and to test the comparative nutritiousness of different food materials. To demonstrate the economy of scientific cookery, 25 gentlemen were invited to dine, first on a bill of fare, costing at retail market price, $4.50, or 18 cents each; and then a second dinner on a bill of fare costing $2.25, or 9 cents a guest. INSTRUCTION IN FARMING. Farming was taught to children in a recently organized Farm Garden School, Philadel¬ phia, by Mrs. Briant. The object is to give children an idea of farming life, founded on the belief that emigration to the YvT est wTill solve the problem of overcrowded cities. A trough, 4 feet by 3, filled with earth, represents the farm, where the whole process of rais¬ ing a crop of corn is illustrated. — (Journal of Education.) TRAINING OF NURSES. For statistics of training schools for nurses, see Table XYII of the appendix, and a summary of it in the report of the Commissioner preceding. KITCHEN GARDEN INSTRUCTION. Classes of this kind are said to have been formed in Philadelphia, of which no official report has been received. OBITUARY RECORD. PROF. WILLIAM HENRY ALLEN, M. D., LL. D. This honored educator was born near Augusta, Me., March 17, 1808, prepared for col¬ lege at the Maine Wesleyan Seminary, and entered Bowdoin College 1829, from which he graduated in 1833 ; he was a teacher of Greek and Latin in Oneida Conference Semi¬ nary 2J years; principal of Augusta High School, Mafne, in 1836; professor of chemistry and natural philosophy in Dickinson College from 1836 to 1848; professor of philosophy and English literature in the same college 1'rom 1848 to 1850, being acting president during part of this time; and was president of Girard College fron 1850 to 1863. After acting as president of the Pennsylvania Agricultural College 4 years he was reelected in 1867 president of Girard College, which position he held till his death. In 1872 he became president of the American Bible Society, and continued till his death. The degree of doctor of laws was conferred on him by Union College, New York, in 1850, and the same degree by Emory and Henry College, Virginia. He was a frequent con¬ tributor to the secular and religious press. He died in Philadelphia, August 29. 1882. in the seventy-fifth year of his age. CHIEF STATE SCHOOL OFFICERS. Hon. E. E. Higbee, State superintendent of public instruction, Harrisburg. [Term, April, 1881, to April, 1885.] Henry Houck, deputy superintendent. RHODE ISLAND. 231 RMOBE IS&AJ\TI>. SUMMARY OF EDUCATIONAL STATISTICS. POPULATION AND ATTENDANCE. Youth of school age (5-15) . — Different pupils enrolled - Average number belonging- - 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 _ Evening schools _ Schools visited by school committee. Schools visited by school trustees _ Average time of school in days _ Value of public school property - TEACHERS AND THEIR PAY. Men teaching in public day schools. _ Women teaching in same - Whole number of teachers in day schools. Whole number of teachers in even¬ ing schools. Teachers trained in normal schools or colleges. Average monthly pay of men _ Average monthly pay of women _ INCOME AND EXPENDITURE. Total public school receipts _ Total expenditure _ STATE SCHOOL FUND. Permanent available State fund _ , GO © 00 00 T— 1 1881-m Increase. Decrease. Jt 53, 077 55, 832 2, 755 40, 990 41, 658 668 29, 992 30, 769 777 26, 938 27, 467 529 89 89 3, 930 4, 037 107 432 432 451 456 5 536 539 3 294 294 830 833 o O 42 43 1 676 699 23 561 550 11 186 184 2 $1, 954, 444 $2, 064, 693 $110, 249 180 182 2 920 933 13 m 1,100 1,115 15 187 195 8 278 314 36 $76 00 $77 44 $1 44 41 89 43 53 1 64 $582, 965 $608, 125 $25, 160 549,937 591, 836 41, 899 $240, 376 $240, 376 (From reports and returns of Hon. T. B. Stockwell, State commissioner of public schools, for the two years indicated. ) STATE SCHOOL SYSTEM. OFFICERS. The general supervision of the public schools is vested in a State board of education; a State commissioner of public schools, chosen annually by the board, acts as its secre¬ tary. The school committee of each town consists of 3 residents of the town elected 232 REPORT OF THE COMMISSIONER OF EDUCATION. for 3 years, -with annual change of 1. A town may elect a superintendent of schools annually; if it fail to do so, he may he appointed by the school committee. For each district 1 or 3 trustees must he elected annually by the people. OTHER FEATURES OF THE SYSTEM. The public schools are free to all resident citizens of the State without regard to age, race, or color. To support schools the sum of $90,000 is paid annually from the income of a permanent school fund and from other money in the treasury, on the order of the commissioner of public schools, the money to be used for the payment of teachers only. No town may receive any part of the State appropriation unless it raise by tax for the support of public schools an equal amount. There is an annual appropriation of $3,000 to purchase works of reference and other apparatus for the schools. Means for the maintenance of evening schools are also provided. Towns may vote such sums as they deem necessary for the support of schools, purchase of sites, erection and repair of school-houses, and maintenance of school libraries. Any town establishing a free pub¬ lic library may appropriate 20 cents on each $1,000 of its ratable property for its sup¬ port. Towards the maintenance of such library the State board may appropriate an¬ nually a sum not exceeding $50 for the first 500 volumes in such library and $25 for every additional 500. The board may also allow $500 annually for teachers’ institutes, $500 for aiding in training in industrial art, and $300 for distributing educational jour¬ nals and other means of promoting education. The training of deaf-mutes, of the blind, and of the feeble-minded is likewise provided for. Any one employing a minor under 15 years of age in work that prevents attendance upon school is subject, together with the parent or guardian of the child, to a penalty of $20 for each offence. GENERAL CONDITION. The statistics of the State commissioner’s report show that with an increase of 2,755 in youth of school age only 668 more were enrolled in public day schools and 107 more in evening schools. The number of youth of school age not attending any school in¬ creased from 12,730 to 13,826 during the year. The average length of the school term fell off 2 days. But as there was an increase of school buildings, of graded schools, of the general public school property, of the number of schools taught, and of the funds for the support of them, the commissioner thinks the showing very good upon the whole. In addition to the 35,055 reported by the school census as attending public schools there were 6,964 in private and church schools. An advance of $1.44 was made in the average monthly pay of men teaching and one of $1.64 in that of women. The commis¬ sioner advocates the grading of salaries and deplores the neglect of some of the school offi¬ cers, remarking that nearly a quarter of the schools outside of the 2 chief cities were not reported as having been visited by them during the year even the minimum number of times required by law. Corporal punishment was permitted in the public schools, but it is seldom inflicted. Training in morals is encouraged. KINDERGARTEN. For statistics of Kindergarten at Providence, see Table V of the appendix. SCHOOL SYSTEMS OF CITIES AND TOWNS WITH OYER 7,500 INHABITANTS. OFFICERS. These are school committees of 3 or more members, divided into 3 classes for annual change of one-third, with a superintendent chosen either by the people or the committee. STATISTICS, a Cities and towns. Population, census of 1880. Youth of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Lineoln. . . . . 13,765 3,365 2,142 1,225 38 834,462 TJpwpnrt _ _ _ _ _ 15, 693 3,479 2,096 1,367 47 45, 786 Pawtucket . . . 19,030 3,580 3,238 2,087 55 38, 463 Providence . . . 104,857 21,300 14,542 10r248 311 248,909 Warwick . 12,164 16,050 2,396 2,059 1,122 39 13, 123 . . . 3,514 2,187 1,236 40 42,863 a The statistics, except for population, are from the State report. The expenditures include those for evening schools, where there were any, as at Newport, Pawtucket, Providence, and Woon¬ socket. RHODE ISLAND. 233 ADDITIONAL PAETICULAES. Lincoln reported 13 school buildings, containing 29 graded and 4 ungraded schools, taught by 7 men and 31 women, with a session of 10 months. The value of school property was $95,000. There were 382 children in private and church schools and 1,336 in no school. One new school-house containing 4 rooms was built during the year. Newport had 11 school-houses, with 37 graded and 2 ungraded schools. In the evening schools there were 240 boys and 85 girls, taught 60 evenings by 12 teachers, the average attendance being only 123. The total expense of the evening schools was $894. One new building had been erected during the year for day schools. There were 825 pupils in private and church schools and 941 in no school. Music and drawing were taught by special teachers. Pawtucket in its 18 school-houses had 40 graded and 5 ungraded schools. The 5 even¬ ing schools had an enrolment of 655 pupils, taught 12 weeks by 26 teachers. There were 534 private and church schools and 382 in no school. The estimated value of all school property was $174,000. Of the receipts for public schools $5,576 were from the State. Drawing was taught by a special teacher. Providence reported 51 school buildings, the same number as last year, valued, with sites, furniture, &c. , at nearly a million and a half of dollars. All its 246 schools were graded. There were 10 evening schools, an increase of 1, taught a little more than 16 weeks by 106 teachers, with an enrolment of 1,536 boys and 599 girls, an increase of 1,810 over 1881. There were 3,693 pupils in private and church schools and 4,920 in no school. The city superintendent deplores the non-enforcement of the truant law and says truancy is a rapidly growing evil, attributing to this cause the fact that arrests of minors for crimes and misdemeanors amounted to 1, 117, or more than 14 per cent, of the arrests for the entire year. Warwick reported 18 graded and 10 ungraded schools in 18 buildings, valued, with sites, &c., at $36,913. There were 73 in private and church schools and 1,120 in no school. The city superintendent reports that 10 per cent, of all the absenteeism for the State belongs to Warwick and strongly recommends a suitable State truant law. Woonsocket had 32 graded and 3 ungraded schools in 15 buildings, valued at $150, 000. Evening schools, 3 in number, were taught 7-f weeks by 11 teachers, with 326 pupils enrolled. There were 645 pupils in private and church schools and 1,392 in no school. The falling off from the grammar schools during the year was 91. The superintendent, in recommending a compulsory school law, says that almost 1,400 children in the city have not attended school a single day for the year, but roam the streets during school hours : the great wrong being done them cannot be corrected unless truant laws shall be enacted by which they can be reached. TRAINING OF TEACHERS. STATE NOEMAL SCHOOL. The State Normal School, Providence, requires for admission an examination of all but graduates of high schools. It has a 2-year course, prescribed by the board of education, which high school graduates usually finish in less time. An advanced course is also of¬ fered, including Greek, Latin, French, German, mathematics, and natural sciences. Such advanced study may be pursued in connection with the 2-year course, but not to the neglect of authorized common school studies. Observation and practice teaching are introduced in the senior year. The whole number of students during the year was 159, of whom 18 pursued one or more studies of the advanced course. Graduates of the year, 23. Graduates receive State diplomas, which do not, however, entitle them to teach without further examination. TEACHEES’ INSTITUTES. The State provides institute training for teachers by appropriating $500 annually for that purpose, the institutes to be held under the direction of the commissioner of public schools. Institutes were held in 1882 at Wickford, at Bristol, and at Shannock Mills. Each meeting is said to have been a success, the attendance both of teachers and citizens being unusually full. The commissioner was assisted by Principal Greenough, of the State Normal School, who presented geography and the correct methods of teaching it, and several other branches; also, by Miss Marble, teacher of natural science in the same school, she devoting 2 lessons to mineralogy, showing how it should be taught and studied in the^common schools. Nine other speakers and lecturers aided in the work by pre¬ senting such topics as the teaching of language, school hygiene, business arithmetic, English composition, English grammar, and common fractions. The superintendent, recognizing the importance of these institutes (they being provided by the State for the benefit of the schools), recommends that the State give the commissioner power to close the schools within such limits as he may determine during the sessions of the institutes. 234 REPORT OF THE COMMISSIONER OF EDUCATION. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Full information of this class of schools has been received from the chief cities only. The Rogers High School, Newport, enrolled 140 pupils and had 7 instructors. A grad¬ uate course pursued by 11 students was added, requiring attendance at 8 or more recita¬ tions each week. Providence High School, with two courses for boys and a special de¬ partment for girls, had 515 pupils for 1881-’82, with 16 teachers. Bristol, Pawtucket, and Warren maintained high schools and Woonsocket enrolled 97 pupils, under 3 teachers. South Kingston, which had a high school in 1881, makes no report of it for 1882. OTHEE SECONDAEY SCHOOLS. For statistics of business colleges, private academies, and schools preparatory to col¬ lege, see Tables IV, VI, and VII of the appendix to this volume. SUPERIOR INSTRUCTION. BEOWN UNIVEESITY. Brown University, Providence, for young men only, the only institution for superior instruction in the State, offered for 1882 its 3 courses of 4 years each, the first leading to the degree of A. B. , the second and third to that of ph. b. The university main¬ tained its usual high standard of instruction, with an enrolment of 263 classical and 7 scientific students, under 17 instructors. The value of the buildings, including grounds, apparatus, and library, amounted to $1,250,000. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. * The departments of practical science in Brown University for special preparation in the mathematical and physical sciences and their application to industrial arts were contin¬ ued in 1882. The department of civil engineering occupied 4 years, subject to modifi¬ cation according to the wants and abilities of the students. The physical laboratory is used during the second half year by a limited number of students. Instruction in botany is given by lectures, practical class work, and drawing frbm nature. The course in agriculture includes chemistry and physics, botany and physiology, and zoology and comparative anatomy, with special lectures in agriculture. This course also includes practical instruction in obtaining and preserving specimens and in taxidermy. PEOFESSIONAL. No professional schools are reported in the State for 1882. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF. The Rhode Island School for the Deaf, Providence, established in 1877 and under the control of the State board of education, up to December 31, 1882, had had a total attend¬ ance of 41, of whom 27 then remained out of 33 present during some part of the year, under 3 instructors. One of the chief aims of the school is to give the pupils command of written language. Another is to teach them to understand speech by watching the movements of the lips of others, an exercise in which they have daily practice. At the suggestion of the State school commissioner, afternoon sessions were established in Sep¬ tember, 1882, for the benefit of pupils living out of the city, the 3 teachers taking charge alternately. JNSTEUCTION IN AET. The Rhode Island School of Design, Providence, in its fourth year, offered courses of systematic training in free hand and mechanical drawing, painting in oil and water colors, and modelling in clay. Instruction was also given in making original designs lor tiles, wall paper, jewellery, furniture, carpets, cotton prints, book covers, &c. There were 46 pupils in the first (day) class, 77 in the advanced (day and evening) class, and 43 in the Saturday morning children’s class, an increase in all of 16 over 1881. The primary aim is to furnish such instruction in the elements of industrial urt as may prepare artisans lor the skilful prosecution of their work, as well as enable them and others to become successful art teachers. RHODE ISLAND. 235 INSTRUCTION IN MUSIC. Greenwich Academy, East Greenwich, for 1882 offered 2 courses of instruction, one in instrumental and vocal music and the other in musical composition and the science of music. INDUSTRIAL AND REFORMATORY TRAINING. The Rhode Island State Reform School, Howard, received 148 children committed in 1882 and discharged 179, leaving in the institution 126 boys (of whom 12 were colored), under 14 teachers. The common English branches were taught and the industries of chairmaking, farming, washing, housework, and tailoring. Since the school was estab¬ lished in 1850 as the Providence Reform School, there had been committed 3,273 chil¬ dren 10-18 years of age. After leaving the institution the boys are under the supervision of the school officers, and it has thus been ascertained that two-thirds of them have be¬ come useful and orderly members of society. The cost of the school for the year was $17,500 and its earnings were $8,495. — (Return.) EDUCATIONAL CONVENTION. STATE INSTITUTE. The Rhode Island Institute of Instruction held its thirty-seventh annual meeting at Providence January 12-14, 1882, J. Milton Hall presiding. There was a large attend¬ ance of teachers from all parts of the State. The exercises opened with an address on arithmetic, followed by addresses and papers on “Growth,” “ Pronunciation of Latin,” “Deep-sea soundings,” “Teaching United States history,” “Geography,” and “Elo¬ cution. 5 ’ Superintendent A. P. Marble, of Massachusetts, read §n able paper on ‘ ‘ Educa¬ tion many sided,” which cautioned the teachers against falling into “ruts,” against doing the same thing the same way every time, saying that in a general sense there is no best way, every way having its advantages and disadvantages and none being suitable for adoption as an exclusive method. President J. H. Seelye, of Amherst, in his address said we need higher education, and the real outcome of education is not culture alone, but character as well: there is something more than culture in the producing of charac¬ ter; we need the wisest and closest care for the higher schools of learning; but when culture is accomplished there is still a deeper question. President Seelye closed his address with an earnest plea for moral and religious training. Other speakers urged that moral culture and good manners should go hand in hand with intellectual training, Prof. William C. Russel insisting that morality is entirely within the sphere of school teaching. Resolutions were adopted declaring: That the teachers should point out the danger of using intoxicating drinks; that they should discourage the use of tobacco in all its forms, apd should, as far as possible, advise their pupils in regard to books and periodicals read out of school; that a truant law is needed for the protection of the com¬ mon school system; and that the address of Dr. Seelye be indorsed. A few closing re¬ marks were made by the president, after which the meeting adjourned. CHIEF STATE SCHOOL OFFICER. Hon. Thomas B. Stockwei/l, State commissioner of public scJtools, Providence. Mr. Stockwell lias held the place of supervisor and visitor of the State schools, by annual election of the State board of education, since 1874. 236 REPORT OF THE COMMISSIONER OF EDUCATION. SOUTH CAROLINA. SUMMARY OF EDUCATIONAL STATISTICS. 1880-’81. 1881-’82. Increase. J Decrease. POPULATION AND ATTENDANCE. White youth of school age (6-16) _ * «94, 450 Colored youth of school age (6-16) «167, 829 Whole number of school age _ _ _ «262, 279 Whites enrolled in public schools — 61, 339 65, 399 4, 060 Colored enrolled in public schools. . j 72, 119 80, 575 8, 456 Whole enrolment __ _ _ 133, 458 145, 974 12, 516 Average daily attendance _ - _ 101, 816 SCHOOLS. School districts _ 481 484 3 Number of sehnols , 3, 057- 3, 183 126 Average term in days _ 73J 80 6§ Free public school-houses 2,939 2, 781 158 Owned by districts __ _ _ 804 798 6 Houses with grounds inclosed 184 169 15 Houses built during the year 106 105 1 Cost of houses built, $17, 334 $10, 683 $6, 651 Yalue of school-houses ± ^ 435, 289 407, 606 27, 683 TEACHERS AND THEIR PAY. Men teaching in public schools 1,904 1, 940 36 Women teaching in public schools _ _ 1,345 1,473 128 Whole number of teaehers j 3, 249 3, 413 164 Number of these eolored 1,223 1,287 64 Average monthly pay of men $25 45 $26 00 $0 55 Average monthly pay of women _ 24 48 23 97 $0 51 INCOME AND EXPENDITURE. Whole receipts for public schools __ $452, 965 Whole expenditure. _ 373, 598 &$378, 886 $5, 288 a United States Census of 1880. & Incompletely reported. (From reports and returns of Hon. Hugh S. Thompson and Hon. A. Coward, State superintendents of education, fox the two years indicated.) STATE SCHOOL SYSTEM. OFFICERS. The general educational interests of the State are in the hands of a State superintend¬ ent of education, elected by the people for 2 years, and of a State board of examiners, composed of the superintendent and 4 others appointed biennially by the governor. Local officers are county school commissioners, elected by the people; a county board of 3 examiners, including the commissioner as chairman, with 2 other members appointed by the State board for 2-year terms; and district boards of 3 trustees, appointed for 2 years by the county boards. OTHER FEATURES OF THE SYSTEM. The public schools are sustained fr om the proceeds of a tax of 2 mills on $1 and a poll tax of $1 on each voter. These funds., under the constitution, are tb be distributed to SOUTH CAROLINA. 237 the several 'school'districts in proportion to the respective number of pupils attending. As this has been construed in some sections of the State to mean enrolment and in oth¬ ers to mean average attendance, the law was amended in 1878 by a provision that after 1882-’83 the basis for apportionment shall be average attendance. There is no general law for district taxation, although local taxes are levied in Charleston and other locali¬ ties under special laws.. The length of the school term in each county is limited by the amount of public money received, notwithstanding the fact that the constitution re¬ quires a 6 months’ term. Teachers must have certificates of qualification from the State or county board of examiners and must report annually to the board of trustees. County school commissioners must report annually to the State superintendent or forfeit one-fourth of their pay to the school fund. GENERAL CONDITION. The statistics show a marked increase in the number of schools, number of teachers, number enrolled, amount of expenditure, and length of the school term; the average of the last, however, was lessened by the diversion of a large part of the school fund to pay claims due for expenses of previous years. The school revenues for 1880-’81 were larger than those reported for any previous year, and the superintendent thought that the amount for 1881-’ 82 would be still larger, although he had not full returns on this point at the date of his report. A decrease appears in the number and value of school-houses, but the returns relating to these are very imperfect. Comparatively few are owned by the public; most of the schools are taught in churches, residences, &c., of which no ac¬ curate reports can be made. The superintendent has observed a marked improvement in the character and attain¬ ments of the teachers, resulting, he thinks, from the higher standard of qualification re¬ quired for certificates, the gradual increase of salaries and their payment in full each year, and from State normal institutes. These institutes, moreover, have given a great impetus to the cause of education throughout the State, all classes of schools (public and private), academies, colleges, and seminaries having been stimulated by their influence. (State report.) AID FROM THE PEABODY FUND. ‘ The income of the Peabody fund having been much diminished, the trustees have used the greater part of it in the education of teachers. During the year South Carolina had $5,375; of this Claflin University received $250 for training colored teachers; the public schools, $2,150; and teachers’ institutes, $1,400; scholarships at Hampton, Va., cost $250, and scholarships at Nashville, Tenn., $1,325. The latter are held by 7 students from South Carolina at the Nashville Normal College. CITY SCHOOL SYSTEM OF CHARLESTON. OFFICERS. The Charleston public Schools, according to a law passed in 1882, are governed by a board of 10 commissioners instead of 8, as formerly. Six of these are to be elected by the people, being one for each school district into which the city is divided. The others are appointed by the governor, two on the recommendation of the board of trustees of the high school and two on that of the trustees of the College of the City of Charleston. The board, as before, chooses a superintendent to assist in the work of supervision and in other re¬ spects retains all its former powers and duties. STATISTICS. The pojfttratioh of Charleston, acc6rding to the Census of 1880, was 49,984; the whole number of children attending public schools in 1882 was 5,904 and the average daily attendance 3,789, under 94 teachers. Six schools were in operation during most of the year, an increase of one since the last report, and $62,144 were expended for them. ADDITIONAL PARTICULARS. A new school building was erected, of brick, three stories high, with basement, contain¬ ing 3 large main rooms and 14 class rooms, besides the necessary cloak rooms. The two colored schools are still suffering from lack of sufficient accommodations, but a plan is in contemplation which will relieve them. The superintendent recommends the establish¬ ment of a reformatory school for the education of neglected children, many of whom as young as 12 are now found in the iails. Of other schools not belonging to the public system but doing important work the Holy Communion Church Institute reports 136 boarding and 110 day pupils; the Central Catholic School for Boys, 376 ; the Society Street School for Girls, 280 ; and St. Peter’s School for Colored Children, 110. The first named, founded in 1867 by Rev. A. T. Porter 238 REPORT OF THE COMMISSIONER OF EDUCATION. for the benefit of orphan boys, offers greater facilities for instruction than ever, and opened in October, 1882, wholly free from debt. TRAINING OF TEACHERS. NORMAL SCHOOLS AND DEPARTMENTS. Four schools of this class report 325 normal students and 40 graduates during the year, besides 696 students in other courses. Of these the Avery Normal Institute , Charleston (first opened in 1865), with 50 normal pupils, presents courses of 3 and 4 years, the latter with the addition of foreign languages. The normal department of Allen University, Columbia (opened in 1881), with 115 nor¬ mal pupils, offers a 3-year normal course, including drawing and music, and has a model school attached. The normal department of Claflin University , Orangeburg, organized in 1868, reports 59 normal pupils and 10 graduates, the course covering 3 years and including music and drawing. It has a model school attached. Fairfield Normal Institute, Winnsboro’, first opened in 1869 and mainly supported by the Presbyterian committee of freedmen, at Pittsburgh, Pa., gave instruction to 101 nor¬ mal pupils. There is a model school attached to the institute and music and drawing are a part of the normal course, but the length of this course is not fixed. teachers’ institutes. Teasers’ associations have been formed in several counties, and some of these are called teachers’ institutes; but only in one county was any attempt made to give the in¬ struction usually imparted in such institutes. This was held during the month of July in Edgefield County, the expenses being defrayed by voluntary contributions from citi¬ zens, with $100 from the Peabody fund. A State institute for white teachers was held in August at Columbia, under the charge of Hon. M. A. Newell, of Maryland, and one for colored teachers was held in Columbia during July, superintended by H. P. Montgomery, of Washington. Good results attended both. The former had 306 members enrolled, representing 22 counties, several students also being from North Carolina; the latter reported about 235 attending. — (State report.) SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State superintendent makes no definite statement as to the existence of public high schools, but says that 4,307 children in the public schools were studying the higher branches. The two schools at Charleston enrolled, respectively, 389 girls and 121 boys. The changes recently made in the management of the school for boys, among others mak¬ ing the study of Latin compulsory and requiring pupils to maintain a standard of at least 50 per cent, in recitations, have worked well. OTHER SECONDARY SCHOOLS. For statistics of private academic schools, preparatory schools, and preparatory depart¬ ments of colleges reporting, see Tables VI, VII, and IX of the appendix, and for sum¬ maries, see the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. Eight colleges and universities report for the year 1881-’82, as follows: the College of Charleston, Charleston, (non-sectarian); Erskine College, Due West (Associate Re¬ formed Presbyterian); Furman University, Greenville (Baptist); Newberry College, Newberry ( Evangelical Lutheran); Claflin University, Orangeburg (Methodist Episco¬ pal); Wofford College, Spartanburg (Methodist Episcopal South); Adger College, Wal- halla (Presbyterian), and Allen University, Columbia (Methodist). The last, organized in April, 1881, for colored students, presents primary, intermediate, and classical collegiate departments, besides legal, theological, and normal. The others report courses substan¬ tially the same as those of the previous year, all having preparatory and classical depart¬ ments, although in two, Wofford College and Furman University, the arrangement of studies is that of independent schools, with no fixed time for graduation. Scientific departments are found in 3 and special or partial courses in 4, while 1 had a philosoph¬ ical, 1 a normal, and 1 an agricultural course. Claflin and Allen Universities admit young women as well as iqen. Gifts were reported by Claflin University and Adger and Erskine Colleges as follows: SOUTH CAROLINA. 239 by Claflin, from individual friends, $1,671;. from the Freedmen’s Aid Society, $2,000; by Adger, $525; and by Erskine, 350 acres of land from Rev. John Wilson, Monticello, Ark. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF WOMEN. Six colleges and seminaries for the superior instruction of young women, 5 of them authorized to confer collegiate degrees, report for 1881-’ 82 an aggregate of 453 students in regular collegiate classes, besides nearly 200 in other courses. The institutions re¬ ferred to are Anderson Female Seminary, Anderson ; Columbia Female College, Columbia; Due West Female College, Due West; Greenville Female College, Greenville; Walhalla Female College, Walhalla, and Williamston Female College, Williamston. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The South Carolina College of Agriculture and the Mechanic Arts , Columbia, for white pupils, presents 3 departments of study; regular courses of 4 years, leading to the de¬ grees of B. A. and B. s. ; special courses of 2 years; and elective ones, subject to the consent of the faculty. The regular courses are divided, according to the predominant studies, into two principal groups, scientific and literary, in each of which some choice is allowed. The scientific group embraces courses in general science, in engineering, and in agriculture, the studies in all 3 being identical for the first 2 years. About 30 acres of land are available for the illustration of work in the departments of agriculture and horticulture. Claflin University (for colored students) offers, besides its classical and normal courses, a 3-year course in science and agriculture, especially adapted to the wants of young men that desire a higher education for industrial pursuits. About 150 acres of choice land, mostly under cultivation, are connected with the college. There is also a carpenter’s shop for practical instruction. Scientific and industrial education are practically united here, and students may aid materially in defraying their expenses by manual labor on the farjn and in the shop. — (Catalogue, 1881-’82.) PROFESSIONAL. Theological instruction was offered in Baker Theological Institute, Orangeburg (Metho¬ dist Episcopal); in Allen University, Columbia (Methodist), established in 1881 and re¬ porting a 3-year course of study, which includes Greek, Hebrew, and French ; and in Benedict Institute, Columbia (Baptist), which reports a 3-year course of study, with 33 students in it. The Theological Seminary at Columbia (Presbyterian), suspended for 2 years, reports encouraging progress made in the work of restoring the endowment; 2 additional professors had been elected and the seminary was to be reopened in Septem¬ ber, 1882. Legal instruction was begun in 1881-’ 82 by Allen University, Columbia, which reports a course of study extending over 2 years of 33 weeks each and 8 students enrolled, 1 of whom had received a collegiate degree. Medical. — The Medical College of the State of South Carolina, Columbia (regular), opened in 1833, reports the usual 3-year medical course of study, including 2 courses of lectures of 21 weeks each, with 61 pupils enrolled during the year and 19 graduates. A department in pharmacy has recently been established by the above medical college. The faculty, already elected, comprised a professor of chemistry, one of materia medica and medical botany, one of practical pharmacy, and an assistant in pharmaceutical and practical chemistry. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The South Carolina Institution for the Deaf and Dumb and the Blind, Cedar Springs, founded in 1849, reports 48 deaf and dumb and 12 blind pupils for the year:. The course of instruction for the deaf comprises geography, penmanship, arithmetic, English grammar, history, natural philosophy, biblical and general literature, and articu¬ lation, besides such employments as shoemaking, printing, sewing, and household work. The pupils in articulation, commencing in 1879-’80, have made steady progress; they can read quite readily from the lips almost any simple sentence and speak many sen¬ tences with sufficient distinctness to be understood with little difficulty. The blind are taught music, as well as the English branches; also, mattress making, bead and fancy work, broom making, brush making, and chair seating. — (Returns and report. ) EDUCATION OF ORPHANS. Two institutions for the care and education of orphans report, viz: the Holy Communion Church Institute, Charleston, already noted, and the Thornwell Orphanage, Clinton. The 240 REPORT OF THE COMMISSIONER OF EDUCATION. latter is under the auspices of the Presbyterian Church and is supported by contributions and an endowment of $5,000. Children are received from 6 to 13; they are taught all domestic work, farming, carpentry, and printing, and leaVe the institution at 16 or 18 years of age. There were 34 children under instruction during the year. The family plan is followed, only 15 or 20 children being kept in a house, a matron and teacher being in charge of each house. EDUCATIONAL CONVENTIONS. TEACHERS’ associations. The law makes it the duty of county school commissioners to encourage the holding of teachers’ associations throughout the State, and two State institutes, one for white and one for colored teachers, were held during the year, as already noted, in which much practical instruction was given and many topics bearing on school work were discussed. (State report, 1882. ) CHIEF STATE SCHOOL OFFICER. Hon. Hugh S. Thompson, State superintendent of education , Columbia, [Third term, January 1881, to January 1, 1883.] Hon. Asbury Coward was elected his successor in 1882, TENNESSEE, 241 TENNESSEE. STATISTICAL SUMMARY. 1880-’81. 1881-’82. Increase. Decrease. POPULATION AND ATTENDANCE. White youth of school age (6-21) - Colored youth of school age (6-21) ___ Whole number of school age - White youth in public schools - Colored in public schools - Whole public school enrolment - Average daily attendance, white - Average daily attendance, colored — Enrolment in private schools - Ti Average daily attendance in these — Pupils in public and private schools __ Average daily attendance in both - 402, 580 143, 295 545, 875 215, 702 67, 766 283, 468 139, 469 41, 040 35, 054 25, 820 318, 522 206, 329 408, 364 140,815 549, 179 207, 680 56, 676 264, 356 5, 784 2, 480 3*304 8, 022 11, 090 19, 112 26, 148 16, 386 290, 504 8, 906 9, 434 28, 018 SCHOOLS AND SCHOOL PEOPEETY. Public schools for white youth-. Public schools for colored youth. Whole number for both races - Graded public schools - Consolidated schools - Public school-houses - - - Value of public school property. Average time of school in days.. Number of private schools - 4, 338 1,270 5, 608 229 307 4, 047 $868, 713 70 1,467 201 167 3, 709 $1, 186, 219 73 869 $317/506 3 28 140 338 598 TEACHEES AND THEIE PAY. White teachers in public schools _ Colored teachers in public schools _ Whole number in public schools _ Average monthly pay of teachers - Teachers in private schools - 5, 542 1,338 6, 880 $26 59 1, 528 4, 399 1,288 5, 687 $24 65 1,029 1, 143 50 1,193 $1 94 499 INCOME AND EXPENDITUEE. Whole income for public schools. Whole expenditure _ _ $706, 152 $1, 125, 085 638, 009 821, 883 $418, 933 183, 874 STATE SCHOOL FUND. Amount of permanent fund $2, 512, 500 $2, 512, 500 (From reports of Hon. W. S. Doak and Hon. G. S. W. Crawford, for the two years indicated, with written return from Mr. Crawford for 1880-’81.) STATE SCHOOL SYSTEM. OFFICEES. For general supervision there is a State superintendent of public schools, nominated biennially by the governor and confirmed by the senate. For local supervision a super¬ intendent for each county is chosen by the county court biennially, and in each district the people choose one out of 3 directors annually after the first election of the three. The 16 E 242 REPORT OF THE COMMISSIONER OF EDUCATION. law requires State and county superintendents to be persons of literary and scientific attainments and of skill and experience in the art of teaching. OTHEE FEATUEES OF THE SYSTEM. The public schools are free to all youth of school age (6-21), but, as elsewhere at the Soufh, schools for white and colored must be separate. The studies in them include only the ordinary branches, with vocal music, elementary geology of Tennessee, and ele¬ mentary principles of agriculture, though other and higher branches may be provided for by local taxation or be allowed by special regulations on the payment of tuition fees. The union of public schools with academies and colleges allowed by law facilitates such arrangements. To receive pay from public funds, however, each teacher must hold a cer¬ tificate of qualification from the county or city superintendent under whom he or she may be employed. The State aids the schools with the annual proceeds of a State fund of over $2,500,000, of a poll tax of $1 on each voter, and of a property tax of a mill on each $1, all distributed on the basis of scholastic population. If from these sources there should not be enough to sustain schools 5 months in the year, the county courts, of their own motion or following a vote of the people, may levy an additional tax to keep them open for that time or longer, the whole amount, however, not to exceed the entire sum raised as State tax. The non-obligatory character of the levy is the point in the system which is especially weak, the counties that most need additional school facilities often being the foremost to reject a proposition which would provide needed school facilities. GENEEAL CONDITION. The report of school affairs for 1882 is not encouraging. Perhaps from a succession of rapid changes in the office of State superintendent of public schools — an experienced man being retired, his successor dying, and a third coming in after an interval of vacancy — many counties failed to present full returns of school attendance. This was the case in 1881 as well as in 1882, but to so much greater a degree in the latter year as to nearly in¬ validate the comparisons made between the two. Partly from this cause, partly it would seem from lack of interest in some counties that presented their returns, the figures given indicate a falling off of 19,112 in public school enrolment, of 28 in the number of graded public schools, of 140 in consolidated schools, of 338 in public school-houses, of 1,193 in teachers for public school classes, and of $1.94 in the average monthly pay of teachers. There is no report of average attendance for public schools. Private schools continued to report this item and showed in these reports a good percentage of average attend¬ ance on enrolment; but, as in the public schools, there was a large diminution in the enrolment and in the average attendance. Only in the average time of public schools, in the valuation of school property, find in income and expenditures are there any evidences of educational advancement. AID FEOM THE PEABODY FUND. Tennessee had from this source in 1881-’ 82 $12,800, namely: $2,300 for public schools, $1,500 for teachers’ institutes, and $9,000 for the Normal College, Nashville. This last is an important means of furthering educational interests throughout the South generally by training for progressive school work teachers sent to it from the other States on Peabody scholarships. KINDEEGAETEN. Only one school of this class in the State is on the list of this Bureau for 1882, the Memphis Kindergarten in the Young Ladies’ School of Mrs. F. C. James, and no report from it has been received for 1882. Another formerly existed at the Nashville Acad¬ emy, but it appears to have been dropped. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. OFFICEES. For cities there are boards of education elected by the people. City superintendents are elected by these boards. STATISTICS. Cities. Population,! census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Chattanooga . 12, 892 3,408 2, 580 1,548 38 $24 722 Knoxvillft . . . 9,693 33,592 3,044 2, 137 3, 948 1,533 30 16^ 086 Memphis . 11, 200 13, 160 2,671 67 44,265 Nashville . 43, 350 6,045 4,568 99 89,264 TENNESSEE. 243 ADDITIONAL PARTICULARS. Chattanooga reported for 1881-’ 82 graded schools in 8 buildings containing 37 school rooms. The youth of school age were 2,178 white and 1,230 colored, of which number 1,638 white and 942 colored were enrolled in the public schools, a gain of 246. The schools were taught 1642- days (a gain of 6} days) by 7 men and 31 women, a gain of 4 teachers. The high school presents a 3-year course, including German and Latin, from which course 14 were graduated in 1882. School property was valued at $39,750. An enrolment of 350 was reported in private and church schools. Knoxville had its 27 graded schools in 5 buildings, with 1,360 sittings. The schools were taught 189J days by 5 men and 25 women. The estimated value of school property was $49,200. Private and church school enrolment was 100. Memphis reported graded schools in 11 buildings, with 67 rooms and 3,200 sittings. The number of white school children was 6,370; of colored, 4,872; white pupils enrolled, 2,171; colored, 1,777. The average attendance of white children was 1,600; of colored, 1,071. The schools were taught 165 days by 9 men and 58 women. The high school for whites enrolled 71 and had an average belonging of 60 and an average attendance of 57. Calisthenics and singing were introduced as a part of the exercises in the public schools. Nashville divided its schools into primary, intermediate, grammar, and high, the first 3 departments occupying 7 years, the last 1, 3. Thirteen school-houses — the same number reported last year — with 6,000 sittings, were occupied by the city schools. These schools were taught 185 days by 15 men and 84 women, with 2 special teachers, 1 of music and 1 of drawing and penmanship. The school population had decreased 1,352; but not¬ withstanding this the enrolment increased 200 and average attendance 197. There were 72 boys and 184 girls in the high school taught by 8 teachers. Private and church schools enrolled 500 children. The valuation of public school property was $195,000. TRAINING OF TEACHERS. NORMAL SCHOOLS. The State Normal College (so called, though no aid was received from the State up to 1882) is a department of the University of Nashville and is supported by university funds, by the Peabody education fund, and by appropriations of the different States for scholarships. It receives from the States students of either sex, who, for admission, must declare their intention to become teachers and pass a satisfactory examination in the common English branches. The course of study, covering 3 years, is strictly pro¬ fessional, and students are required in every study to occupy temporarily the place of teacher and subject themselves to criticism as to the methods they employ. Students completing the full course receive the degree of “licentiate of instruction,” and may teach in the public schools of Tennessee and some other States without further examina¬ tion. An advanced or baccalaureate course of one year, that leads to the degree of B. A., is optional. Twenty-five scholarships of $100 each annually have been established by the State for the training of teachers for its schools. The funds for a number of other scholarships for different States have been supplied by the Peabody fund. There were 12 other institutions reporting normal departments or normal courses, viz: East Tennessee Wesleyan University, Athens; Humboldt Normal Institute, Humboldt; Warner Institute, Jonesboro’; Knoxville College, Knoxville; Freedman’s Normal Insti¬ tute and Maryville College, both at Maryville; Le Moyne Normal Institute, Memphis; Morristown Seminary, Morristown, and Fisk University, Nashville, both for colored students; Nashville Institute and Roger Williams University, both at Nashville; and Winchester Normal, Winchester. For statistics of such of these schools as report them, see Table III of the appendix; for a summary of these statistics, a corresponding table in the report of the Commissioner preceding. Fifty scholarships of $50 each were established in 1882 at Fisk University. A normal class of teachers is required to meet the city superintendent monthly or oftener at Nash¬ ville, for the discussion of studies and methods of teaching. SUMMER NORMAL INSTITUTES. The State Normal Institute at the University of Tennessee, Knoxville, was held in June and July, 1882, and, owing to the death of the president, Rev. W. S. Doak, D. D., was conducted by the vice president, S. H. Lockett. There were 183 attendants, of which number 120 were teachers in public schools. Instruction in the branches taught in these schools was given, while optional courses were offered in languages, botany, physiology, and penmanship. Lectures were delivered on school organization and man¬ agement, embracing “ Public school law, ” “ Rights and duties of teachers, ” “Grading of city and county schools,” “Management and discipline of schools,” “Best methods of 244 REPORT OF THE COMMISSIONER OF EDUCATION. school teaching, 5 5 &c. Some time was also devoted to an explanation of the Roman method of pronouncing Latin. The institute was well organized and successful, the lectures and teaching in the different branches being highly satisfactory. Two normal institutes for colored teachers were held in June and July, 1882, one at Le Moyne Institute, Memphis, the other at Knoxville. The attendance at the former was 126; at the latter, 44. Instruction was given in the common school branches, and at the examination most of the students obtained good grades. Instructive lectures were delivered, much earnest work was done, and great interest was manifested. EDUCATIONAL JOURNAL. The Educational Record, first issued at Nashville in August, 1881, was continued through 1882, but appears to have then ceased. In its place there was proposed the Ten¬ nessee Journal of Education, to be conducted by the former State superintendent, Hon. Leon. Trousdale. The Southern Teacher was begun in the latter part of 1882 at Hollow Rock, but soon changed its title to West Tennessee Normal. An educational journal has for many years been published at Columbia, in the interests of the Columbia Athe- nseum, called The Guardian, and devoted to the cause of female education, especially in that school. SECONDARY TRAINING. HIGH SCHOOLS. The State report does not give statistics of schools of this class, but the cities of Chat¬ tanooga, Knoxville, Memphis, and Nashville reported high schools in 1882. All had 3-year courses, which included Latin. The total enrolment was 411 and included both sexes, but whether separately taught or not does not appear, except at Knoxville and Memphis, where they were separate. The State allows academies and colleges uncon¬ nected with its school system to teach public school pupils at public school rates, by arrangements to that effect with school officers, and in this way some high school instruction is probably given. 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 IV, VI, VII, and IX of appendix. For a summary of the statistics of such schools, see corresponding tables in the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Tennessee, Knoxville, for young men, has subcollegiate courses in classical, scientific, and Latin scientific studies, of undefined length, with collegiate gen¬ eral courses in arts and sciences of 4 years; technical courses in engineering, agriculture, chemistry, and biology, also of 4 years; and special courses, including selections from these, of 2 years each. The collegiate courses all lead to their customary degrees, at grad¬ uation, beyond which there are graduate degrees of M. A., PH. D., c. E., andM. D., that require one to two years of resident graduate study. Honor scholarships, with exemp¬ tion from all university fees, are offered to the student standing first in the third year of any one of the 4 specified courses. Of the 19 other colleges, 10 were for both sexes and 9 for young men only. Central Tennessee College and Fisk University, both of Nashville, were for colored students. All in the State gave preparatory instruction, with 4-year collegiate courses. Fourteen had scientific courses; 11, commercial; 12, instruction in modem languages; and 10, in the fine arts. Five presented graduate courses and 6 offered normal training. For statistics of colleges reporting, see Table IX of the appendix; for a summary of their statistics, a corresponding table in the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF YOUNG WOMEN. Of the 20 colleges and universities in the State 10 admit both sexes, Maryville giving a 4-year ladies’ course. Of the 20 on the lists of this Bureau, only 16 reported for 1882. Most of them present courses of from 4 to 7 years and have arrangements for teaching music, drawing, painting, and modern languages. For statistics of those reporting, see Table VIII of the appendix; for a summary of their statistics, a corresponding table in the report of the Commissioner preceding. TENNESSEE. 245 SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The State University and Agricultural College, Knoxville, presented in 1882 courses of 4 years each in civil engineering, mechanical and mining engineering, agriculture, and applied chemistry. There were also special courses of 2 years each in practical agri¬ culture and applied mathematics and an English science course. In the first named, stu¬ dents combine class instruction with farm training and are graded and remunerated according to their skill. Scientific courses were offered in 15 other collegiate institutions, while Cumberland University, Lebanon; Vanderbilt University, Nashville; and the Uni¬ versity of the South, Sewanee, presented courses in engineering. For statistics of scientific schools reporting, see Table X of the appendix; for a sum¬ mary of their statistics, see the report of the Commissioner preceding. PEOFESSIONAL. Theological instruction was reported in 1882 in full 3-year courses at East Tennessee Wesleyan University, Athens; Central Tennessee College and Vanderbilt University, Nashville (both Methodist); Southwestern Presbyterian University, Clarksville; Fisk University, Nashville (Congregational) ; and at the University of the South, Sewanee (Protestant Episcopal). Southwestern University offered also 2 years of study in Greek and Hebrew and Vanderbilt a 2-year English course. Cumberland University, Leba¬ non (Cumberland Presbyterian), gave a 2-year course in theology, including Greek and Hebrew. Burritt College, Spencer (Christian), and Southwestern Baptist University, Jackson, offered biblical instruction, indefinite as to time. Legal instruction was offered in the law school of Cumberland University, Lebanon; dlso, in the law departments of Central Tennessee College and Vanderbilt University, both in Nashville. The first named, opened in 1847, offers a 2-year course, which it is said, however, may be completed in 10 months. There were 40 students graduated in 1882 and invited to remain another year free of charge. The second, organized in 1880, has a course of 2 years of 32 weeks each year. There were 11 students graduated in 1882. The medical schools reporting are Meharry Medical Department of Central Tennessee College (for colored students, both sexes), Nashville Medical College (a department of the State University), and the medical departments of Vanderbilt University and the University of Nashville, all offering a 3-year course of study, with 2 courses of lectures of 20 weeks each, except Meharry, which has only 19 weeks. Dentistry was taught in the Dental School of the University of Tennessee and at Van¬ derbilt University, each requiring attendance upon 2 lecture courses of 20 weeks each, with approved dental work. Vanderbilt admits women to this department. Pharmacy is also offered at Vanderbilt, with 3 hours’ laboratory work, attendance upon 2 full courses of lectures of about 21 weeks each, and an original thesis for grad¬ uation. There were 5 graduates in 1882, who received the degree of PH. G. For statistics of professional schools, see Tables XI, XII, and XIII of the appendix. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. The Tennessee School for the Deaf and Dumb, Knoxville, opened for instruction in 1845 and free to all deaf-mute residents of the State of school age, reported 64 boys and 38 girls in 1882, under the instruction of 5 men and 2 women, 3 teachers being deaf-mutes. The common school branches were taught 5 hours each day, one class be¬ ing taught by the articulation method; printing and shoemaking were also taught, and gardening to some extent. The State appropriated $22,500* for the year. Estimated value of buildings, grounds, &c., $150,000. EDUCATION OF THE BLIND. The Tennessee School for the Blind, Nashville, reported 58 pupils for 1881-’ 82, of which number 8 were colored. Common English and some of the higher branches were taught, also vocal and instrumental music, and training for piano tuning and various other industrial employments was provided. The State appropriated $40,000 for the year. A site and buildings were purchased at a cost of $8,586 for a home for colored pupils. The total expenditures for 1882 were $31,287. INDUSTEIAL TBAINING. The Austin School, formerly the Knoxville Industrial School, established by Miss E. L. Austin in connection with the colored public school at Knoxville, reported 314 pupils for 1881-’82 in the sewing school and 114 in the kitchen garden and classes for calisthenics. Two-thirds of the children were under 12 years of age. The school was taught 172 days by 2 teachers and reported fair progress. 246 REPORT OF THE COMMISSIONER OF EDUCATION. EDUCATION OF ORPHANS. For statistics of all reporting schools and institutions for the care and training of orphan children, see Table XXII of the appendix to this volume; for a summary of these statistics, a corresponding table in the report of the Commissioner preceding. EDUCATIONAL CONVENTION. TENNESSEE STATE TEACHERS’ ASSOCIATION. The seventeenth annual session of the State Teachers’ Association was held in Morris¬ town, August 17 and 18, 1882, Dr. William A. Smith presiding. The meeting was largely attended, representatives being present from all parts of the State. The subjects presented for discussion were “ Morals and religion in school;” “National aid to pub¬ lic schools; ” “Teacher’s salary; ” “ Neglect of the plant for the sake of the flower; ” ‘ ‘ Progressive education ; ” “ Practical education ; ” “ Practical elocution ; ’ ’ and ‘ ‘ What is a normal school?” After much discussion, a committee was appointed to examine the present school law, to see what revisions and amendments were necessary to improve the school system, and to bring the matter before the legislature. OBITUARY RECORD. DR. W. S. DOAK. When the governor of Tennessee, in March, 1881, presented to the legislature this respected president of Tusculum College, Greeneville, as his nominee for the State super¬ intendency of public schools, while many regretted the retirement of Hon. Leon. Trous¬ dale, who had served with great fidelity from 1874, all hoped for much success in school work under Dr. Doak. He was known to have displayed great ability as a teacher and college president and to devote himself unsparingly to whatever work he under¬ took. Such a preparation and such character gave promise of the happiest results for the school system which he was called on to supervise and stimulate; and for some time it seemed that these results would be secured, as he went heartily into his work, planned wisely for it, and made favorable impressions upon most of those with whom he came in contact; but the duties of a superintendent of public schools in a large State like Tennessee, with but one assistant, are laborious and exhausting, and Dr. Doak was past his prime when he undertook them. Long journeys and exacting office work, there¬ fore, soon told on him. Malarious disease, contracted through exposure, could not be shaken off. After a time he went back to his college home at Tusculum, convinced that if his life was to be saved it must be through complete rest for a time from his official duties. But it was too late, and he died there May 23, 1882, after occupying his high office only about 14 months. Dr. Doak was the third college president in lineal succes¬ sion of his family: his grandfather, of the same name, not only founded the first school west of the mountains (afterward Washington College), but Tusculum College also, in which his son, Dr. Samuel Doak, succeeded him as president, the subject of this sketch, a graduate of the college and of Danville Theological Seminary, Kentucky, following as president from 1867 to 1881. JOHN MERCHANT STURTEVANT. For almost 32 years the faithful and efficient principal of the Tennessee School ibr the Blind, at Nashville, Mr. Sturtevant died there, December 26, 1882, in the fifty-eighth year of his age. Bom March 23, 1825, in Mattapoisett, Mass., he was so unfortunate as to lose his sight from the effects of an accident when he was less than 10 years old. But with indomitable will he pursued his studies, first at the Massachusetts School for the Blind in Boston, then at Dartmouth College, New Hampshire (where he graduated in the first third of the class of 1846), and finally at the Bridgewater State Normal School, Mass., where he went to acquaint himself with the best methods of teaching. Return¬ ing to the Massachusetts School for the Blind, where he had taught already with much i success and where he had succeeded in training a blind deaf-mute to articulate, he re¬ sumed his teaching with increased success, and continued it till January, 1851, when he was called to fill the principalship of the school at Nashville, which he subsequently occupied until his death. It was an unpromising work at the beginning, with only a poorly furnished rented building, with few pupils, and with very slender pay. But Mr. Sturtevant engaged in the undertaking with the energy of his noble Puritan ancestor, Miles Standish, and, finding that the legislature had the year before appropriated $4,000 toward the erection of a building for the school, he succeeded in getting an additional $8,000 voted for the purchase of a site and the completion of the building. To this building, on a site purchased from the University of Nashville, the school (then increased to 26 pupils) was transferred in January, 1853, and there it flourished under the judicious TENNESSEE, 247 leadership of its new principal till the outbreak of the civil war in 1861. Early in 1862 the school building was taken for a military hospital by the confederate authorities; then for the same purpose by the Federal forces, by whom it was finally destroyed. Such blind orphan children as remained were thus thrown upon the care of the blind princi¬ pal, and, finding boarding places for them in the country, he supplied them as well as possible with clothing during the remaining years of the war. To secure the means for supporting and clothing these poor wards he twice took long pedestrian journeys, one trip lasting sis weeks, pursuing the shilling State authorities and urging on them their duty to these children. To the credit of the authorities it must be said that they prom¬ ised him at his first visit the means he sought and at the second provided them, he ac¬ counting fully, at the conclusion of the war, for every dollar thus obtained and they giving him again an appropriation to revive and carry on the school. With buildings gone, furniture largely destroyed, and pupils scattered, this was a heavy task, but Mr. Sturtevant proved equal to it. He rented new quarters, found and utilized whatever old furniture was left, sent out for scholars, urged the legislature and friends to action, and in 1867 had 16 pupils; in 1869, 37; and in 1871, 40, with a workshop for industrial employment. In 1873 he secured a new site of 7 acres for the school by a generous gift of Hon. John M. Lea and wife, and persuaded the legislature to give $40,000 for the erection of the necessary buildings, on a plan that would admit of indefinite extension. In 1881 he crowned his long labors by obtaining from the legislature the means for en¬ larging and improving the school and for a separate building for the colored blind. Worn out with long exertion and stricken with paralysis on the very day of his assured success, he died within a year. CHIEF STATE SCHOOL OFFICER. Hon. G. S. W. Crawford, State superintendent of 'public schools, Nashville. [Mr. Crawford filled the unexph*ed term of W. S. Doak, and was succeeded by Hon. Thomas H. Paine, whose term extends from March 25, 1883, to March 25, 1835.] 248 REPORT OF THE COMMISSIONER OF EDUCATION. TEXAS. STATISTICAL -SUMMARY, a 1880-’81. 1881-r82. Increase. Decrease. POPULATION AND ATTENDANCE. White youth R— 14 iu counties . _» 118. 702 40; 849 159, 551 157, 955 53, 557 211, 512 173, 942 57, 510 6295, 344 99, 608 33, 789 105, 179 37, 781 142, 960 60, 259 3, 898 1, 215 3, 989 1,247 5, 236 c92 3, 767 1,270 5, 037 $38 00 29 12 72 54 40 16 31 66 20 00 59 82 27 59 $858, 363 803, 850 Colored youth 8—14 in counties _ Total school population in counties _ Items not fully reported. (From biennial report of Hon. Justus Dartt, State superintendent of education, for the two years indicated.) STATE SCHOOL SYSTEM. OFFICERS. The chief educational officer is a State superintendent of education, elected by each biennial general assembly; town superintendents, who report to the selectmen, are elected for 1 -year terms; in counties there are examining boards; in districts, moderators, clerks, collectors of taxes, treasurers, 1 or 3 auditors, and prudential committees. In towns where the district system has been abolished there are boards of 3 directors. Any town having a high or central school or schools elects for each such school a prudential com¬ mittee of 3, with a change of 1 each year. Women have the same right as men to hold district* town, and county school offices and to vote at school elections. OTHER FEATURES OF THE SYSTEM. Public schools are sustained by district and town taxation and the income of town school funds and of the United States deposit fund. The interest on the last is appor¬ tioned to the towns according to population, while one-half of the town school money, if it does not exceed $1,200, or, if it does, one-third of it, is divided equally among the dis- 254 REPORT OF THE COMMISSIONER OF EDUCATION. tricts of such towns, the remainder to he divided among the districts according to the aggregate attendance of the children of school age during the previous year. Towns fail¬ ing to assess school taxes forfeit to the county a sum equal to double the amount required to be raised by such tax, to be recovered in the county court. No public money of any town is to be distributed to any school district employing a teacher without the certificate required by law, nor to any district whose register does not contain the certificate of the town superintendent. One or more schools must be maintained in each town for instruc¬ tion in the common school branches, including freehand drawing, history, and Constitu¬ tion of the United States, with special training in the geography, history, and govern¬ ment of Vermont. The school year consists of 2 sessions, each session of 10 consecutive weeks. A school maintained for not less than 30 weeks each year, having 4 or more departments, taught by 4 or more teachers, with an established course of study, and under one princi¬ pal, must be graded. A district may provide for high school studies if the number of children in it is so great as to require more than one teacher. Contiguous districts may form a union school for the benefit of the older children of such districts. A town may establish one or more high or central schools for advanced pupils in the several districts in the town and for such non-residents as may be admitted. When the tuition charged is not sufficient to pay the expenses, a tax may be assessed on the town to pay the defi¬ ciency. Unless otherwise instructed, every child in good health, between 8 and 14 years of age, must attend a public school at least 3 months in a year, the employment of such a child by a manufacturer being forbidden, unless the child has attended school 3 months dur¬ ing the previous year. Parents, guardians, and employers violating this law are liable to a fine of from $10 to $20. In counties where there is no normal school a graded school legally organized may es¬ tablish a department for the instruction and training of teachers, subject to the control of the State superintendent. Teachers must have legal certificates of qualification and make required reports to district clerks or forfeit the pay they would receive from public school funds. Town superintendents must report annually to the State superintendent and he biennially to the legislature. The State superintendent is required to hold annual county institutes when so requested in writing by 25 teachers in any county, not to exceed a term of 3 days, and, when not so requested, may act upon his own judgment. — (Revised school law.) GENERAL CONDITION. According to the census of 1880 the population of Vermont was 332,286; of the 264,052 persons over 10 years of age enumerated there were 12,993 who could not read and 15,837 who could not write. The superintendent reports that the school work of the last 2 years has been largely directed to dissipating this illiteracy by means of improving the common schools. As compared with 1881, there was a decrease of 646 in enrolment, of 1,928 in average daily attendance, of 38 in attendance in private schools, of 20 in school districts, 34 in public schools, and of 43 in teachers. The gains were 17 in teachers who had attended a Vermont normal school, of 76 cents in the monthly pay of men, and of $1.40 in that of women. With this general falling off, there was an increase of $29,226 in expenditures. The great work to be done is the improvement of the district ungraded schools, which six-sevenths of the scholars of the State attend, most of them attending no other. Among the causes to which the inefficiency of these schools is attributed are the decrease of native- born children, the gathering of the population around business centres, thinly populated rural districts, small schools and young scholars, the employment of cheap teachers, who are too young and totally ignorant of child nature, the neglect of school-houses and all their surroundings, and an indisposition to unite districts and thus secure good schools. With some exceptions the superintendent says the work of the ungraded district schools of the State is not satisfactory. Thirty years ago there were 70 academies and only 4 graded schools in the State. Since then the academies have decreased and the graded schools have increased and greatly improved, reporting in 1881 10,404 scholars, while in the high schools there were 1,818. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. OFFICERS. Burlington has a board of school commissioners of 6, 1 from each of the 5 wards and the city superintendent as president; Rutland, a board of education of 9 members, with a city superintendent. VERMONT. 255 STATISTICS. Cities. Population, census' of 1880. Enrolment in public schools. Number of teachers. Expendi¬ ture. Rurlington . 11,365 12, 149 1,584 40 $21, 906 ID, 928 Rutland . 2,585 65 ADDITIONAL PARTICULARS. Burlington reported the general condition of the schools during the year as good. Thoroughness characterized instruction and discipline was easily maintained. The en¬ rolment for every term was greater than that for the corresponding term of the preceding year, the increase for the winter term being 22; for the spring term, 77 ; for the fall term, 55. The report, though giving no statistics of average daily attendance, says that there was a slight gain in this and in the number of scholars having no absences. Tardiness was reduced 36 per cent. Teachers numbered the same as last year. A special teacher of music was employed. Writing and book-keeping are given particular prominence in the course of study. Great defects in language were found in the grammar schools, and oral lessons were made a part of the instruction in the grammar and intermediate grades. The two ungraded day and evening schools were said to be among the most in¬ teresting schools in the city. An important work was done by some of the teachers in arousing an interest among the scholars in good reading. Rutland for 1881-’82 reported 22 school districts and 45 common schools, enrolling 2,585, under 65 teachers, 5 men and 60 women; 15 of the teachers had attended a Ver¬ mont normal school. TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. By an act of the general assembly 3 normal schools were established in 1867, at Cas- tleton, Johnson, and Randolph, under the general control of the State superintendent and a board of trustees for each school. Two courses of study were prescribed for each, the first to cover 2 years, the second a year and a half. Each town in the State is entitled to a scholarship in any one of the schools, and for those filled the school receives $12 a half year. The schools are sustained by appropriations from the State, rents of grammar school lands, and tuition fees. State teachers’ certificates, good for 5 years, are issued to graduates from the lower course of these schools or graduates from the lower course of a training department of a graded school, and for 10 years to those graduating from the higher course of either. The State Normal School , Castleton, had 4 instructors, 82 normal and 43 other students, and 15 graduates, 9 of whom were teaching. The school, which was in session 40 weeks, had a library of 975 volumes and received from the State $1,936. The Johnson State Normal School had 6 instructors, 122 normal students, and 19 gradu¬ ates, all engaged in teaching. It reported a school year of 40 weeks, a library of 6,000 volumes, and an appropriation from the State of $1,784. The Randolph State Normal School reported 6 instructors, 270 normal students, and 43 graduates, 42 of whom were teaching. The school year occupied 40 weeks. The library contained 600 volumes, of which 100 were pedagogical works. All the normal schools gave instruction in drawing, but only in the Johnson school was freehand drawing taught. No special instruction in either vocal or instrumental music was given in any of them. TRAINING SCHOOL DEPARTMENTS OF GRADED SCHOOLS. In counties where there is no normal school a training school department for the in¬ struction of teachers may be organized in a legal graded school under the general direc¬ tion of the State superintendent, the certificates of graduation having the same power as those of normal schools. TEACHERS’ INSTITUTES. As the law requires, the State superintendent held a teachers’ institute, or teachers’ association, in every county in the State. Of these no special mention is made, except of those at Chester, Windsor County, and at St. Johnsbury, Caledonia County, which are said to have been of unusual interest; the attendance on the former was 110, and on the latter over 100 teachers. Besides these, up to J une, 1882, meetings were held in 43 towns. 256 REPORT OF THE COMMISSIONER OF EDUCATION. SECON DA R Y " I NSTRU CTION. PUBLIC HIGH SCHOOLS. For these schools no statistics have been reported for 1882. In 1881 there were 34 high schools, with 1,818 students, of whom 700 studied Latin or Greek or both, 117 graduated, and 59 fitted for college. The superintendent suggests that nine-tenths of these scholars would be better fitted for life had they studied science rather than the classics. He considers that, as the necessity of understanding science is imposed on the great majority of scholars, it must come to the front, the demand of the world to-day being for skilled labor. OTHER SECONDARY SCHOOLS. For statistics of business colleges, private academic schools, and preparatory depart¬ ments of colleges, see Tables IY, VI, and YII of the appendix, and for summaries of the same, the report of the Commissioner preceding. SUPERIOR INSTRUCTION. COLLEGES FOR YOUNG MEN OR FOR BOTH SEXES. The University of Vermont and State Agricultural College , Burlington (non- sectarian), gives instruction in the three departments of arts, applied science, and medicine, all the courses of the first two being open to young women on the same conditions as to young men. The department of arts comprises the usual academic courses in language, mathe¬ matics, physical sciences, mental, moral, and political philosophy, rhetoric, literature, and history. Applicants for admission to the academical department without examina¬ tion must bring certificates from preparatory schools whose courses of study fully meet the requirements of the university and they are on probation during the first term. Val¬ uable additions were made to the museum, library, and chemical laboratory. The graduating class of the engineering department aided in the purchase of a plane table for the use of this department. All male students are required to take part in military drill and instruction 2 hours each week, under an officer of the United States Army, detailed for that purpose. Middlebury College , Middlebury (Congregational), for young men, confines its instruc¬ tion to an extended classical course of 4 years. For admission its requirements are essen¬ tially the same as those of the State University for the same course. It reports a faculty of 10, with 38 students: 9 seniors, 11 juniors, 9 sophomores, and 9 freshmen. Of 15,000 volumes in the college library 1,000 were added during the year. The college has a pro¬ ductive fund of $140,000, yielding an annual income of $8,000, and property valued at $150,000. Lewis College , Northfield (non-sectarian), was removed from Norwich to its present location in 1866, and was liberally endowed by Colonel Lewis, whose name it bears. The college, with its scientific courses noted further on, offers courses in science and literature and in arts, the last of which is stated to be a full classical course answering to the usual academic course of the American colleges. Candidates for admission to this course must be at least 15 years of age, must give proof of good moral character, and must be examined in mathematics, English language, geography, history, Latin, and Greek. SUPERIOR INSTRUCTION OF YOUNG WOMEN. The Vermont Methodist Seminary and Female College, Montpelier, with a faculty of 10 professors and instructors, is authorized to confer degrees, and, while it admits both sexes to equal advantages, appears to be largely for young women. It is not fully col¬ legiate, but has courses such as belong to a good preparatory school. For statistics of this class of schools, see Table VIII of the appendix, and for a summary of same, the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The Slate Agricultural College of Vermont , Burlington, a department of the State uni¬ versity, continues to provide instruction in agriculture and related branches of chemis¬ try, in engineering, and in mining, leading to the degrees of PH. b., c. e., and M. e. A special winter course for young men who cannot leave their farms in summer and au¬ tumn is provided if not less than 10 signify their wish to attend. Among other topics treated are stock raising, dairying, fruit culture, road making, farm accounts, and bee culture. There was a large increase in this department during the year, the class in engineering more than doubling. VERMONT. 257 Lewis College requires for admission to its scientific courses of 4 years each an examina¬ tion in mathematics, English, geography, history, and Latin, with French, German, or advanced mathematics. For further statistics, see Table X of the appendix; for a summary of it, a correspond¬ ing table in the report of the Commissioner preceding. PROFESSIONAL. No theological or legal schools report from Vermont. The medical department of the University of Vermont, Burlington, reports a faculty of 10 instructors and lecturers, 1 demonstrator, 5 other instructors connected with the Mary Fletcher Hospital, and 8 professors on special subjects. Candidates for graduation must be 21 years of age, must have attended 2 full lecture courses such as are recognized by the American Medical Association, must have studied medicine 3 years with a regular physician or surgeon, must pass a satisfactory examination before the medical faculty and a board of examiners appointed by the State Medical Society, and present a thesis on some medical subject. The Mary Fletcher Hospital, whose grounds adjoin those of the university, affords ample opportunities for clinical study. SPECIAL INSTRUCTION. EDUCATION OF THE DEFECTIVE CLASSES. Vermont continues to educate its deaf-mutes, blind, and feeble-minded in the institu¬ tions of other States. From October, 1880, to October, 1882, there were 21 deaf-mutes in the American Asylurr at Hartford, Conn. , and 4 in the Clarke Institution, Northampton, Mass., at a cost of $7,120; at the Perkins Institution, Boston, 8 blind pupils, at a cost of $4,850; and at the Massachusetts School for Feeble-Minded Children, South Boston, 3, at a cost of $2,317. REFORMATORY TRAINING. The Vermont Reform School, Vergennes, in' its biennial report shows 631 inmates since opening, 149 boys and 26 girls during the 2 years, 35 of whom were committed and 18 returned. Of the 89 discharged, 18 were pardoned, 32 furloughed, and 26 placed out. In school the ordinary English branches were taught; in industries, housework and sew¬ ing were taught to the girls; seating chairs, shoemaking, and farming to the boys. Of the $41,413 expended for the 2 years, the earnings of the boys amounted to $6,535, in addition to the income from the farm. An appropriation of $10,000 was expended in enlarging the boys’ department. EDUCATION OF ORPHAN AND DEPENDENT CHILDREN. The only institutions for this purpose in the State are in Burlington and both are sup¬ ported by private contributions: The Providence Orphan Asylum (Roman Catholic) reported 10 instructors, 1,862 in¬ mates since opening, and 46 boys and 52 girls for the year. Children are received from 2 to 10 years of age and after instruction are placed out in good homes. In school they are taught the common school branches, industries, farming, and laundry and general house work. The Home for Destitute Children (non-sectarian) shows 14 instructors, 505 inmates since the beginning, and 40 boys and 24 girls for the year. Receiving children from infancy to 12 years of age, it trains them in the ordinary English branches in school, and in the industries of cane seating, laundry, and general housework. By the charter of the in¬ stitution no inmates of either sex are retained beyond the age of 18 and frequently they are placed in homes long before. The income of the home was $15,898, in part from a permanent fund of $62,000. EDUCATIONAL CONVENTION. TEACHERS’ ASSOCIATION. The thirty-second annual meeting of the Vermont State Teachers’ Association was held at Castleton August 9-11, 1882, President J. S. Cilley in the chair. It is said to have been a notable occasion. Castleton is at home with .educators, having for 96 years contained one of the prominent educational institutions of the State and for one- half of that time a medical college. ‘ ‘ The nobility of work ’ ’ was the first paper pre¬ sented. “ Institutes and institute work ” was then fully discussed. This was followed by illustrations of practical physics in common schools, showing that teachers with me¬ chanical genius may furnish their own apparatus for illustrating the lever, screw, pul¬ ley, siphon, atmospheric pressure, and for finding the centre of gravity, &c. The sub¬ ject of the best methods of teaching language was then considered, followed by a paper showing that since the advent of normal schools illiteracy in the State had. decreased, 17 E 258 REPORT OF THE COMMISSIONER OF EDUCATION. common schools had advanced under more competent teachers, and pupils were better prepared for life. 1 1 Woman’s opportunity’ ’ then engaged the attention of the association ; “Politics in school ” came next and was followed by a discussion of school supervision. The closing part of the session was taken up in discussing the State school system. President Hamlin, of Middlebury College, said he had searched the statute books for a system, but had failed to find one, Mr. Emerson exposed the defects of the system, and Professor Goodrich suggested the advisability of taking a sponge and wiping oiff the semblance of a system, so as to begin anew. Readings and music were among the exercises. Officers for the ensuing year were elected and the association adjourned. EDUCATIONAL BENEFACTIONS. GIFTS TO THE UNIVERSITY OF VERMONT. During the two years 1881 and 1882 the university received the largest individual gifts in its history. In 1881 John P. Howard, esq., of Burlington, gave $50,000, in one pay¬ ment, for the endowment of the chair of natural history, the surplus above the salary going to enlarge the cabinets and library. In 1882 John H. Pomeroy left by will $20, 000, endowing the chair of chemistry. In June, 1882, Hon. J. P. Poland, of St. Johnsbury, and John H. Converse, of Philadelphia, each established a scholarship of $1,000 to pay the tuition of indigent students. Another gentleman, whose name is withheld, gave $1,000 to increase the permanent library fund. Other valuable donations were made to the library, the museums, and chemical laboratory. In addition to all his other benefac¬ tions, Mr. Howard has undertaken, at his own expense, the reconstruction of the main college building, at an expense of $40,000. OBITUARY RECORD. HON. GEORGE PERKINS MARSH, LL. D. This eminent scholar, author, statesman, and diplomat was born in Woodstock, Vt., March 15, 1801. Graduating at Dartmouth College in 1820, he studied law at Burling¬ ton, Vt., and practised. In 1835 he was elected a member of the supreme executive council of the State. Having studied comparative philology, he printed privately a translation of Rask’s Icelandic Grammar in 1838. He was a member of Congress from 1842 to 1849, when he was appointed minister resident at Constantinople; went on a special mission to Greece in 1852; and travelled extensively in Europe, returning to the United States in 1854. He published in 1856 The Camel, His Organization, Habits, and Uses, Considered with Reference to His Introduction into the United States; served as railroad commissioner in V ermont 1857-1859. He delivered in 1859 a course of lectures on the English language (published 1861) at Columbia College, New York, and the win¬ ter of I860-’ 61 a second course on the same subject before the Lowell Institute at Boston. In 1861 he published a largely annotated edition of the first volume of Wedgewood’s Etymology and in 1862 The Origin and History of the English Language. He also wrote Man and Nature, 1864, which was reissued with important additions in 1874 with the title The Earth as Modified by Human Action. On the accession of President Lincoln in 1861, Mr. Marsh was appointed minister to the new Kingdom of Italy, “the first minister to the first king. ’ ’ He followed the Italian government from Turin to Flor¬ ence and from Florence to Rome. During the twenty-one years of his diplomatic service at the Italian court, his dispatches to the Department of State cover almost every month. They contain a most vivid and trenchant review and narration of contemporary public his¬ tory and personal anecdote, which prove not only Mr. Marsh’s conscientious and able discharge of duty, but to the future scholar and historian will afford an unequalled store¬ house of facts recorded in a style rarely equalled in such dispatches. In the later dec¬ ade of his service no place could have been found more to his mind or the duties of which he could have administered with less fatigue. He was widely known, univer¬ sally respected, and beloved by every one in the official Roman world from the King down. “ There was no American living who had anything approaching the personal prestige with the Italian government that Mr. Marsh enjoyed, and that not for the sake of his Government, but for his own. ’ ’ During all those years of active diplomacy, it is said, he never remitted his scholarly research nor the use of his pen. He was constantly gathering that valuable library which the munificence of a fellow townsman, Hon. Fred¬ erick Billings, has given to the university of his own State. His mental faculties were in clear activity to the end; his physical frame alone grew old. He died July 24, 1882, aged 81 years. — (Johnson’s Cyclopaedia and memorial discourse of S. G. Brown, D. D., LU. D.) CHIEF STATE SCHOOL OFFICER. Hon. Justus Daktt, State superintendent of education , Springfield. [Second term, December, 1882, to December, 1884.] VIRGINIA, 259 VIKCtSWEA. STATISTICAL SUMMARY. 1880-’81. 1881-’82. Increase. Decrease. POPULATION AND ATTENDANCE. White youth (5-21) - — - Colored youth (5-21) - .... Whole number of youth of school age. White youth in public schools - Colored in public schools - Total public school enrolment - - _ Average daily attendance (white) — Average daily attendance (colored) - _ Whole average daily attendance _ _ Whites studying higher branches Colored studying higher branches _ Pupils supplied with free text books _ 162, 087 76, 959 239, 046 92, 922 41, 565 134, 487 7, 530 609 5, 128 314, 827 240, 980 a555, 807 172, 034 85, 328 257, 362 97, 997 46, 907 144, 904 7, 164 665 5, 014 9, 947 8, 369 18, 316 5, 075 5, 342 10, 417 >6 366 114 SCHOOLS AND SCHOOL-HOUSES, Schools for white pupils - Schools for colored pupils. _ Whole number of public schools - Number of these graded - Average time of schools in days - School-houses owned by the districts School-houses built during the year _ Valuation of school property owned by districts. 3, 939 1,443 5, 382 234 117.5 2, 683 285 $1, 199, 333 4, 062 123 1,525 82 5, 587 205 251 17 118.2 .7 2, 691 8 249 $1, 346, 657 $147, 324 36 TEACHERS AND THEIR PAY. White teachers in public schools. __ Colored teachers in public schools _ Whole number of teachers _ Number of men teaching _ Number of women teaching _ Average monthly pay of men _ Average monthly pay of women _ 4, 465 4, 538 73 927 1, 059 132 5, 392 5, 597 205 3, 208 3, 181 2, 184 2, 416 232 $29 18 $29 47 $0 29 24 92 25 61 69 INCOME AND EXPENDITURE. Whole income for public schools _ 5$1, 335, 984 Whole expenditure for public schools 1, 100, 239 $1, 345, 542 1, 157, 142 $9, 558 56, 903 STATE SCHOOL FUND. Amount of permanent fund $1, 518, 845 a. According to the State census taken in 1880; according to the United States Census of 1880 the population between 5 and 21 numbered 585,042. b Including $221,669, balance on hand from previous year. (From report of Hon. R. R. Farr, State superintendent of public instruction, for the two years indicated.) STATE SCHOOL SYSTEM. OFFICERS. The State system of free schools is administered (1) by a superintendent of public in¬ struction elected by the general assembly for 4 years, (2) by a State board of education, consisting of the superintendent, the governor, and attorney general, (3) by county su- 260 REPORT OF THE COMMISSIONER OF EDUCATION. perintendents appointed by the board for 4 years and confirmed by the senate, and (4) by district school trustees and subdistrict school directors. OTHER FEATURES OF THE SYSTEM. The State schools are free to all persons of school age, but the law requires separate schools for colored pupils. Persons between the ages of 21 and 25 may be admitted on the payment of a tuition fee of $1 a month. The schools are supported by a State fund made up of the annual interest on a literary fund, a capitation tax not to exceed $1 on all voters, and a property tax of not less than 1 nor more than 5 mills on $1, as the gen¬ eral assembly may direct. County and district funds are composed of fines, penalties, and donations and a tax not to exceed 10 cents on $100. Telegraph and railroad companies are liable to a tax for county and school purposes. Cities and towns may levy for the support of public free schools a tax not to exceed 3 mills on $1 and a capitation tax not to exceed 50 cents for all school purposes. A school census is taken every 5 years, and the State funds are apportioned among the counties and cities by the State superintendent on the basis of the number of children of school age shown by this census. School districts, to receive State funds, must provide school-houses, furniture, &c. , and show that the schools have been taught 5 months during the year. The common English branches must be taught in every public school, but any district may admit instruction in any branches which qualify pupils for teaching or for college, on the payment of a fee not exceeding $2.50 a month for each pupil. County superintendents are required to hold at least one teachers’ institute in their respective counties each scholastic year. Teachers are expected to attend these institutes and are not to lose their pay should the time so occupied cover any part of the school term. GENERAL CONDITION. The State school census being taken only once in 5 years, that of 1880 is used for children of school age, but the enrolment and attendance have increased very largely. There were 17 more graded schools, and although fewer school-houses had been built than in 1881 8 more were owned by the districts and the value of school property in¬ creased $147,324. The superintendent of public instruction reports progress in nearly every item, but calls attention to the fact that 438 colored schools were taught by white teachers; he says these schools should be taught by competent colored teachers and that many more schools should be opened to accommodate the colored children. AID FROM THE PEABODY FUND. The State received $1,000 in 1882 from this source, with the stipulation that it should be used to defray the expenses of teachers’ institutes. KINDERGARTEN. Two schools of this class report for 1882: the American Kindergarten, Richmond, and Portsmouth Kindergarten, Portsmouth. The statistics of these schools will be found in Table V of the appendix. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. OFFICERS. All cities of 10,000 inhabitants must and all others may have a city superintendent of schools, appointed by the State board of education and confirmed by the senate. The school affairs of such cities are managed by a board of not more than 3 trustees from each ward. STATISTICS. Cities. Population, census of 1880. Children of school age. Public schools. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expendi¬ ture. Alexandria . 13, 659 7,526 15, 959 4,582 2,108 4,907 25 1,421 893 1,063 21 $16, 894 Danville . 16 515 16 6,335 21,196 Lynchburg . 37 2,182 1,524 1,396 1,182 34 Norfolk . 21,966 21,656 11,390 63,600 6,695 6,382 3,200 21,536 26 26 19,728 Petersburg . 29 2,106 1,010 1,532 31 18,948 Portsmouth . 14 575 14 8,999 Riohmond . 138 7,232 5,620 149 76, 181 ADDITIONAL PARTICULARS. Alexandria reported graded schools in 4 buildings, with 1,350 sittings, and an increase of 217 in enrolment and of 142 in average daily attendance, the enrolment being 27.30 per VIRGINIA. 261 cent, of the white school population and 36.30 of the colored. There were 140 white pupils and 42 colored studying in the higher grades. School property was valued at $26,500. Private and church schools had an enrolment of 1,100. Danville reported a decrease of 99 in its enrolment in public schools and an increase of 7 in average daily attendance, with a percentage of 49 of the white school population enrolled and of 37 of the colored. The schools were graded; 9 were for white pupils and 7 for colored, the latter being taught by white teachers. The white schools were open 10 months and the colored 9. Lynchburg reported 6 school buildings, with 35 rooms and sittings for 1,600. The enrolment had increased 310 and the average attendance 198. There were 57.3 per cent, of the white school population enrolled and 38.3 of the colored, with 102 white pupils and 5 colored studying the higher branches. Norfolk reported 18 white schools and 8 colored, taught 180 days by 18 white teachers and 8 colored. Seven buildings were reported, with 1,600 sittings. The number of pupils enrolled had fallen off 118 and the average daily attendance 13. The average monthly pay of men teachers was $83.88; of women, $54.13. Value of school property, $60,000. Estimated enrolment in private schools, 4,000. Petersburg reported an enrolment of 1,039 colored, an increase of 23 over 1881, with an average daily attendance of 784 white pupils and 748 colored. The schools were taught 9 months by 31 white teachers, including a writing master; at an average monthly salary of $86.25 for men and $45.37 for women. The white schools (4 in number) were graded as primary, grammar, and high, and 2 for colored ranked as primary and gram¬ mar. The superintendent reports improvement in all the schools. Portsmouth reported 3 buildings in which 13 primary schools were taught and 1 in which higher mathematics and Latin were taught. The enrolment increased 43, average daily attendance being the same as for 1881. The schools were taught 198 days by 4 men and 10 women (all white), with an average monthly salary of $72.05 for men and $38.05 for women. Estimated enrolment in private schools, 819. Eichmond reported 15 public school buildings (2 of them built during the year), con¬ taining in all 138 rooms, with 6,809 sittings, an increase of 260. Notwithstanding the increase of room, the enrolment had fallen off 43 and the average daily attendance 119. The schools were taught 173 days by 134 white teachers and 18 colored, at an average monthly salary of $85.03 for men and $41.38 for women. The per cent, of attendance in the 84 white schools was 93; that in the 54 for colored pupils, 96. TRAINING OF TEACHERS. NORMAL SCHOOLS. The normal schools reporting for 1881 are the Virginia Normal School, Bridgewater, organized in 1873; Hampton Normal and Agricultural Institute, organized in 1868; St. Stephen’s Normal School, Petersburg, organized in 1871 ; Virginia Normal and Collegiate Institute, Petersburg, established in March, 1882, and Richmond Normal School, organ¬ ized in 1867. The first named offered a 2-year course of normal training; Hampton, for colored and Indian youth, reported a 3-year normal course, 442 students, and 60 graduates, of whom 47 engaged in teaching; St. Stephen’s, for colored youth, under control of the Protestant Episcopal Church, offered a 3-year normal course, with 20 students, of whom 10 were graduated; and the Virginia Institute offered a 3-year normal course, but furnishes no statistics. The legislature appropriated to this much needed institution $100,000 for the erection of suitable buildings and $10,000 annually for its support. The city appro¬ priated $1,400 in 1882 for the Richmond Normal School, which is a part of the public school system of that city. There were 49 (colored) students, with 9 graduates, 8 of whom engaged in teaching. GENERAL TEACHERS’ INSTITUTE. While the laws of Virginia forbid the use of public money for institute purposes, the agent of the Peabody fund required that the $1,000 given to the State in 1882 from that fund should be devoted to institutes. Three normal institutes were held, at Salem, Farmville, and Petersburg, in August, 1882. The first two of these continued 10 days, the last two weeks, with a total attendance of 307 teachers. Lectures were delivered and instruction was given in the common English branches. Towards the close of the Petersburg institute the Virginia Teachers’ Association was formed, having for its object a closer union of teachers, and it is believed that if this is fostered great good will result. COUNTY INSTITUTES. Of the counties reporting, 44 held no institute, while 67 held 1 or more, Essex report¬ ing 17, Lynchburg 11, and Alexandria 10. The attendance of teachers was reported good in nearly all the institutes. 262 REPORT OF THE COMMISSIONER OF EDUCATION. EDUCATIONAL JOURNAL. The Educational Journal of Virginia, Richmond, a useful monthly publication, is devoted to the educational interests of the State, and in 1882 was in its thirteenth vol¬ ume. The general department was edited by Wm. F. Fox and the official by State Superintendent R. R. Farr. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. The State superintendent gives no definite information concerning high schools, but reports 7,164 white pupils and 665 colored studying the higher branches, a decrease of 310. The city of Alexandria reported 1 high school, with 45 pupils; Lynchburg, 3 schools, with 107 pupils, under 4 teachers; and Richmond reported 2 high school build¬ ings, with 14 rooms, 663 sittings for study, and 16 teachers, but did not give the num¬ ber of pupils. 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. For summaries of their statistics, see the report of the Commissioner preceding. SUPERIOR INSTRUCTION. UNIVERSITIES AND COLLEGES FOR YOUNG MEN. The University of Virginia, Albemarle County (non-sectarian), offers free instruction to residents of the State and 14 scholarships, good for one year, to successful candidates from any State at a competitive examination, 3 of these being added by the visitors in 1882. Thorough instruction was given in all the chief branches of learning. The courses of instruction are academical and professional: the former are in 2 departments, literary and scientific; the latter, in the 4 departments of medicine, law, engineering, and agri¬ culture. In the several departments there are 19 distinct schools, from which students may elect their course of study. For 1882 there were reported 326 undergraduates and 24 instructors. Of the 6 other institutions of this class reporting for 1882, Randolph Macon College, Ashland (Methodist Episcopal), Washington and Lee University, Lexington (non- sectarian), and Richmond College, Richmond (Baptist), arranged their courses of study in separate schools. Emory and Henry College, Emory (Methodist Episcopal), Hamp¬ den Sidney College, Hampden Sidney (Presbyterian), and Roanoke College, Salem (Lutheran), all reported preparatory departments and 4-year classical courses. Rich¬ mond reported gifts to the amount of $30,000 in 1882, from friends in Virginia, Georgia, and Northern States, for building purposes. Roanoke noted the sum of $4,000 from Northern States for current expenses. For statistics of the several institutions, see Table IX of the appendix ; fora summary of these statistics, the report of the Commissioner preceding. INSTITUTIONS FOR THE SUPERIOR INSTRUCTION OF WOMEN. For names and full statistics of institutions for the higher education of young women, see Table VIII of the appendix, and a summary thereof in the report ot the CommiSSioUer preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. Scientific instruction was offered in 3 of the regular colleges reporting for 1882: Emory and Henry College, Washington and Lee University, and the University of Virginia. The first had a 3-year course and a 4-year Latin scientific couise; the 2 universities, courses in civil engineering and general science, the last named adding schools of agri¬ culture, zoology, and botany of 2 to 3 years, with an experimental farm for practical in¬ struction. The special scientific schools reporting for the year are (1) the Virginia Agricultural and Mechanical College, Blacksburg, organized in 1872, free to resident students, with 1 year of preparatory study and a 3-year scientific course leading to the degrees of graduate in agriculture, graduate in mechanics, and bachelor of arts; (2) Hampton Nor¬ mal and Agricultural Institute, organized in 1868, for colored students, since opened to Indians also, offering a 4-year course, including elementary studies, agriculture, and engineering; and (3) the Virginia Military Institute, Lexington, founded ia 1839, which receives $15, 0U0 annually from the State lor the benefit of cadets who are unable to pay VIRGINIA. 263 their own expenses, and in which instruction was offered in architecture, civil and mining engineering, mechanical drawing, and natural sciences, in a 4-year course, with a special school of applied science for a graduate course. The Polytechnic Institute, New Market, continued its primary, preparatory, and 2-year scientific courses. For statistics of institutions of this class, see Table X of the appendix; for a summary . of them, the report of the Commissioner preceding. PROFESSIONAL. Theological instruction was given at Union Theological Seminary, Hampden Sidney (Presbyterian) ; Richmond Institute (Baptist) ; Theological Seminary of the Evangelical Lutheran General Synod South, Salem; and the Theological Seminary of Virginia, Theo¬ logical Seminary Post Office (Protestant Episcopal). A preliminary examination was required in these schools of candidates not college graduates, and all offered 3-year courses except Richmond, for colored students, which gave 2 years of preparatory study, 3 years of academic, and a 2-year course in theology. For statistics, see Table XI of the appendix to this volume. . Legal instruction was given in the law departments of Richmond College, the Univer¬ sity of Virginia, and Washington and Lee University. No examination was required for admission. All offer a 2-year course, which may be completed in one year, but stu¬ dents are advised to take the full course. For statistics, see Table XII of the appendix to Phis volume. - -j Medical instruction is given in the medical department of the University of Virginia in a graded course -of 2 years, which, however, may be completed in 9 months. This instfuction is given in schools of physiology and surgery; anatomy and materia medica; medicine, obstetrics, ffiid medical jurisprudence; and chemistry and pharmacy. The degree of M. D. or a diploma in pharmacy is conferred for satisfactory attainments. The Medical College of Virginia, Richmond, sends no report for 1882. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB AND THE BLIND. The Virginia Institution for the Deaf and Dumb and the Blind, Staunton, reported 101 pupils for the year, receiving instruction in the common school studies, with drawing and painting for the deaf and dumb. In the department for the blind there were 34 pupils studying the common and higher English branches, French, and vocal and instru¬ mental music. The employments taught in the institution wefe book-binding and printing in raised type, broom making, cabinet making, carpentry, cane seating, mat and mattress making, shoemaking, tailoring, printing, and painting; also, sewing, knit¬ ting, and bead work for the girls. INDUSTRIAL TRAINING. The Hampton Normal and Agricultural Institute , Hampton, for colored and Indian youth, gives the boys industrial training (in connection with school studies) in the saw mill and in wood working, farming, wheel wrighting, blacksmithing, engineering, machine knitting, painting, printing, shoe and harness making, carpentry, and tinning. The girls are taught cookery, sewing, tailoring, and general housework. All receive pay for labor according to proficiency, and a limited number of candidates failing to pass a sat¬ isfactory examination for admission to the junior class may be admitted to a students’ night class, the members of which work all day at fair wages and by study in the evening fit themselves to enter the following year. The Miller Manual Labor School, Crozet, endowed by the late Samuel Miller, com¬ bines industrial training with school studies. Printing, telegraphy, and farming in all its details are taught and a 3-year course in a machine shop is provided. The studies of the school embrace the common English branches, with French, German, Latin, chemistry, engineering, and music. The amount of the permanent fund is $1,200,000, with an income of $65,000 in 1882; expenditures for the year were $95,000. Enrol¬ ment, 100 boys, under 8 teachers. For statistics of orphan asylums reporting, see Table XXII of the appendix to this volume; for a summary of it, the report of the Commissioner preceding. CHIEF STATE SCHOOL OFFICER. Hon. Richard R. Farr, State superintendent of public instruction, Richmond. [Term, March 15, 1882, to Match 15, 1886.] 264 REPORT OF THE COMMISSIONER OF EDUCATION. WEST VIRGINIA. SUMMARY OF EDUCATIONAL STATISTICS. * 1880-’81. 1881-,v82. Increase. * Decrease. POPULATION AND ATTENDANCE. i White youth 6 to 21 _ 205, 087 8, 104 208, 178 8, 420 3, 091 Colored youth 6 to 21 _ 316 Whole number of school age 213, 191 141, 319 216, 598 3, 407 White youth enrolled _ 151, 098 9, 779 562 Colored enrolled _ 3, 884 4, 446 Whole public school enrolment 145, 203 155, 544 71 10, 341 3 Per cent, of school age enrolled-- _ 68 Average attendance _ _ : _ 91, 266 96, 652 5, 386 Per cent, of average attendance on 43 45 2 enumeration. SCHOOLS. Public ungraded schools 3,796 3, 920 124 Public graded schools _ 93 79 14 Public union schools _ 12 19 7 Public high schools- _ 11 10 1 Whole number of public schools.— __ Average term in days _ 3, 912 98 4, 028 99 116 1 School-houses, frame or log 3, 604 3, 738 134 School -houses, brick or stone 100 101 1 Whole number of public school-houses 3, 704 3,839 135 Number built during the year _ 167 177 10 Valuation of public school property— $1, 753, 144 $1, 823, 987 $70, 843 TEACHERS. Men teaching in public schools - Women teaching in public schools _ 3, 079 1,208 3, 045 1, 315 107 34 Whole number of teachers _ 4, 287 4, 360 73 Average monthly pay of men $27 96 28 70 $27 87 30 64 $0 09 Average monthly pay of women - $1 94 INCOME AND EXPENDITURE. Receipts for public schools - Expenditure for public schools - $855, 466 761, 250 $976, 682 879, 820 $121, 216 118, 570 STATE SCHOOL FUND. Permanent fund reported - $441, 947 $509, 305 Ok - 1 - . $67, 358 . . (From reports and returns of Hon. B. L. Butcher, State superintendent of free schools, for the two years indicated.) STATE SCHOOL SYSTEM. OFFICERS. A State superintendent of free schools, elected by the people for 4 years, has general control of public school interests; a board of the school fund, composed of the gov¬ ernor, State superintendent, auditor, and treasurer, manages, controls, and invests the public school funds; a board of regents : of the State Normal School, comprising the WEST VIRGINIA, 265 State superintendent and one person from each congressional district of the State, ap¬ pointed by the governor, has the government and control of the normal school and its branches ; and a board of regents of the West Virginia University, consisting of one person from each senatorial district, manages the affairs of that institution. Local school interests are supervised by county school superintendents elected by the people for 2 years, by district boards of education, and by subdistrict boards of trustees. A county board of examiners for each county, to examine and license teachers, is com¬ posed of the county superintendent, who is ex officio president, and 2 experienced teach¬ ers, the latter nominated by the county superintendent and appointed, for terms of one year, by the presidents of district boards. District boards comprise a president and two commissioners elected by the people for terms of 4 years, with provision for a change of one commissioner every two years. The district board appoints 3 trustees for each sub- district, who hold office for 3 years, 1 going out each year. ADDITIONAL PAETICULAES. Public schools are sustained from the proceeds of a State school fund and from district taxation. The State fund is derived from the sale of United States land warrants, an annual tax of 10 cents on the $100, a capitation tax of $1, fines, forfeitures, &c. , and the in¬ come of such bank stock and United States bonds as may be held by the State. Districts are required to raise a tax sufficient to provide schools at least 4 months in the year, but the amount so levied must not exceed 50 cents on $100 ; and any districts failing to raise the required tax may not receive their share of the State school fund. The latter is dis¬ tributed on the basis of the number of youth of school age in the State according to the latest enumeration, the salary of the State superintendent and other expenses of the office being first deducted from the amount. Teachers to be employed in public schools must have a certificate from the proper authorities. These certificates are of 3 grades, determined by the percentage attained on examination. Teachers must keep a daily register and make monthly and term reports to the district board, failing in which they forfeit the balance of pay due them. White and colored children are not allowed to attend the same school, but the law requires the establishment of a school for colored children in every district containing 15 or more colored persons 6 to 21 years old. Provision is made in the system for graded and high schools, teachers7 institutes, a State normal school and branches, and a State university. GENEEAL CONDITION. The statistics 4how an increase in the number of youth of school age, in public school enrolment and average attendance, in the number of schools taught and the amount of money expended for them, in the value of public school property, and in the amount of the public school fund. The latter had materially increased during the years 1881 and 1882; and the amount of public funds for distribution to the counties arising from the interest oh the invested funds, State school tax, and other sources was greater this year than ever before. V. The average school term throughout the State was one day longer than in 1881 and 10 more school-houses were built during the year. The percentage of enrolment and average attendance based on the enumeration increased during the year, although that of average attendance on enrolment fell off slightly. The latter fact is accounted for partly by the unusually wet winter, which made the numerous streams dangerous for the children to cross, causing also more than the average amount of sickness. Super¬ intendent Butcher says the general approval and generous aid given educational work by members of all professions and callings have been very gratifying. Newspapers and physicians are especially mentioned, the latter for instruction given to teachers in school hygiene and other subjects. A large number of newspapers gave the teachers a column each week, to be edited by the county superintendent or some of the teachers; others gave generously of their space for all educational news. AID FEOM THE PEABODY FUND. Assistance to the amount of $2,300 was afforded the public school interests from the Peabody fund, The Educational Journal receiving $200, normal schools $1,100, and teachers’ institutes $1,000. — (Report of trustees.) CITY SCHOOL SYSTEM. WHEELING. Officers. — A board of education of 3 members from each subdistrict, with a superin¬ tendent of the city school district, appointed by the board. Statistics. — With a total population of 30,737, according to the United States Census of 1880, Wheeling reports for 1882 9,986 youths of school age, 4,881 enrolled, and 4,330 in 266 REPORT OF THE COMMISSIONER OF EDUCATION. average attendance on public schools, under 92 teachers; about 1,000 attended private and parochial schools; 8 public school buildings furnished accommodations for 5,550 chil¬ dren. School property was valued at $240,680 and $90,025 were expended during the year for public school purposes. Additional particulars. — The year was one of advance in all departments of school work, bringing a better and higher public sentiment regarding the public schools. These were classed as primary, grammar, and high, the latter comprising 490 sittings for study and giving employment to 22 teachers. A fine school building was completed during the year. It was finished throughout in good style, well heated and ventilated, and cost nearly $40,000. TRAINING OF TEACHERS. STATE NORMAL SCHOOLS. The regents of the State Normal School report for 1881-’82, in the State Normal at Marshall College, Huntington, and its branches at Fairmount, Concord, West Liberty, Shepherdstown, and Glenville, a total enrolment of 617 pupils, of whom 37 were gradu¬ ated, the average actual monthly enrolment of normal pupils being 321. State appoint¬ ments to the normal schools for white pupils may be given to 600 persons, divided among the counties according to population. The minimum age for admission is fixed at-13 for girls and 14 for boys. It is the practice to allow persons attending under appointment to teach one term of school each year if they desire to do so. Stover College , for colored students, enrolled 230 pupils in normal and other depart¬ ments, 18 of them being State students. For the tuition of the latter, room rent, and books, $630 were appropriated by the State, in accordance with a law passed by the legislature in 1881, which provides that if possible there shall be each year arrange¬ ments made with some suitable institution of learning in the State for the training of colored school teachers, the number to be aided bearing the same proportion to the col¬ ored population that the number of white State students bears to the white population. OTHER PROVISION FOR NORMAL TRAINING. The State is entitled to 6 scholarships in the State Normal College, awarded by the trustees of the Peabody fund. Three of these had been filled at the date of the super¬ intendent’s report by appointment through him after a competitive examination of the applicants. A normal course of 3 years is furnished in West Virginia College , Flemington, special attention being given in the first two years to the branches taught in the public schools, the third year to collegiate branches. TEACHERS’ INSTITUTES. The institutes held during the year were well attended and well taught, and, it is thought, contributed materially to the general improvement going forward in the schools. There were 58 county institutes and 7 district Peabody institutes held (one of the latter being for colored teachers), with a total attendance of 4,699, the average attendance at all being 3,269. The whole expense for county institutes was $1,275; for district insti¬ tutes, $625. WEST VIRGINIA SCHOOL JOURNAL. This journal, published at Concord, Mercer County (in its second volume in 1882), has been found by the State superintendent to be of great service to the educational department. Official papers and announcements appear in it, as well as current infor¬ mation in regard to school affairs and many articles useful to teachers. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Free high schools, according to law, may be established in districts where they are considered necessary, and 10 such were reported in 1882 by the State superintendent, but without statistics, except as to the number of pupils studying different branches. These were: In algebra, 1,429; geometry, 136; philosophy, 348; physiology, 2§9; physi¬ cal geography, 213; rhetoric, 91; book-keeping, 74; botany, 301; and German, 303. OTHER SECONDARY SCHOOLS. For business colleges and private academic schools, see Tables lY and VI of the appendix; for preparatory departments of colleges, see Table IX; and for summaries, corresponding tables in the report of the Commissioner preceding. WEST VIRGINIA. 267 SUPERIOR INSTRUCTION. COLLEGES FOB YOUNG MEN AND FOB BOTH SEXES. West Virginia University , Morgantown (non-sectarian), heretofore comprising classi¬ cal, scientific, engineering, and military courses of study, each of 4 years, reports a change made in the arrangement of the studies in 1882 by the board of managers, who, acting upon the unanimous request of the faculty, abolished the curriculum and distributed the course into 10 independent schools, of which 8 are academic and 2 professional. Still the course of study has the same general scope as formerly: the degrees conferred con¬ tinue to be bachelor of science, bachelor of arts, and bachelor of laws. The change was expected to secure greater freedom in the selection of studies and to result in an eleva¬ tion of the standard of instruction and attainment. The academic schools as organized are: (1) metaphysics; (2) mathematics; (3) ancient languages; (4) modern languages; (5) English; (6) geology; (7) history; and (8) agriculture, chemistry, and physics. The pro¬ fessional schools are: (1) law and equity and (2) anatomy, physiology, and hygiene. There were 112 students enrolled during the year, all men. Bethany College , Bethany (Christian), open to both sexes, presents 3 separate complete courses, the classical, the scientific* and the ministerial, leading respectively to the de¬ grees of bachelor of arts, bachelor of science, and bachelor of letters, besides 3 special courses in engineering, physics, and chemistry, for which certificates only are given, and a thorough academic course of 2 years, which is preparatory to the regular collegiate. There is a special arrangement of studies for young women who prefer French and Ger¬ man to Greek, but all courses are open to them. West Virginia College , Flemington (Free Will Baptist), also open to both sexes, offers in its collegiate department 3 courses, classical, philosophical, and literary, leading to the degrees of A. B., PH. B., and lit. b. and requiring only 3 years for completion; also, select or partial courses for such as are not candidates for a degree. There is also a con¬ servatory of music, with a 3-year course in piano and vocal music; a military depart¬ ment, affording to the young men physical training and a knowledge of military science; and a normal department, with a 3 -year course of study. INSTITUTIONS FOB THE SUPEEIOB INSTEUCTION OF YOUNG WOMEN. Broaddus Female College, Clarksburg (Baptist), Parkersburg Seminary for Girls, Park¬ ersburg (non-sectarian), and Wheeling Female College, Wheeling (non-sectarian), all authorized to confer collegiate degrees, report over 150 pupils in collegiate classes dur¬ ing 1882. For further statistics, see Table VIII of the appendix, and for a summary, see the report of the Commissioner preceding. SCIENTIFIC AND PROFESSIONAL INSTRUCTION. SCIENTIFIC. The State university continues, as before the change in the arrangement of its curric¬ ulum, to provide facilities for scientific study, the scientific degree conferred being that of b. s. To obtain this, students must have graduated in the schools of metaphysics, modern languages, English, geology and natural history, agriculture, chemistry and physics, and mathematics. Bethany College presents a scientific course of 4 years, leading to the degree of bachelor of science, and a special course in engineering, for which no specified time is required. The branches included in the special course are land surveying, topographical surveying and drawing, levelling, profiling, mapping, descriptive geometry (with shades, shadows, and perspective), and road and railroad surveying. For statistics, see Table X of the appendix, and for a summary, see a corresponding table in the report of the Commissioner preceding. PEOFESSIONAL. Theological instruction is given in a 4-year ministerial course in Bethany College (Christian). The course comprises sacred literature, Greek, Latin, mathematics and astronomy, natural science, mental and political philosophy, belles lettres, sacred history, and moral philosophy. Legal instruction is given in West Virginia University in a 2-year course of' study, em¬ bracing common, statute, mercantile, constitutional, and international law, and equity. Twelve students were enrolled during 1882 and 2 were graduated. There is no full medical course reported; but the school of anatomy, physiology, and hygiene of West Virginia University aims to teach anatomy thoroughly and practically, providing subjects for dissection, and physiology and hygiene also practically by speci¬ mens, drawings, lectures, the use of the microscope, and other means. 268 REPORT OF THE COMMISSIONER OF EDUCATION. SPECIAL INSTRUCTION. EDUCATION OP THE DEAF AND DUMB AND THE BLIND. The West Virginia Institution for the Deaf and Dumb and the Blind, Romney, estab¬ lished in 1870, reports for 1882 an appropriation from the State of $27,000 and grounds and buildings valued at $80,000. There were 98 pupils under instruction, of whom 66 were deaf and dumb and 32 blind. The deaf and dumb are taught the English language, arithmetic, geography, history, grammar, and drawing; also, the employments of printing, tailoring, shoemaking, car¬ pentry, and cabinet making. Articulation has been taught, but the results were not practical and it was discontinued. The blind are instructed in the common school branches, higher mathematics, and music, besides mattress and broom making and chair caning. EDUCATIONAL CONVENTION. WEST VIRGINIA EDUCATIONAL ASSOCIATION. The State Association met at Kingwood July 11, 1882, and was called to order by State Superintendent B. L. Butcher. The first subject before the meeting was “What they do in the rural district schools.” It was discussed by several members, after which the association listened to an address delivered by Hon. C. J. Faulkner, on “ Education.” ‘ ‘ Teachers’ salaries ’ ’ was the next topic under discussion, in the course of which it was argued that good work cannot generally be expected of poorly paid teachers. In the even¬ ing an address of welcome was delivered by Joseph H. Hawthorn, county superintendent of Preston County, to which Mr. T. C. Miller, superintendent of the Fairmount graded schools, responded. ' The remaining papers read and discussed were ‘ ‘ Mental discipline vs. knowledge,” “ Professional training in normal schools,” “Local history,” and “ School hygiene,” the last by Dr. James E. Reeves, of Wheeling, and “Free textbooks for free schools.” W. L. Wilson, president of West Virginia University, gave a talk on the future of that institution, its possibilities, and the place it should occupy in the educational system of the State. After the adoption of resolutions and the election of officers for the ensuing year, the association adjourned, to meet in 1883 at Buckhannon. CHIEF STATE SCHOOL OFFICER. Hon. B. L. Butcher, State superintendent of free schools , Wheeling. [Term, March 4, 1881, to March 4, 1885.] WISCONSIN. 269 WISCONSIN. STATISTICAL SUMMARY. POPULATION AND ATTENDANCE. Youth of school age (4-20) _ Public school enrolment _ Average daily attendance _ Youth in private and church schools. Attending State normal schools _ In collegiate and theological schools. In State charitable and reform schools. SCHOOL DISTRICTS AND SCHOOLS. Number of school districts _ Number that lent books to pupils _ Ungraded State free schools _ ^ Graded, including high schools. __ _ Number of high schools _ Whole number of State tree schools __ Average term of school in days _ Town and district school libraries _ Houses for State free schools _ Value of all public school property.. Number of private and church schools. TEACHERS AND THEIR PAY. Number of men teaching _ Number of women teaching _ Whole number of teachers _ Average yearly pay of men in cities __ Average yearly pay of women in cities . Average monthly pay of men in coun¬ ties. *1 Average monthly pay of yomen in counties. Number of teachers in private schools. INCOME AND EXPENDITURE. Whole receipts for public schools _ Whole' expenditure for them _ EDUCATIONAL FUNDS. Public school fund - University fund - - - - Agricultural college fund _ 1 _ Normal school fund - - - 1880-’81. 1881-’ 82. Increase. Decrease. 491, 358 495, 233 3, 875 300, 122 303, 452 3, 330 190, 878 26, 252 20, 967 5, 285 1, 898 1,921 23 2, 971 2, 223 748 966 5, 645 5, 624 21 579 579 5, 369 5, 318 51 474 575 101 117 121 4 5, 843 5, 893 50 175.6 274 305 31 5, 754 5, 808 54 V $5, 522, 657 $5, 569, 962 $47, 305 465 420 45 2, 721 2, 456 265 7,198 7, 631 433 9, 919 10, 087 168 $902 82 $964 00 $61 18 ~ Hr - 348 72 349 00 28 r1 — — - — - — 35 39 38 91 3 52 25 21 25 40 19 «852 $2, 178, 219 $2, 870, 897 $692, 678 2, 279, 103 2, 132, 807 $146, 296 $2,790,214 $2, 790, 214 226, 797* 271, 940 1, 098, 467 a Nineteen counties not reporting. (From printed reports of Hon. William C. Whitford and Hon. Robert Graham, State superintendents of public instruction, for the two years indicated, with returns from the latter for both years.) 270 REPORT OF THE COMMISSIONER OF EDUCATION, STATE SCHOOL SYSTEM. OFFICERS. A State superintendent of public instruction is chosen biennially by the people; there are also county superintendents. Counties with more than 15,000 inhabitants may have two superintendents, and two counties appear to have availed themselves of this pro¬ vision. Ordinary school districts (which must not include more than 36 square miles) elect, at the first annual meeting of their resident voters, a district school board of 3 members, and each year afterwards one member in place of an outgoing one. Town¬ ship districts that by popular vote have abolished the district system have boards composed of the clerks of the former school districts, now made subdistricts, such clerks to be chosen by vote of the people of each subdistrict at their annual meetings. These boards elect from their own number a president and vice president, who, with a secretary elected at the same meeting (not necessarily from their own number), constitute an executive school committee, the secretary acting as supervisor of the schools. Free high schools have also boards of 3 members, except in cities not under county superintendents, where the city board acts as the high school board. Women are allowed to hold school offices below the State superintendency. OTHER FEATURES OF THE SYSTEM. The schools of the State are free to all the persons residing in the district who are between 4 and 20 years of age. Persons under or over this age may attend by consent of school boards, and children 6 to 15 years of age must, unless excused. The number of chil¬ dren 4 to 20 in each district is ascertained by an annual census taken by the district clerk, who must also report the number taught in the district school or schools during the preced¬ ing school year, the number over or under the school age that have been so taught, the time covered by such teaching, the names and wages of the teachers, the text books used, the moneys received and expended for school purposes, and such other facts and statistics as the State superintendent may require. The income of a considerable State school fund is distributed annually only to such towns and districts as send in through their clerks these required reports and show that they have raised towards the support of common schools at least half the amount last apportioned to them from the State fund, besides maintaining schools at least 3 months, and 5 months, if possible. If State funds be thus lost by any town or district through failure of the clerks to make report, the offending clerks are liable to suit for the recovery of the whole amount so lost. The teachers of all schools thus assisted by the State must have certificates of qualification for their work and must keep a daily register to show that work. To aid in acquiring the proper qualifications, there are county teachers’ institutes, free high schools, 4 State normal schools, and a State university. GENERAL CONDITION. The summaries of items in the State school work, given with great fulness in the State report for 1881, have been so reduced in the report for 1882 that a fair comparison of the two years is rendered difficult. From the figures given, however, it appears that there was progress on the whole. The increase in enrolment in the State free schools was more than five times as great as the increase of the year before, but the average daily attendance is not given for 1882. The 4 State normal schools increased their at¬ tendance by 23 students, but in private and church schools and in collegiate and theo¬ logical seminaries the figures given indicate a falling off of 6,033, so that the whole number under instruction for the year appears to have been considerably less than in 1880-’81. At other points the record is more favorable. Ungraded schools diminished; graded ones considerably increased. The whole number of State tree schools was 50 greater, with 54 more houses for them, the valuation of State school property being $47, 305 higher ; and private and church schools fell off 45. Teachers in State schools were not only more numerous (in some cases, it is true, from changes within the year), but they also upon the whole got better pay- CHANGES IN THE SCHOOL LAW. The only changes noted were (1) a requirement that the annual census of children of school age should be taken on the last day of May, instead of the last day of August; (2) that the annual meetings of school districts, formerly in July for those with graded schools and in September for all others, should be in all districts on the first Monday in June; (3) that high schools affording true high school training and having not less than 25 pupils should have the time for State aid extended from 5 to 10 years — all evident improvements. WISCONSIN. 271 KlNDEEGAETEN. For information as to 17 of these institutions in this State, see Table V of the ap¬ pendix. SCHOOL SYSTEMS OF CITIES WITH 7,500 OR MORE INHABITANTS. OEFICEES. Boards of education, termed in some cases school hoards, of differing numbers, hut all liable to partial annual change, have charge of city school interests, usually with the aid of city superintendents elected by the boards. statistics, a Cities. Population, census of 1880. Children of school age. Enrolment in public schools. Average daily at¬ tendance. Number of teachers. Expen¬ diture. Appleton . . . 8,005 3,168 1,815 1,183 32 $37,612 Fond duLac . 13, 094 5,076 2,039 1,329 40 20,294 Green Bay . . 7,464 2,681 1, 110 704 21 10, 978 Janesville . 9,018 3,632 1,648 1,144 42 15, 817 La Crosse . 14, 505 4,637 2,675 1,804 46 23,779 Madison ... . 10, 324 3,711 1,981 1,605 37 23,679 Milwaukee . . 115,587 42,094 18, 620 12,071 272 173,700 Oshkosh . . . . 15, 748 6,375 2,392 2, 215 54 28, 255 Racine . 16, 031 6,867 2, 566 1,812 52 34, 365 Sheboygan . . 7,314 3,440 1,200 726 20 10,849 Watertown . . . . . 7,883 3,361 1,134 780 22 10,510 a The statistics here given, except of average attendance, are from the city tables in the State report for 1881-’82. They differ in a few cases from those in Table II of the appendix, which are from written returns. ADDITIONAL PAETICULAES. All the cities named above had in 1881-’ 82, as previously, graded courses of instruc¬ tion, covering usually 10 to 12 years and including high school studies. In most of them pupils are enabled to fit themselves for college. Appleton reports 7 school buildings, with sittings for 2,000 pupils, containing 30 rooms for school use, all of which were supplied with blackboards, 8 with reading charts, 6 with globes, &c. The cash value of school apparatus was $1,200, or $400 more than last year, but that of sites and buildings was reported less than in 1880-’ 81. Teachers’ meetings, last reported as held semimonthly, were held weekly in 1882. Instead of the 4 private schools of 1881 there were 3, with the same number of teachers, but with 36 fewer pupils. Fond dn Lac reports its 19 school buildings all in good condition, with sittings for 3,800 pupils (1,000 more than in 1881), and its school rooms fewer, but all supplied with black¬ boards and dictionaries. There is no note of the 12 private schools reported the preced¬ ing year. Teachers met for consultation semimonthly. A school library of 282 volumes is reported. Green Ray had 5 school buildings, as before, with 1,000 sittings, accommodating imper¬ fectly 3 primary grades, 3 intermediate, 3 grammar, and 4 high. The valuation of its best school-house and site was $25,000; that of the 5, with apparatus, $51,900. There were 6 private schools, with 11 teachers and 509 scholars. Janesville held its 6 graded schools in as many school-houses, with seats for a few more pupils; its 32 or 33 school rooms were all supplied with needful apparatus; value of school property, $67, 150. The teachers held meetings twice a month. Three private schools had 265 pupils, under 7 teachers. La Crosse reported 11 buildings for its public schools (one more than in 1881, with 66 more sittings), its 34 school rooms supplied with blackboards and illustrative apparatus, valued, with sites, buildings, and furniture, including a library of 210 volumes, at $104,330. The teachers met semimonthly. There is no note of the evening school re¬ ported in 1881 nor of any private schools. Madison continued to report 9 school-houses, but rated their seating capacity 264 higher. All were said to be in good condition and well ventilated, with necessary conveniences, their 27 rooms being supplied with school apparatus worth $1,500. The valuation of its best school-house and site was $27,000; that of all, not including furniture or apparatus, $100,000. The schools all had 4 or more departments, and 2 Kindergarten were reported, with 2 teachers and 65 children, whether connected with the city system or not does not clearly appear. The city teachers held meetings once a week. Eight private schools had 180 days of session, under 16 teachers, but the attendance in them is not given. 272 REPORT OF THE COMMISSIONER OF EDUCATION. Milwaukee, with 26 public school buildings, as before, had rebuilt one, and valued its best, with site, at $52,000 ; it valued all, with sites, furniture, and apparatus, at $705,033 Night schools were held in 47 rooms, under as many teachers. A city normal school, with 2 teachers, had 14 pupils, all in daily attendance for the year. This was soon to be superseded by a State normal school in the city, for which the legislature had made provision. German, as well as music and drawing, entered into the courses of the public schools, all being taught by special teachers. The rooms for city schools num¬ bered 233, well furnished with school apparatus and appliances for aid in study. Two Kindergarten are reported, with 2 teachers and 227 pupils; also, 53 private or church schools, under 216 teachers, with 7,579 scholars. Oshkosh reports 9 school buildings, with 59 rooms, one building less than in 1881 ; the rooms the same in number, but with an estimated seating capacity 500 less; its school apparatus about the same as last year and rated at the same sum, $2,500. The entire school property was estimated as worth $146,500. Racine shows 9 school-houses, with 48 occupied rooms and 2,700 sittings, an increase of 1 in buildings, of 3 in rooms, and of 150 in seats for pupils. Five other rooms were used f9, 115 6, 080 4,127 167 100 115 150 175 $65 00 50 00 $54, 609 44, 840 9, 650 535 A verage daily atten d op. DISTRICTS AND SCHOOLS. Number of school districts _ Number of school-houses 183 16 Number of schools _ _ Average duration of schools in days. _ TEACHERS AND THEIR PAY. Whole number of teachers employed . Average monthly pay of men _ Average monthly pay of women _ INCOME AND EXPENDITURE. Receipts for public schools - Expenditure for public schools - 200 $60 00 50 00 $55, 004 46, 855 25 $395 2, 015 $5 00 a Nearly all the statistics here given, whether for 1881 or 1882, are incomplete, several of the coun¬ ties failing to report in either year. b United States Census of 1880. (From biennial report and returns of Hon. James L. Onderdonk, territorial superin¬ tendent of public instruction, for the two years indicated.) TERRITORIAL SCHOOL SYSTEM. OFFICERS. The territorial controller is ex officio superintendent of public instruction and county auditors are ex officio county school superintendents. Each county has a board of exam¬ iners and each district a board of 3 trustees. OTHER FEATURES OF THE SYSTEM. The public schools are sustained by the income of an irreducible and indivisible school fund, by a county tax of not less than 2 nor more than 8 mills on the dollar, by moneys arising from legal fines and forfeitures, and by fees paid by teachers for certificates ol qualification. The basis of distribution of the school moneys by the territorial treasurer is the number of children of school age (5-21) in each county, according to the last cen¬ sus report. Each county treasurer divides one half of this amount equally among the organized districts in the county, the other half to be apportioned per capita among the several districts in proportion to the children, irrespective of age, except in 2 counties, which have a different arrangement. Districts may levy special taxes for building or repairing school-houses, and, when the cost of repairs does not exceed $25, the trustees may levy a rate bill, to be collected from such patrons of the school as are able to pay it. No district or teacher is to receive any of the public school money if political or sectarian doctrines have been taught in the schools or books, papers, tracts, or documents of this character have been distributed. 294 REPORT OF THE COMMISSIONER OF EDUCATION, GENERAL CONDITION. The superintendent of public instruction, in his report for 1881 and 1882, speaks of the continued embarrassments in his work arising from the defects in the school system and lack of funds. Being only an ex officio school officer, with but little time for school work and with no salary as superintendent, his supervision of school interests is imperfect; and the same being true of the county superintendents, their supervision of schools is also defective. He calls attention especially to the absence of any provision for teachers’ institutes; to the lack of care in the selection of teachers; to the fact that the pay of teachers was too small to command good ones where most needed; that in many districts the school term was only 3 months; and that he was able to report but 2 graded schools. Under such circumstances, he says, true education is next to an impossibility. ADVANCED INSTRUCTION. NORMAL AND SECONDARY SCHOOLS, COLLEGES, ETC. There are no schools for normal, secondary, superior, or special instruction reported from this Territory. CHIEF TERRITORIAL SCHOOL OFFICER. Hon. James L. Onderdonk, territorial superintendent of public instruction , Boise City , Idaho . [Second term, February 21, 1881, to February 21, 1883.] INDIAN TERRITORY. 295 INDIAN TUMUlTOWY'd SUMMARY OF EDUCATIONAL STATISTICS. • 1880-’81. 1 1881-’ 82. Increase. Decrease. POPULAff&ST AND ATTENDANCE. Indians of the United States, exclu¬ sive of Alaska. Youth of school age in the Five Na¬ tions. Youth of school age among tribal In¬ dians. Enrolled in schools of the Five Na- 261, 851 262, 366 515 9, 315 38, 923 &34, 662 6, 183 5, 639 544 tions. Enrolled in schools of tribal nations. 8, 109 8, 755 646 Average attendance of Five Nations. _ Average attendance of tribal Indians . Number of Indians who can read, in¬ c3, 496 4, 976 5, 569 44, 132 1,706 593 44, 478 346 cluding the Five Nations. Number of tribal Indians tanght to read during the year. 1, 508 198 SCHOOLS. Boarding schools of Five Nations _ Day schools of Five Nations. _ 11 14 3 198 199 1 Boarding schools of tribal Indians — Day schools of tribal Indians. _ 68 73 5 106 105 1 Night schools of tribal Indians _ 2 Whole number of boarding schools. _ 79 87 8 Whole number of day and night schools. 304 306 2 TEACHERS. Teachers and employes among tribal Indians. Missionaries, not counted as teachers . EXPENDITURE FOR SCHOOLS. 368 570 202 184 210 26 Whole expenditure for education of Indians. $548, 824 $656, 417 $1Q7, 593 a As a matter of convenience all information respecting the education of Indians is, as far as pos-. sible, included under this head, except what has been given in regard to missionary work in Alaska, pages 278-282. b An understatement, several tribes not reporting, e All reporting except the Creeks. (From reports of Hon. Hiram Price, Commissioner of Indian Affairs, for the two years indicated.) SCHOOL SYSTEMS AMONG- THE INDIANS. OFFICERS. So far as can be ascertained, the school systems of the Five Nations are nearly the same. The Cherokees have a hoard of education, consisting of 3 persons of liberal literary attain¬ ments, appointed by the principal chief and confirmed by the senate, who appoint to each primary school 3 directors for local supervision. Among the Choctaws, Chickasaws, 296 REPORT OF THE COMMISSIONER OF EDUCATION. Creeks, and Seminoles there are superintendents of public schools, boards of education for general control, and for local supervision trustees who have charge of the schools in the districts into which the territory of each tribe is divided. Through the Commissioner of Indian Affairs, the Government continues to intrust the educational work among the tribal Indians (except in Alaska) largely to several relig¬ ious associations. The schools at Hampton, Ya.^ Carlisle, Pa. ; and at Forest Grove, Oreg., authorized by the Government, continue the training of large numbers of Indian youth of either sex, sent by the chiefs and headmen of various tribes. « OTHER FEATURES OF THE SYSTEMS. The Cherokees class their public schools as primary and high and provide for a male and female seminary, which are the high schools, and an orphan asylum. The board of education makes the rules for the government and studies of these schools, each of its 3 members having the supervision of 1 of the 3 districts into which the nation is divided. Each one is required to report the number of children of school age (7-21) in his district, number of each sex, their language and nationality, and number of orphans, and to visit semiannually all schools in his district. The board may establish industrial boarding schools. It must examine all applicants for the position of teacher. The school year has 2 terms, one of 20, the other of 16 weeks. Qualifications being equal, preference must be given to the applications of native teachers for places in the primary and high schools. Tuition is free only to children of citizens of the Cherokee Nation. Provision is also made for the establishment and support of asylums for the insane, indigent, blind, and deaf and dumb. The Choctaws have 6 national schools, of which 2 are academies and 4 seminaries for females, consisting of a specified number of youth from each district. The minor schools are called neighborhood schools, of which previous to 1881 there could be but 2 in a county, and these 8 miles apart. By act of 1881 this was repealed, and all districts in¬ cluding 10 Choctaw children of school age (7-18) are entitled to a neighborhood school. Among the tribal Indians there is yet no uniform school system, studies and methods of instruction being left with the missions to which the Government has largely com¬ mitted the work, the teachers employed being paid by the Government. It is becoming more and more apparent that the best method of training the youth of these tribes is to gather them into large boarding institutions, such as those now in suc¬ cessful operation. GENERAL CONDITION. The whole Indian population in 1882, exclusive of Alaska, was 262,366, with a school population of 43,977 as far as reported. There were enrolled in schools of all kinds 14,394, or under 33 per cent, of Indian youth in school. Of these, 5,639 were of the Five Nations and 8,755 of the tribal Indians. In total population there was a gain of 515 over 1881. The enrolment in the Five Nations shows a loss of 544; that of the tribal Indians, a gain of 646 and in average attendance of 593. The number of Indians who could read, includ¬ ing the civilized nations, fell off 346 as reported, while the number taught to read dur¬ ing the year in the uncivilized tribes was 198 higher than the number taught the year be¬ fore. Among both classes of Indians the number of boarding and day schools slightly in¬ creased. There was a considerable increase in the teachers and missionaries having charge of schools. The whole expenditure for Indian education increased $107,593 over 1881. These figures, with all concurrent reports, indicate a steady advance, especially among the tribal Indians, notwithstanding the usual embarrassments occasioned by the presence of white men. COMBINED EDUCATIONAL AND INDUSTRIAL TRAINING. Increased importance is being attached to the agency of industrial boarding schools. They have come to be regarded as the centre of Indian civilization and as doing pioneer work. In each of the reservation boarding schools the girls are trained in all the branches of household industry, in making and repairing garments, in kitchen, laundry, dining room, dormitory, and sewing room work, in doing which they receive as thorough and constant instruction in the art of home-making as in reading and writing the English language. Industrial training for boys is receiving more attention every year. During the last year, in connection with 57 reservation boarding schools, 1,245 acres of land were put under cultivation, and the crop amounted to 8,370 bushels of corn, 3,698 of oats, 11,683 of vegetables, 1,248 of wheat, 154 tons of hay, and other products in proportion. The teaching of trades is rapidly being introduced. Tailoring, blacksmithing, and harness making were already taught in 4 of these schools, shoemaking in 7, carpentry in 10, and raising and care of stock in 15. The success in industrial training at Carlisle, Hampton, and Forest Grove has greatly stimulated the efforts just mentioned. In these latter schools good work has been accom- INDIAN TERRITORY, 297 plished. during the year. Carlisle • numbered 284 pupils from 33 tribes; Forest Grove, 91 fromilO tribes; Hampton, 101 pupils. AtTCarlisle and Hampton the apprentices, in addition to the large amount of build¬ ing,' repairing, and furnishing required by the 2 schools, manufactured 253 sets of double harness, 13 wagons and 1 buggy, 2,000 pairs of shoes, and 14,125 articles of tinware. The apprentices to the trades of blacksmith, carpenter, printer, shoemaker, tinsmith, wheelwright, painter, butcher, tailor, saddler, and baker were 183, while the rest of the boys were trained to farm work. During the summer vacation 106 boys and girls were placed in private families, with, it is said, the most satisfactory results. The first grad¬ uates from Carlisle, consisting of 37 Sioux from Dakota and 35 from tribes in the Indian Territory, returned to their homes in July, 1882. Industrial work at Forest Grove is said to have met with unusual success, the black¬ smith and shoe shop having netted to the school $772, while the carpenter apprentices put up additions to the buildings and made necessary repairs and furniture for the school rooms. Practical lessons in farming were given. Several of the boys were employed by farmers in harvest fields, where they received the same pay as white men. During the year 18 boarding school buildings have been opened for the first time among 36,517 Indians of different tribes, and 10 more were to be opened among other tribes in 1883. The Episcopalians have for many years maintained among the Yankton Indians a flourishing boarding school for boys. The whole number of Indian youth to be educated, exclusive of the Five Nations, is estimated at between 45, 000 and 50,000. The cost of maintaining a youth at a reserva¬ tion boarding school is $150 a year; at a day school, $30. NORMAL AND SECONDARY TRAINING. In some of the more advanced schools of the Five Nations normal instruction is given. The seminaries of the Cherokees have normal departments. Hampton school had 30 In¬ dians in its normal classes. The Santee Normal Training School, Santee Agency, Nebr. (Congregational), St. Paul’s Boarding School, Yankton Reserve, Nebr. (Protestant Epis¬ copal), and several other schools under the same management give normal training to native teachers. CHIEF SCHOOL OFFICERS. These at last advices were reported to be as follows: FOR THE FIVE NATIONS. Hon. O. H. Brewster, president of the boardof education of the CheroJcees , Tahlequah , Ind. Ter . Hon. Benjamin Birney, school superintendent of the Chickasaws, Tishomingo, Ind. Ter. Hon. Edmund McCurtin, school superintendent of the Choctaws, Red Oak, Ind. Ter. Rev. John McIntosh, school superintendent of the Creeks, Eufaula , Ind. Ter. Hon. Thomas Cloud, superintendent of schools for the Seminoles, Wewoka, Ind. Ter . FOR OTHER INDIAN SCHOOL WORK. Gen. S. C. Armstrong, Hampton Normal School, Hampton, Va. Captr’R. H. , Pratt, Training School for Indian Youth, Carlisle, Pa. Lieut. M. C. Wilkinson, Training School for Indian Youth , Forest drove , Or eg. 298 REPORT OF THE COMMISSIONER OF EDUCATION. MONTANA. STATISTICAL SUMMARY. 1880-’81. 1881-’82. Increase. POPULATION AND ATTENDANCE. Youth of school age (4-21) a _ 9, 479 10, 484 1,005 Enrolled in public schools _ 5,112 6, 054 942 Average daily attendance b _ 2, 800 3, 558 758 DISTRICTS AND SCHOOLS. Districts _ _ _ . _ _ 144 155 11 (Traded school departments 9 9 Ungraded schools. _ 139 152 13 Total number of schools _ _ 164 189 25 Average term of schools in days _ 110 125 15 Public school-houses erected during’ 13 11 the year. Total number of school-houses _ 4 132 143 11 Valuation of school-houses _ $140, 250 $140, 758 $508 Private schools 16 10 TEACHERS AND THEIR PAY. Number of male teachers __ _ 59 64 5 Number of female teachers _ 118 127 9 Total number of teachers. _ 177 191 14 Average monthly pay of men _ $79 88 $75 74 Average monthly pay of women _ 57 47 64 20 $6 73 Average monthly pay of both _ 62 50 66 26 3 76 RECEIPTS AND EXPENDITURES. Receipts for public schools _ $94, 551 $104, 128 $9, 577 Expenditure for public schools _ 106, 687 Decrease. $4 14 a Basis of distribution of funds ; school age, 5 to 21. 6 Estimated in 1880- 81, and 3 counties not reporting in 1881-’82. (From reports and returns for the two years of Hon. R. II. Howey, territorial super¬ intendent of public instruction. ) TERRITORIAL SCHOOL SYSTEM. OFFICERS. Educational affairs are managed by a territorial superintendent of public instruction, county superintendents, and district boards of 3 trustees. The first is biennially ap¬ pointed by the governor and confirmed by the upper branch of the territorial legislature; the others are chosen by the voters of their respective counties or districts, county offi¬ cers for 2 years, and district boards for 3, with an annual change of 1 member. ADDITIONAL PARTICULARS. The schools are supported by money derived from a county tax of not less than 3 nor more than 5 mills on the dollar, from unlimited taxes voted by the districts, from various fines imposed by the courts, and from a fund arising from the sale of town lots previously reserved to provide for the erection and furnishing of school buildings. The county tax and the amount derived from legal penalties are distributed to the districts in proportion to their population 4 to 21 (Indians not under the guardianship of white persons being excluded), MONTANA. 299 provided the district has maintained school 3 months under a legally qualified teacher; that is, one who has obtained a county superintendent’s certificate, which may he of first, second, or third grade. GENERAL CONDITION. Though more fortunate than his brethren of the neighboring Territories in securing returns, the superintendent complains of the inaccurate and unintelligible way in which they are made up, and to remedy the evil he recommends that the reporting of statistics be made the business of the district clerk, with a penalty for the neglect of it. So far from being satisfied with the increase of 4 per cent, of enrolment on the population 4-21, the superintendent thinks that a compulsory law and reform schools would prove efficient instruments for increasing the small attendance. He urges the necessity of a high standard of qualification for teachers, a thing impossible of attainment under the present method of certification, and would have non-attendance on teachers’ institutes work a revocation of the delinquent’s certificate. The rate of taxation for the year was 3.7 mills, one-tenth of a mill less than the pre¬ ceding year, but, owing to the increased value of property, the decreased percentage yielded a larger amount than that obtained the year before. The average cost of the schools was also decreased from $3 a month per pupil to $2.45, notwithstanding an aver¬ age increase of $3.76 in the salaries of 191 teachers. Steps were being taken to prosecute two settlers who had located on the public school lands or were removing timber from them. CITY SYSTEM OF HELENA. STATISTICS. Although a school district and containing a population of only 3,624, the system of Helena is sufficiently advanced to warrant mention. Under a principal and 10 teachers the schools are all thoroughly graded and apparently thoroughly taught. Yocal music and drawing appear throughout the course and in the grammar grade there is the unusual feature of elementary Latin. In the 3 school buildings, which are valued at $40,000, were 600 sittings to accommodate a school population of 810 children^of whom 584 were enrolled, 424 in average belonging, and 390 in average daily attendance. The schools are furnished with chemical and philosophical apparatus and with the usual appliances of a well appointed school room, while to aid the teacher the library is supplied with educational works and current periodicals. The high school enrolled 41, graduating 1. TRAINING OF TEACHERS. NORMAL SCHOOLS. The only information received concerning instruction of this kind relates to the nor¬ mal course of the Helena high school, and no mention is made of pupils pursuing it. INSTITUTES. During the year county institutes were held in Deer Lodge and Lewis and Clarke Counties, both well attended and satisfactory, many well written papers being read and earnestly discussed. The superintendent complains that neither the law nor his appeals, with a few exceptions, have been of any avail in overcoming the indifference of county superintendents regarding institutes, and that when institutes are called the teachers who need them most invariably stay away. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. Although high schools are a part of the system, that at Helena is the only one ol which information has been received. The academic courses are scientific and classical, each of 4 years. OTHER SECONDARY SCHOOLS. For statistics of institutions of this class, see Table VI of the appendix, and for a sum¬ mary, see the report of the Commissioner preceding. SPECIAL INSTRUCTION. EDUCATION OF THE DEAF AND DUMB. One deaf-mute was maintained at the Missouri institution at an expense of $280 for the year. 300 REPORT OF THE COMMISSIONER OF EDUCATION. EDUCATIONAL CONVENTION. TERRITORIAL TEACHERS’ ASSOCIATION. This association effected a permanent organization at its meeting at Helena on August 1. Although not fully attended, the teaching force of the Territory was fairly represented. The next meeting of the association will be at Deer Lodge. CHIEF TERRITORIAL SCHOOL OFFICER. Hon. It. H. Howey, territorial superintendent of public instruction, Helena, [Term, 1881 to 188 NEW MEXICO. 301 NEW MEXICO. STATISTICAL SUMMARY.** 1880. POPULATION AND ATTENDANCE. Youth of school age - Number attending school Average daily attendance. SCHOOLS. Number of public schools. Average term in months _ Public school-houses - :. Number of sittings - Value of school property.. TEACHEES. Men teaching - - - Women teaching _ Whole number of teachers - Average monthly pay of teachers - - - INCOME AND EXPENDITUEE. 29, 255 4, 755 3, 150 162 5. 6 46 5, 580 $13, 500 128 36 164 $30 67 Receipts for school purposes. Expenditure for schools _ $32, 171 28, 973 a From the United States Census of 1880, being the latest statistics available. TERRITORIAL SCHOOL SYSTEM. OFFICEES. Whatever general officers the Territory of New Mexico may have provided for the schools that it maintains, their duties can be of little importance, since the ‘ 1 sole and entire management, supervision, and control” of the schools are vested in a county board of supervisors and directors composed of 4 members; one of these is the county probate judge ex officio, and the others, elected biennially by the people, must be 5-year resi¬ dents, heads of families, and owners of real estate. OTHEE FEATUEES OF THE SYSTEM. There is no school tax levied as such, but from the general tax of 1 per cent, one-fourth is reserved for educational purposes and, with a poll tax of $1, is retained in the county treasury to be disbursed at the option of the supervising and directing board. GENEEAL CONDITION. Education in New Mexico is by no means flourishing. The inhabitants seem to be divided into two hostile parties, the larger of which, composed of the older and Mexican element of the population, desires to perpetuate the existing state of things; the other party demands reform, and not only wants the schools relieved from direct ecclesiastical control, but made non-sectarian. The reforms advocated have thus far made little headway. As this Territory has no superintendent, reports no statistics, in fact has no territorial system, it is impossible to do more than note the unsatisfactory condition in which its public educational affairs are and probably will for some time continue to remain. Five private institutions for secondary instruction report for the year, the statistics of which may be found in Table .VI of the appendix. 302 REPORT OF THE COMMISSIONER OF EDUCATION. UTAH. STATISTICAL SUMMARY. 1880-’ 81. 1881-’82. Increase. Decrease. POPULATION AND ATTENDANCE. Youth of school age (6 to 18) Enrolled in district schools . _ Average daily attendance - 42, 353 26, 772 18, 682 43, 303 27, 216 17, 594 950 444 1, 088 SCHOOLS. Number of district schools - Average term of school in days Valuation of school property 395 140 $415, 186 139 $316, 462 1 $98, 724 TEACHERS. Men teaching in district schools. Women teaching in district schools. _ Whole number of teachers reported __ Average monthly pay of men - Average monthly pay of women _ 270 295 565 283 13 296 1 579 14 $46 43 . . . 26 03 . . INCOME AND EXPENDITURE. Total receipts for district schools _ $198, 876 Total expenditure for district schools. 199, 264 $188, 680 185, 538 $10, 196 13, 726 (From reports and returns of Hon. L. John Nuttall, territorial superintendent of dis¬ trict schools, for the two years indicated.) TERRITORIAL SCHOOL SYSTEM. OFFICERS. A territorial superintendent of district schools, elected for 2 years, has general charge of public school affairs. The local officers are county superintendents, elected by the people for 2 years, and district school trustees, elected for 3 years, with provision for an¬ nual change of one. There are also boards for the examination of teachers, comprising 3 members appointed by the county courts. OTHER FEATURES OF THE SYSTEM. Public schools are supported from a tax of 3 mills on $1 of ordinary taxable property, from taxation of railroads, sale of estrays, and a special district tax not to exceed 2 per cent, a year. The funds provided by the Territory are disbursed by the superintendent in proportion to the number of children 6 to 18 years of age, according to the annual reports of county superintendents. These officers must visit the schools at least twice in each year, examine the records of trustees, audit their accounts, and see that they are diligent in the discharge of their duties. They must keep accounts with the county treas¬ urers and embody a full statement thereof in their annual reports to the territorial super¬ intendent. District trustees must visit each school in their district at least once during each term, must take an annual census of the youth 6 to 18, and make report to the county superintendent, stating the condition of the schools. All failing to make such report are liable to prosecution on their bonds for neglect of duty, the amount recovered to go to the benefit of district schools. Teachers must report to the trustees at the close of each term. The territorial and county superintendents decide what text books are to ba used in the public schools, the territorial superintendent appointing a convention for this purpose. UTAH. 303 GENERAL'" CONDITION. The statistics show an increase of 950 in youth of school age and of 444 in the number enrolled in public schools, but a decrease of over a thousand in average daily attend¬ ance. The estimated value of public school property was reported §98,724 less than lor the previous year, the receipts and expenditures for public schools also showing consid¬ erable decrease. TRAINING OF TEACHERS. NORMAL DEPARTMENT. The principal provision in this Territory for the training of teachers is made in the normal department of the University of Deseret. The university receives §5,000 each year from the Territory to defray the expenses of 40 normal pupils for tuitiou, books, and use of apparatus, the incumbents being selected annually by the territorial superin¬ tendent from persons nominated by the boards of examination of the several counties. The course of study extends over 1 year, and students completing it receive certifi¬ cates which authorize them to teach in the common schools of the Territory without further examination. There were 41 normal pupils in attendance during the year and 16 graduates are reported. TEACHERS’ institutes. No information has come to hand in regard to the normal institutes held during the year. SECONDARY INSTRUCTION. PUBLIC HIGH SCHOOLS. There is no information regarding any public high schools in this Territory other than the academic department of the University of Deseret. ACADEMIES AND SEMINARIES. For statistics of academies and seminaries reporting, see Table VI of the appendix, and for a summary, see a corresponding table in the report of the Commissioner preced¬ ing. SUPERIOR, SCIENTIFIC, Af D PROFESSIONAL INSTRUCTION. UNIVERSITY OF DESERET. The University of Deseret is the only institution for superior instruction reporting, and this is a college only in name, its students being all academic and normal. The number in attendance during 1881-’82 was 193, of whom 85 were young women. — (Re¬ turn.) There are no institutions for scientific or professional instruction. CHIEF TERRITORIAL SCHOOL OFFICER. Hon. L. J OHN Nuttai/l, territorial superintendent of district schools, Salt Lake City . [Term, August, 1881, to August, 1883.] 304 REPORT OF THE COMMISSIONER OF EDUCATION. WASHINGTON TERRITORY. STATISTICAL SUMMARY. — ? 1880-’81. 1881-’82. Increase. Decrease. POPULATION AND ATTENDANCE. 23, 899 14, 754 11, 275 536 464 444 38 10 100 <4161, 309 149 205 &443 $52 56 37 50 $127, 609 SCHOOL DISTRICTS AND SCHOOLS. Districts in which schools have been taught. Dn LI ip school -houses Public school-houses built during the year. Graded schools _ _ 15 5 Average term in rin.ys Estimated value of school property. TEACHERS AND THEIR PAY. mhp teac.bin or _ __ _ Women teaching _ _ _ Whole number of teachers _ _ _ Average monthly pay of men _ Average monthly pay of women _ INCOME. Total receipts for public schools _ • ' a In 1879-’80. b Includes 89 the sex of whom is not reported. (From report of Hon. J. S. Houghton, territorial superintendent of public instruction, for 1881.) TERRITORIAL SCHOOL SYSTEM. OFFICERS. The chief school officers are a territorial superintendent of public instruction, ap¬ pointed for 2 years by the governor and confirmed by the legislature, and a territorial board of education, composed of the superintendent and one person from each judicial district, appointed by the governor for 2 years. County officers are superintendents, elected by the people for 2 years, and boards of examination for teachers, comprising the county superintendent and 2 teachers chosen by him, who must be holders of the highest grade of certificate. District school affairs are in the hands of a board of 3 directors elected for 3 years, one being changed each year, and a district clerk. Women are eli¬ gible to school offices and may vote at school meetings. OTHER FEATURES OF THE SYSTEM. Public schools must be taught by qualified teachers at least 3 months during the year; the schools must teach the common English branches in the English language and be open free to all residents 5 to 21 years old. Attention must be given to the cultivation of manners and morals, to the laws of health, physical exercise of the pupils, and to the venti¬ lation and temperature of the school room. Teachers must keep a register and make an annual report to the county superintendent or forfeit the last’ month’s pay. In order to be paid from public moneyAthey*must*hold*certificates*fromtthe*c National Government should give it. A practical result of this meeting was the organization of a national education committee to urge on Congress the need of annual aid to supplement the work of the public schools of the various States and Territories, so that illiteracy may be overcome. Letters were read from many prominent men indorsing the object of the meeting. The Commissioner of Education, General John Eaton, gave a stirring address on “The nation the only ade¬ quate patron of education,” and Dr. II. R. Waite, one on “ The relations of illiteracy to suffrage. ’ ’ General James F. Rusling, of Trenton, spoke on the education necessary to the state, and others on the philosophy of education and on the illiteracy of the white people of the South. The evening session was devoted to education in Alaska and the training of Indians. On the second day the education of the colored people, the rela¬ tion of education to the church, and national aid for illiteracy were taken up. Senator Blair earnestly advocated such aid as will stimulate home effort. Resolutions were adopted in favor of presenting a memorial to Congress in regard to the need of aid from the nation. A constitution for permanent organization was presented and adopted. A letter in regard to the objects of the meeting, from Hon. H. M. Teller, Secretary of the Interior, was read, and after the usual transaction of business the meeting ad¬ journed. — (New-England Journal of Education.) AMERICAN INSTRUCTORS OF THE DEAF AND DUMB. The tenth annual meeting was held at the Illinois Institution for the Instruction of the Deaf and Dumb, Jacksonville, August 26-30, 1882, Dr. E. M. Gallaudet presiding. Nearly all the papers bore upon living questions, and the discussions which followed them were pertinent and suggestive. Although the question of articulation came up, less time was given to it than at any other recent conference of instructors of the deaf. The papers covered such subjects as the religious education of deaf-mutes, what deaf-mute instruction in the United States owes to the American Asylum and its early instructors, the physical training of deaf-mutes, the value of experience in our school work, the Grube method of teaching arithmetic, the mental life of deaf-mutes as related to their education and care, deaf-mute education in Minnesota, the preparation of advanced pupils for colleges, the necessity of a more systematic instruction, institution libraries, compulsory education, &c. Many of these papers were freely discussed. After the reading of obituary notices and the usual business arrangements the association adjourned. — (Annals of the Deaf and Dumb and report of the proceedings.) AMERICAN PHILOLOGICAL ASSOCIATION. The fourteenth annual session of this association was held at Cambridge July 11-13, 1882, the president, Prof. F. D. Allen, of Cambridge, in the chair. The secretary reported the association in a better financial condition than ever before. The report of the committee, which, in conjunction with a committee of the American Association for the Advancement of Science, presented a memorial to 430 colleges, asking them to abstain wholly from conferring degrees honoris causa, was accepted and the committee continued. In the afternoon session papers were read by Prof. J. B. Sewall, of Braintree, on ‘ ‘ Pecul¬ iarities of the letters as they appear in early colonial records; ” by Prof. C. H. Toy, of Harvard, on “ Semitic personal pronouns; ” and by Prof. William D. Whitney, of Yale, on “ Further words as to surds and sonants ” and on “The law of economy.” At the evening session President Allen read his annual address, which was on ‘ ‘ The influence of the University of Leyden upon modern philology.” On the following morning Prof. F. A. March, professor of Anglo-Saxon in Lafayette College, Pennsylvania, read a paper on the early poem of “Beowulf,” which he represented as the picture of a singular world. Its characters are strange to us, the action goes on in the midst of a strange nature; some explanation of its strangeness was reached in examining the manner in which its effects on the different senses are presented. The next paper was by Prof. A. C. Merriam, of Columbia College, on “Alien intrusion between article and noun,” in which he stated that in most languages only attributive words or phrases are admitted between the article and its noun, but the Greek admits alien words and clauses of all kinds, with the exception of the particles, under the strict application of the law that an attributive must also be present and precede the alien element. Rev. J. Colver Wightman followed with a paper on “ The form and significance of the aorist tense in Greek. ” Other papers for the day were on the quantity of Latin prosody, the influence of Latin syntax on Anglo-Saxon gospels, the use of the phrases “ two first” and “first two, ’ ’ and a discussion of surds and sonants. The last day was devoted to papers on ‘ 1 oy P v with the future prohibitive,” “Cyclops,” and “The smile of Aphrodite,” “Ini¬ tial P in Gothic and Anglo-Saxon,” and “ Indo-European «case system.’-7 The society 314 REPORT OP THE COMMISSIONER OF EDUCATION. pledged itself once more to the cause of bettering English spelling, in which it is sup¬ ported by the spelling reform associations of this country and Great Britain. — (Boston Daily Advertiser. ) SPELLING REFORM ASSOCIATION. The sixth annual meeting of the Spelling Reform Association was held at Harvard University, commencing on July 13. The annual reports and letters afforded much en¬ couragement to the members present, showing as they did a deepening interest in the reform. The most important work of the meeting was the adoption of a form of pledge proposed by the secretary and after full discussion adopted by unanimous vote. This form covered the following simplified spellings: to use the forms program, favor, &c. ; tho, thru, gard, catalog, ar, giv, definit, &c. ; f for ph, t for d or ed final when sounded as t; drop silent e after a short vowel; when a word ends with a double letter omit the last; use all changes recommended by the American Philological Association; use com¬ plete phonetic spelling. A choice was given to the signers to declare in favor of any of the above rules. Each person signing the pledge writes after his name the number of the regulations which he intends to follow, to indicate how far he intends to carry out the reform. The action of the Philological Association in pledging itself to the cause of Eng¬ lish reform spelling did much to encourage the reformers. The officers for the ensuing year were chosen and the meeting adjourned. — (New-England Journal of Education.) AMERICAN SOCIAL SCIENCE ASSOCIATION. The association was called to order at Saratoga, September 4, 1882, by the president, Dr. Francis Wayland, of Yale College, who in his opening address stated that the public mind is disposed as never before to consider the problems of social phenomena with fear¬ less independence. The secretary, F. B. Sanborn, presented his yearly report, which con¬ tained a statement of some general considerations and special conditions that make it incumbent on the members of the association to maintain the study of social science in America and which encourage them to think that their studies and labors in former years have not been altogether in vain. On September 5, Dr.W. T. Harris discussed the subject of education in its broadest signification. Miss Alice Fletcher presented an ab¬ stract of a paper on ‘ 1 Civilization of American Indians’ ’ and Dr. H. L. Wayland one on progressive spelling. Both of these papers were fully discussed. The evening lecture was by Rev. A. D. Mayo, on ‘ 1 State aid to education. ” He was followed by Professor Gold- win Smith, who spoke briefly on state aid given to education in England and France. He deprecated interference by the General Government in local affairs. Dr. W. T. Harris in reply maintained that under the pending bill in aid of education there need be no fears of interference. On September 6, Dr. Walter Channing, of Boston, spoke on boards of health, and Dr. Henry Baker, secretary of the Michigan board of health, continued the subject. Dr. A. N. Blodgett followed with a paper on the management of chronic ine¬ briates and insane drunkards, which paper was discussed by Professor Wayland, Judge A. P. Peabody, and Rev. I. S. Prime. Dr. E. M. Hunt, of the New Jersey board of health, and Dr. D. F. Lincoln presented papers on sanitation. After the election of officers Miss Clara Barton read a paper on ‘ ‘ Relief associations. ’ ’ The opening paper on the follow¬ ing day was by T. Bacon, of Rochester, N. Y., on £ ‘ Professional ethics,” which was briefly discussed in the affirmative. Disfranchisement for crime was treated by Messrs. James F. Colby, of New Haven, and Carroll D. Wright, chief of the Massachusetts bu¬ reau of statistics. A paper on “ Local government in the West” was read by Mr. Ed¬ ward W. Bemis, of Springfield, Mass., and Rev. Washington Gladden, of the same city, closed the day with an interesting paper on “Unsocial forces.” The last day, Septem¬ ber 8, was mainly devoted to reports on factories. — (Journal of Education.) NATIONAL CONFERENCE OF CHARITIES AND CORRECTIONS. The report of the proceedings of this body for 1882 has not reached the Bureau. APPENDIX. STATISTICAL TABLES RELATING TO EDUCATION IN THE UNITED STATES. 315 1 2 3 4 5 6 7 8 9 10 11 12 ]3 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 REPORT OF THE COMMISSIONER OF EDUCATION. ble I. — Part 1 .—Statistics of the school systems of the States and Territories, showing > . ^3 © ti 14 114,527 56, 291 107, 177 18, 488 677, 041 cl7, 439 24,923 164, 180 452, 485 305, 513 253, 688 162, 017 /149, 226 <745, 626 111, 188 83, 189 235, 739 c263, 775 697, 532 136, 315 c260, 540 66, 027 5, 286 43, 996 113, 532 569, 471 132, 546 483, 232 27, 347 Z611, 317 «29, 390 101, 816 ,7*180, 509 60, 259 47, 772 144, 904 96, 652 7*190, 878 g2, 847 c8, 530 7*20, 730 7*4, 127 3, 558 c3, 150 17, 594 clO, 546 cl, 920 1,792 270 1, 260 174 1 2 6 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 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 i Estimated. j In 1881. k This is the age for distribution of school funds ; for free attendance it is 6-21. I Average number of pupils. m Inclusive. n Includes evening school reports. 0 This report, excepting that of scholastic population, is only approximately correct, many coun¬ ties and cities failing to make returns to the secretary. ^ 6 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 al 51 cl d'i cl REPORT OF THE COMMISSIONER OF EDUCATION. Table I. — Part 1. — Statistics of the school systems of the States and Territories, shots States and Territories. PUBLIC SCHOOLS. SCHOOLS OTHElt THAN rUBLIC. Number of school rooms exclusive of those used only for recitation. Number of school rooms used exclusively for recitation. 1 Average duration of school in days. Schools corre¬ sponding to pub¬ lic schools below high schools. Schools corre¬ sponding to pub¬ lic high schools. Pupils. Pupils. Male. Female. Male. Female. 1 15 10 17 IS 19 20 21 79 155. 4 100 179. 66 £153 6791 . | . ’| . | . <19 ‘rqqi gh512 <7/i150 | 16, 108 | 3, 382 65 150 133 142 114 0102 100 117 199 178 148 98 75.5 87 111 146 96. 27 192 176 62.5 155 90.6 153. 78 184 80 73 U'92 126.5 118.2 QQ *175. 6 0109 17, 196 /67 3801 3, 001 (12] 852) /MR 0081 13, 110 6, 468 65 Louisiana ................. Maine ..................... Maryland . . Massachusetts . . . /an 8671 Michigan. . . /90’ 6771 Minnesota. . . . ’ Mississippi _ Missouri .................. 8,537 3, 269 V Nebraska . . . . 50 Nevada...... ............. 361 New Hampshire ...... 2, 644 £3, 495 (4, 275) ui sftm New Jersey _ £66 New York ................. (?155 ,969) North Carolina............ Ohio _ 16, 834 (16,294) /*7 (2, 343) 3941 Oregon . . . Pennsylvania ............. (£34, 624) In 6. 9641 Rhode Island............ .. 833 72 South Carolina ............ . I . | £1, 516 1 £1, 217 1481 Tennessee. ................ 126 Texas . . Vermont ... _ ■ Virginia . . 010, 291 010, 906 0l, 772 02,723 "West, Virginia _ _ 4, 351 6, 646 0101 56 Wisconsin _ _ _ /20 967) l.„w . Arizona ................... 1 . 1 . 1 Dakota . . 1 . 1 . ! District of Columbia _ £382 £13 £190 £150 125 //m5. 000) Idaho _ ...... _ ... . | . . Montana . . 190 0 /143) 0 0 New Mexico . . . . Utah . 139 Washington . . . Wyoming . . Indian: Cherokeos _ _ _ _ _ 180 180 200 180 180 Chicka saws _ .... Choctaws _ Creeks . . . Seminoles _ \ >r white teachers ; for colored teachers the av¬ erage salary is $21.88. eludes 88 of whom the sex is not reported. >tal number of census children attending pri¬ vate schools. le average salary of male teachers in graded schools is $100.97; in ungraded schools, $54.52; For female teachers the salaries are, respec¬ tively, $67.39 and $50.02. amber employed in winter, limber employed in summer. g In 1880. h For white schools only. i Includes 56 colored teachers, sex not reported. j The average monthly salary for colored teachers is $22. £ In 1881. I Includes 62 of whom the sex is not reported. m For white schools in the counties ; the average for teachers in graded schools for whites in the cities is $71*25; in public high schools, $88.97. n Estimated. STATISTICAL TABLES. 319 ing the school population, enrolment, attendance, duration of schools, fyc. — Continued. SCHOOLS OTHER THAN PUBLIC. Teachers in said schools in all grades. Teachers. Male. Female. Whole nnmber of teachers em¬ ployed in public schools during the' year. Number of teachers neces¬ sary to supply the public schools. Average salary of teach¬ ers per month in public schools. Male. Female. Total. Male. Female. 24 25 26 2? 38 39 2, 938 1, 626 4, 564 (c<$21 L 52) 1 1, 977 441 &2, 501 2 i; iso 2, 621 3, 777 $79 67 $64 48 3 270 630 900 721 (d) (d) 4 e617 / 2, 503 3, 120 63 44 35 94 5 £222 7i305 i583 hj 31 49 7y'27 56 6 678 448 1, 126 7 (6, 551) 6, 351 g50 00 y30 00 8 8, 076 14, 225 22, 301 19, 649 46 86 37 76 9 7, 274 5, 985 13, 259 £38 40 £33 20 10 6, 044 16, 037 22, 081 13, 175 35 20 27 46 11 3, 342 4, 808 78, 212 7, 262 31 42 24 95 12 4,195 2, 715 6, 910 (m23 ! 87) 13 773 811 1, 584 (31 50) 14 (7, 797) 7, 797 37 39 22 40 15 1, 220 1,977 3, 197 w3, 000 n40 00 «40 00 16 1, 079 7, 858 8, 937 7, 571 102 90 34 32 17 3, 887 10, 580 14, 467 41 56 27 44 18 el, 625 /3, 338 4, 963 36 50 28 50 19 (5, 253) 5, 253 (29 10) 20 6, 028 5, 776 oil, 826 44 00 ! 38 00 21 1, 862 3, 507 5,369 w5, 000 n31 50 W29 34 22 54 148 202 101 59 76 73 23 477 3, 117 3, 594 3, 594 36 45 22 36 24 911 2, 594 3, 505 56 96 33 41 25 7,123 24, 110 31,233 20, 902 (43 28) 26 3, 586 1,587 5,-173 6,243 (r24 11) 27 11, 086 13, 049 24, 135 17, 117 39 00 29 00 28 662 750 1, 412 43 95 31 63 29 9, 051 12, 778 21, 829 . ... . 35 12 28 89 30 u258 vl, 052 Vl, 310 t’1,085’ 77 44 43 53 31 1,940 1,473 3, 413 26 00 23 97 32 4, 083 1, 604 5, 687 (24 65) 33 3, 767 1, 270 5, 037 (x) (X) 34 653 3, 723 4, 376 30 52 18 24 35 3,181 2, 416 5, 597 5, 587 29 47 25 61 36 3, 045 1, 315 4, 360 4, 360 27 87 30 64 37 2, 456 7, 631 10, 087 7, 093 1/38 91 y25 40 38 44 82 126 £84 0G £68 19 39 346 687 1,033 33 00 26 00 40 £35 £425 £460 £91 13 £61 27 41 (200) 200 60 00 50 00 42 64 127 191 200 75 74 64 20 43 2128 236 2164 (230 67) 44 283 296 579 46 43 26 03 45 149 205 aa443 46 231 239 270 (260' 23) 47 48 66102 6613 6659 6628 667 23 33 (1, 203) 698 | 1, 091 (608) (£522) 130 jp94 180 2?67 (228) J — - (tl, 099) £55 I £70 (1, 029) gl, 132 12 o Includes 22 of whom the sex is not reported. p In schools corresponding to public high schools only. q In normal schools, academies, and private schools. r For white teachers ; for colored teachers the av¬ erage salary is $19.93. s In private schools of all grades. t Exclusive of Philadelphia. u Number between 5 and 15 reported as attending Catholic and select schools. v Includes evening school reports, ruin the counties; 137 days in cities. x In the counties the average salary of white male teachers is $38 ; of white females $29 ; in the cities the salaries are, respectively, $73 and $40 ; for colored males in the counties, $32; for col¬ ored females, $20 ; in the cities, respectively, $60 and $28. y In the counties. 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. 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 aF b II c I] d S c Ii / Ii gA REPORT OF THE COMMISSIONER OF EDUCATION. Table I. — Part 2. — Statistics of the school systems of the States ANNUAL INCOME. States and Territories. From State tax. From local tax. Total from taxation. ' Interest on permanent fund, including rents of school lands. 1 30 31 35i 33 $130, 000 269, 982 d\, 888, 381 236, 850 219, 303 a$123, 398 237, 353 1,260, 844 218, 727 1,142, 621 $253, 398 507, 335 3, 149, 225 455, 577 1, 361, 924 $138,617 9, 5C4 ! 17, 954 87, 721 pl32, 907 142, 720 5, 920, 461 <7132, 907 584, 174 6, 920, 461 dl5, 195 M41, 454 1, 000, 000 615, 195 463, 825 0 h741, 672 250, 000 235, 978 556, 660 4, 851, 298 1, 442, 039 *384, 070 177, 000 681, 342 775, 272 w5, 564, 250 2, 784, 009 988, 811 658, 221 2, 219, 546 931, 049 106, 250 74, 923 666, 479 7, 832, 695 £21, 925 6, 168, 037 102, 811 5, 315, 123 1, 442, 039 1, 125, 742 427, 000 917, 320 1, 331, 932 u5, 564, 250 2, 784, 009 1, 225, 841 658, 221 2, 594, 678 1, 019, 245 106, 250 526, 964 2, 009, 135 10, 582, 695 £336, 829 7, 757, 301 244, 792 7, 555, 934 ?>551, 479 £452, 965 792, 690 225, 907 271, 542 Louisiana - -- -- - -- -- - . . . . 45, 235 26, 297 70, 018 137, 465 y>626, 674 272, 123 Maano -- _ ...................... Maryland _ ....... ........... Massachusetts. _ ..................... Michigan ...... _ ................... _ Minnesota _ _ _ _ 237, 030 0 375, 132 88, 196 Mississippi _ _ _ _ _ ....... _ Missouri _ _ _ ........ _ 595, 336 184, 232 d51, 172 11, 133 100, 048 170, 000 m3, 970 250, 432 59, 663 hi, 082, 000 12, 661 N ebraska ............................... Nevada ..... .......................... U 0\y Hampshire _ _ _ _ 452, 041 1, 342, 656 2, 750, 000 t314, 904 1, 589, 264 141, 981 0'w J ersey _ _ _ IN" ew Y ork ...... ............ ............ Uorth Carolina , » , . _ - _ Qtiio _ ...... _ Oregon ...... _ ........................ Pennsylvania . . . . . "R.p nfi a Tfslnnfl . _ ®81, 445 asll4, 439 121, 433 71533, 150 119, 670 601, 572 269, 522 ®470, 034 «338, 526 671, 257 j^OUt'b nsirnlina. .. _ Tennessee ...... ..... .................. Texas ............................... _ Vermont _ ............................. 371,351 489, 208 633, 004 2, 801, 119 491, 021 1, 090, 780 902, 526 2, 801, 119 Virginia _ _ T _ _ _ _ _ _ W p.sf, Virgimfii _ _ _ _ ... 29, 050 69, 778 "tVisermsiri _ _ _ _ A ri 7,dn a, _ _ _ _ _ Dakota _ _ _ ..................... District of Columbia ................... 521, 908 521, 908 1,288 T rl ah o . _ _ _ _ Montana _ _ _ .................... 0 100, 133 100, 133 0 New Mexico. ... .. .. .................... Utah . . . .............. 63, 987 115, 323 54, 822 12, 286 118, 809 127, 609 2,591 W ashington _ ................ ... Wyoming - _ , _ Indian : Cherokees .......................... 33, 036 flhi oka sa,w.s _ , _ Ob oota.TV.s _ _ " _ 8,473 10, 000 7, 500 Oroeks _ . _ _ _ Semi notes. _ _ rom poll tax. ;ems not fully reported, lcludes expenditure for repairs. ,ate apportionment. icludes balance on hand from last school year. l 1880. mount of county assessments for school pur¬ poses. ate appropriation. % Salaries of county superintendents only. ^ Included in “ salaries of teachers ” (column 41 of this table). k Local taxes and subscriptions. I Includes compensation to commissioners by the State, interest on county surplus bond, &'c. m Buildings, repairs, rents, &c. n Amount paid for all school purposes from money Raised by taxation. STATISTICAL TABLES. 321 and Territories, showing the income, expenditures $c. — Continued. ANNUAL INCOME. h 34 35 36 - ; - - M - - - Increase of permanent fund in the school year. ANNUAL EXPENDITURE. Permanent. / Current. Sites, buildings, and furniture. rs ) • *i§? ic .-g* % -gi \ ; 1 Salaries 0f su¬ perintendents. 37 38 ! 1 39 •*' 40 . $11, 579 * C$41,922 3 221, 08d 4 249, 397 f 146, 586 $155 : 83, 679 $25, 513 12, 552 /2,*300' . V 1 125, 473 ; 1, 220, 985 ($764 1 1 648, 080 i * 406, 984 31, 205 , 60 5) 10, 833 27, 383 <74, 841 134, 309 2,710 142,450 O') ml2,760 99, 522 194, 498 842, 867 g920, 302 394, 856 £68, 327. .V| . : . ..... - .... 19,667 : 29,918 28, 000 168,197 O') 33,470 ' £12,607 i 0 221, 938 r31, 658 525, 891 297,262' y 5 ct2, 528 27,349 ‘ <53 0 14,729 ‘ 366, 333 1, 525, 426. •vl <74, 712 % 1, 204, 589 V 63,164 1, 229, 232 72, 134 •? ‘ 10, 683. 56, 263 c21, 903 526, 300 226, 589 114,600 ‘ <18,732 5 152,903 J 8,575 5 80,000 ' 10,292 ‘ 18,507 ■ 15,800 ‘ 24,395 ; 28, 107 11, 376 1, 564 1, 446 ., 4,178 120, 000 33, 189 5U'Vli2, 907. 136, 854 332, 304 1, 804 1, 885 44,577 ‘ 22,942 i 46,600 [ Ip _ <8,616 \ 7,380 4 (i76; 079) 0 5, 000 2,500 10,000 < 41, 360 z4, 385 1, 395 1,500 < L V - La - $52, 519 14, 555 95, 406 218, 177 300, 000 529, 652 5,893 26, 585 33, 202 75, 000 19,585 ’16*956' $890 13, 257 23, 047 187, 888 61, 586 744, 794 17, 229 e834, 183 <68, 516 129, 440 216, 080 5, 222 447, 462 490, 226 188, 077 c331, 582 24, 583 19, 845 556, 383 <92, 696 756, 048 14, 267 1)33, 035 149, 630 110, 154 16, 361 45, 106 56, 116 *3, 995 ’67*281 $392, 5574, c3, 791, 661, 1, 563, 147, 148, 584, 8, 280, 4, 551, 5, 558, e2, 547, 1, 194, 486, 1, 168, 1, 618, 05, 925, 3, 858, 1, 988, 958, e4, 277, cl, 540, 182, 584, 2, 142, 11, 384, <429, 8, 763, 338, 8, 637, v608, £452, 942, ew858, 491, 1, 107, 976, x2, 870, 101, 2/363, 579, 55, 1P4, z32, 188, 127, 236, aa52, 300 5o0 aadl, 700 aa26, 900 aal, 500 o Total of items reported. p Includes revenue from other funds. q Includes expenditure for apparatus, r For libraries only, s In 1881. < Several counties failed to report this item. u This is not included in the total receipts, the iuterest on the permanent fund being retained in tho State treasury until the fund is large " enough to make a per capita apportionment. v Includes income for evening schools. 21 E w As compiled from reports of city and county treasurers ; the total State apportionment for the year was $1,105,260. x Exclusive of income for normal schools. y 25 counties reporting ; it is estimated that a full report would make the total revenue for the year over $500,000. z United States census of 1880. aa Total income not reported ; amount given is that reported as expenditure, which, it is stated, was derived from tribal funds. 322 REPORT OP THE COMMISSIONER OF EDUCATION. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 38 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 Table I. — Part 2. — Statistics of the school systems of the States ANNUAL EXPENDITURE. Current. ** c3 2 States and Territories. A o c8 o 0 ' "© arc.® M § 6 4— M4 rt .r-< O \ o ® m ^ *h C3 g w P O ^ -g 'C +5" os ga 6o O-* cfjeS •h 0 IS 2 4^ o, -Cl ns 00 ~ R ^ © c3 © g x m a H 1 41 43 43 44 $375, 887 388, 616 o 400 7Qi $403, 602 e503, 857 3, 122, 666 626,965 1, 553, 065 dg207, 281 el33, 260 l-'iSd 174 c$l 01 cl 60 cl3 11 8 45 9 53 OiplO, loO 13, 255 All 117 300, 128 1, 056, 268 <2138, 819 104, 240 411, 11* 77 4/10 # I, 44U 997 00 / , o«>y 4.79 dh6 39 jl 37 4, 985, 770 m3 143 529 2, '254, 874 CQ* K7A H-U04, lit 8, 567, 675 A 709 7 f\A 1 10 7 12 3 075 870 OOd, Ol V til 54.ft 91 5 4, lUO, /U 4 5, 525, 449 9 104. 175 co 75 ol) 296) 256 tvx. | UtO, aIU , 463 552 8 18 A QQ £j) id 4, lid t)1 94ft 594 4 OO 374 127 QA Q9fk ^‘±0, Ourt A At AQA Maill© . . mmmmm Urn mm mmmrnmmmmmmmmm . ($95! 04, you 2, 394) 441, 404 1 OQ1 Q94 cl 58 C At M&rylftiid . . . 1 146 558 1 9ft9 ft59 1, Uol, 004 1 af;i OOQ 0 Uo Massachus otts a-4 i 44' 790 499 1, OOl, UUO c5, 881, 124 3, 789, 291 1 QQ9 904 4 45 cl5 83 Michigan. - -- -- -- -- -- -- / “T, -L£±98, 268 ff 314, 484 579, 312 46, 855 106, 688 M28, 973 185, 538 M112.615 M28, 504 52, 300 33, 550 31, 700 26, 900 7, 500 CO uu 9 00 ul 32 ul 17 fin nth Carolina, _ _ _ Tennessee....... - _ _ ...... _ 36, 170 43, 345 T exas ................................ Vermont ............... ................. "VHrrrinia, _ 101, 580 ddl64, 630 316, 554 1 65 3 41 Vy eat, Virginia, _ _ _ Wisconsin. .............................. 0 41 4 31 jQ 5g Arizona. .. . ............................. Dakota- . . District of Columbia .................... 317,229 V 78,624 u9 50 j 4 86 8 60 c99 c3 30 Tda.ho _ ......... _ .... _ Montana ................................ 80, 000 M28, 002 119,537 M95, 582 M25, 894 9,188 M971 21, 746 M12, 648 hh2, 61Q H e w M evien _ ( _ _ _ Utah . ! . Washington -t _ _ _ Wyoming _ _ _ _ _ _ _ c6 93 Indian : Cherokees . ... ...................... Chickasaw a _ _ _ _ _ _ Choctaws.... ....................... Creeks. ........... ............ Seminnles _ _ . _ . mm1* - a In estimating these items, only the interest on amount expended under the head of ‘ ‘ perma¬ nent” (i. e., for sites, buildings, furniture, libraries, and apparatus) should he added to the current expenditure for the year. 6 Includes $15,500 spent for normal schools. c Estimated by the Bureau, 6 per cent, being the rate used in casting interest on permanent ex¬ penditure. d In 1880. e Items not fully reported. /In 1879. g Includes $1,690 expended for colored schools outside of W ilmin gton. h Does,not include jgspep.dijgire.for^iokg. iFor white schools only. j An estimate including per capita of total per¬ manent expenditure for the year. k Amount received from the State and from local taxation for the support of public schools ; this amount is largely supplemented by patrons. l Exclusive of the value ot normal school property. in Total amount expended from tuition revenue. n Includes salaries of secretaries and treasurers, interest on bonds, &c. o Includes salaries of superintendents. p The sum included in this total as public school expenditure for colored schools is the amount raised for them, and may be somewhji^ greater or less thau/be actual STATISTICAL TABLES, 323 and Territories, shotving the income, expenditure, tfc. — Continued. ANNUAL EXPENDITURE. Amount of available school fund. Amount of permanent school fund (including portion not now available). - Estimatedrealvalueofsit.es, buildings, and all other; school property. 1 Expenditure in the year per capita of pupils enrolled in public schools, a 'l"S c j CS.J2 .EUfl § © oa E ^ o E 2 © ft! © § © ft© % d H d © C3 > .Eft’S o'0 g g 8 % u f3 'g © c3 ftg a® © Mhfte H ©'S rt ® © <3.8 © .-I .S ■ft © - > § © ° sr©fti ft S © tj •g. d o •5 ftjls 2 Lj ® © 8 S ft a 45 4© 47 48 49 50 51 c$2 27 c3 94 cl6 88 13 10 11 50 dh8 12 j2 56 2 28 10 36 c8 17 12 16 6 62 c$3 52 c8 25 c26 46 22 55 19 18 d$2, 528, 950 / 144, 875 1, 989, 400 75, 441 1, 997, 549 4495, 749 326, .421 $264, 457 254, 218 7, 237, 669 1, 235,491 /$190, 186 2, 289, 400 D $10 54 $11 00 1, 997, 549 4450, 000 89, 868 jo 34 3 56 16 33 cl3 34 19 50 11 02 9, 372, 754 9, 207, 412 3, 681, 432 2,500,000 <1,760,652 1,130,867 d438, 287 906, 229 2, 711, 263 3, 262, 322 5, 295, 101 w800, 000 9, 038, 602 V4, 287, 510 564, 000 166, 747 wl, 452, 720 X3, 247, 000 99, 250 3, 825, 150 832, 522 9, 372, 754 217, 994, 176 12, 310, 905 9, 977, 142 4, 796, 368 2, 395, 752 g700, 000 3, 073, 576 2, 900, 000 22, 062, 235 9,848,493 3, 947, 857 13 09 14 67 3, 732, 174 13, 500, 000 c6 89 7 31 9 12 cl5 40 c7 59 c8 25 w3 38 7 10 11 65 j 18 92 11 17 8 47 10 96 2 18 10 24 8 96 c7 52 12 06 w2 80 w2 25 c5 48 6 43 4 25 4 75 7 02 c9 41 10 59 17 66 c21 59 *18 30 3, 619, 960 wl8, 000, 000 w4 75 7, 521, 695 2, 234, 464 240, 137 2, 341, 679 6, 270, 778 30, 332, 291 367, 671 23, 610, 858 684, 298 28, 341, 560 2, 064, 693 407, 606 1, 186, 219 20 40 j29 20 16 35 15 64 20 05 3 88 13 04 12 37 v23, 000, 000 213, 757 W2, 595, 883 X3, 247, 000 2/431, 555 9 29 11 00 18 29 240, 376 268, 396 w3 53 cl3 00 9 98 7 15 7 66 w2, 512, 500 g3, 385, 571 669, 087 2 36 4 38 2 57 5 04 wl, 518, 845 509, 305 1, 346, 657 1, 823, 987 5, 569, 962 116, 751 gq 532, 267 Wl, 326, 888 M31, 000 140, 758 7iM3, 500 316, 462 AA161, 309 Kh 40, 500 509, 305 2, 790, 214 Wl5 16 Wl9 97 wlO 18 wll 96 d60, 385 d60, 385 15 00 c6 09 c5 25 18 00 c9 20 c8 12 c9 81 cl4 85 * u659, 158 (jj) iil69, 472 ££200, 000 (jj) 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 gin 1878. r Includes fuel and care of school rooms. s Total expenditure per capita of population between 5 and 15. t Includes total expenditure for high schools of $20,000 and for normal schools of $38,000. win 1881. v Estimated. w Several counties failed to report this item. x Exclusive of the United States deposit fund. y As reported for 1881 ; exclusive of large quan* tities of swamp lands. z Includes interest on bonds. cc As compiled from reports of city and county treasurer; the total State apportionment for the year was $1,105,260. * dd $50,255 of this are for sheriffs’ commissions and delinquent lists. ee Exclusive of cost of normal schools. f/25 counties reporting; it is estimated that a full report would make the total expenditure for the year over $500,000. gg Value of school-houses only. hh United States census of 1880. ii The income derived from these funds is aug¬ mented from other sources. aa Includes evening school reports. jj Schools supported from general tribal funds. bb Total of items reported. Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1882 ; from replies to inquiries by the United States Bureau of Education . 324 REPORT: OF THE COMMISSIONER: OF EDUCATION. •jqStiuj 9I9AA ejooipe 9i^ e^upjo aaqum^r *J'B9if 9qj at s£ep xooqos ,;o jgqntnjq © © . co © © © © ,_ . 00 o »ooooooooS< rH CM • 00 O O O ( •sxooqos petqooaud ptre ojBAiad hi ^n9ui[0JU9 pgjuuiijsg; idOCDOOWCU > t- © © 1ft < I .-I © © 00 irt <_ - rfiooinoo© t}< oo ici «o - '00t0 10©0 ■ *o © co t~© © '< © nri © NCQTjrfHiOlM' IN r-Tt> COi-i'tH CO r-Tcd" t)T t-T TO i-T t> r* TjTffiVr rH CO •9§U JO fiJU9i£ 9X J9A0 jaqranu ooeo • w t- tH t-H *(MC- IOfH -rH •oSu JO BXB9£ 9 aopuu joqranj^ •9Su xooqos xuSaj jo agqranu x'BJ0,!, iCi^cocoioiNcoiniNiriiN T*UO«0©T* 1W(NN^iO)^OOH^h- lOOO^Ot-i £1 3-2 •sS-g-g: S t> fees a & fcc -«-2 « Jt2-9 § 2|£ aSf^lSW -©kb IfKS&ISfc .§ 3 & 9, J 3 rt © rvi H s| STATISTICAL TABLES. 325 SSSSS !&§8gi2g££8g83gSg28§S2SgSSS8$o2SSS5g8§ ig822§£S MHHHH •HHHHHt-iHHHHHHHHHHHHHHHHHHHHHWHHHH 'HWIMWNHH SSSSS isslgllllsslsslllglllllllSlSalSIlSllIlaSS If IIIsIbII t-T t-Tt-T IIS! Ilpllll 111! 1 11 § 11 II IIP Ift ssslillllBSsIlSelssllllIsSllSlslIllBlSsslallll c4'co'^'c4'i-rrH'c4'rH'c4'jM'rH'TireO*c4'c4'c;r^'co'co’c4'r4'TH'c4'C(f,^'r,i'c4'C t> |ss‘as‘§8^^ SSSSSSS5Sg§33S3S^!s3SS3SSSSSfeggS3SS338S§8SSKSSi5g From Report of the Commissioner of Education for 1881. ' ©ofccT ISIslIllsglalgSlisSSI HHVNrtOCONHaNVMOV'NfflNNHrt •oSb JO SJB9iC 9X J9ao jgqcanjq; 9 •Is r-TcO •9®B JO SJB9.£ 9 aopnti a;9qum^[ II; Is •oSb xoo^^s X'bSo'i •(0881 jo snsuoo) noijBxndod xbjox i8Si8§8S8a388i888i8S8SS8SSSBi8 “S' ‘-'3 s' S'-'! “3 S' “‘S' S' S “ S S S' s': g'g'S S' S'S'-'“' g © id liS Hp; CoS & 3 §g rO Jj SI >g a « l^o M II .Scfl-s Sopi^W I^IRhhssh sj^lla £&s; liiifiiilll E:SggSS3SSSS£sSSSSSSS§§Sg§|S|S||| fgsg STATISTICAL TABLES. sis ; ! ilsfsslSlSssssllsl§ssssll§l 337 I islss il ipls|||llllllllllllllllllllllslsss isl II c* ss§g§llg|s§§s!K!isggii|||ss|i r-r t-t t>" r-r « 8§l§ll»l"'BSe I 1 lIlBlllSIlglllSSIIIllsslllsilllllSIlleaSIlllll . C> ii 11 iis ; rO Sj |*l s iH 85 '534 140 61, 034 78 is 3 9 is ; il i i rC> * 267 1, 200 ii° • rO li 0 0 873 CO c5 0 ■ a3, 159 is 33 r-i 1 is i IlsIlllsIlssIllilllsSliSlllsI HVNesNNVNrt^id'ffle.fNH*^ *2, 360 3,671 3, 796 j 20, 018 ! 10, 837 106, 372 3, 664 2, 965 8,110 2, 207 2, 329 /5.460 in i 5§ ^ t- ill jcfr-T i i ,-T ; ill I ^ is 2, 357 24,412 549 il i T~^ i ;3 j il i 1 j j ij §1 200 496 li r-T j is) il 3 is) . . »AiA»o»Aid»AiA»cinu4»n»oioiAiokoiou3iniAioovnioiAioi i«oco?o«ooiAio«o»n»Aioin*Aio S33i§S5ig!ilS5SiSSiill§i§lliSSlSggS§Sl§SSill8i ®1£ S S £ £ 8 S a ^“S S 8 g d ® d 3 S ® S § Sd^"®’00^ £ a a; i „.„:g?f ^^1§| § | Ip4W fi^ji £ g|*M §^h$p 1 St>’p *# g H w. .2« i| §i 0'S If !! Ilf s!illlii!fe-||Ill 'III © 03 fc-a g®| Hi! pH Jill * e- ' irf i t~~ tjT jh cj VVOVf vuv/ 8, 624 6, 233 3, 260 2, 780 2, 779 e4, 185 5,717 eo, 897 397, 000. 7, 996 2, 160 i6, 002 37, 000 3, 129 2,639 •92b JO SJB9£^ 91 joao JoqranjQ; O •• • • • to • O • *00 00 00 • ; i i ;s ;s ■ :«« • : : : : : : in”" : * * * * i is is : i : : i : is ii • «CO*00******* CQ • ( j j- i i i i i i i itf i ii •02bjobjb9j£ 9 aopuu joqumjq vs ! i 1 if is i \m ; ! !8 is ! j i ! ! ! if ji • • • ••«!•«• « • • 1 ••••••• « t • • ••••lit • 294 165 1 •o2u xooqos ib2o'i * 3333333333S55SS3353SS33SS333S3 *ft)88rjo BUSU99) UftT^indod tB^OI w a3SlSSSSasgSS83SSlS29S2IS8MS9 Superintendent. « i i h David E. Rue . William L. Dickinson . J. A. Bolard . W. N. Barringer . Henry B. Pierce . TJ. W. Cutts . E. V. De Graff d . J. Kirkner . Cornelius Shepherd . Charles W. Cole . B. B. Snow . M. W. Scott . Calvin Patterson . u . -T . ^rooker . . . . A. J. Robb . C. B. Tompkins . . . William P. Snyder . L. C. Foster . Charles M. Ryon . Arthur A. Skinner . C. W. Gould . R. Y. K. Montfort . John Jasper . Virgil C. Douglas . . . Fox Holden . Edward Burgess . S. A. Ellis . J. A. Barringer . 1 L.S. Packard . City. *4 h £ Hoboken, N. J . Jersey City, N. J . ! Millville, N. J . Newark, N. J* . New Brunswick, N. J . Orange, N. J . Paterson, N. J . Plainfield. N. J . Trenton, N. J . Albany, N. Y . Auburn, N. Y . Binghamton, N. Y . Brooklyn, N. Y . j j j j j j jfl j; j j j j i i i i idlin' ss«4l«ifl iiiiiia, Rome, N. Y . I Saratoga Springs, N. Y* _ rtHHHnHHrlrlHHrtHHrtrlnlrlptrtHHHHr-IHrlHHn STATISTICAL TABLES. 329 §§|33Sl§gss jSsssssISUSSIssS 1 jaS j is issii i 200 189 220 181 184 58£S8S8'S88S8SSSS8SS88S8SaS8Sg 200 220 176 200 187 180 176 215 208 200 208 220 198 195 1, 176 1,700 ?250 750 600 300 16, 395 9, 865 1, goo 2, 027 450 1, 000 300 mc£e9e$e>MeiTtAef'fvfA'frtTjTfr;etgtgef ; a9, 014 1, 817 2,182 ig i|g§S3Sl«-sS|g is i j * s i i • • l & ! t> * |la i is §§ § i al83 25 60 ; o •© • .© » . © © © . . © © • J 1 . * 1 ! * / *3* • « o j : • © • © PslssSsesslalsllislII A ' ii if 2, 500 ii if is 5 or ii j^r c4, 500 1 13,697 1 cl5, 000 2, 917 «3, 400 ss ■tf” 993 943 961 20, 685 10, 993 3, 562 2, 468 561 1,427 1, 180 1, 813 1,558 2, 936 492 |9 ii jr-r cl, 500 c4, 000 c5, 000 925 cl, 100 Ij is j 1 5-21 5- 21 6- 21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 4-20 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-21 6-18 6-21 6- 6-21 6-21 6-21 6-21 6-21 gi p, if 8IiSS833kS3a8aSg2SSaE8Sg§&S3ig88giaS38588SSa§ s ; s s si s s 'g< *"s" * m a s 5" £3 s°r^«r«rs'l a; s^s?00" »"«»«- g g « eZ Succeeded by C. E. Meleney, who furnishes the above report. Table II. _ School statistics of cities containing 7 .,500 inhabitants and over , for 1862 ; from replies to inquiries, fc. — Continued. 330 REPORT OP THE COMMISSIONER OF EDUCATION, •jq.oUCJ 9X0 M. M sxooqosoqjs^pjoxaquinjiq | ^ |||gg§ »& iggSissss -i rH 'HlMrirlrlHHH igssgsgl !|||g \I1!9.£ 9qj ui s.tup xooqos jo xoqran « 200 200 1&9 180 200 11 jSISISSSS :S •rlHHH • r- 200 108 200 190 200 185 •spoqos X'Btqoo.red pue ojEATxd ui’ 'ja9ui[oxu9 pojraiixsg; 'M H ililil j r-Tr-T 1S”1 ill : jl il 1,000 1, 100 300 4, 000 1,200 *819 &3, 500 1, 000 360 500 265 600 600 Number enrolled in public schools. — -SJU9UI qoxua ojnoqdnp Snipiqoxg ‘popox -U9 xequmn 9Toq A\ © S13833SSg38&iSgS85S81SS3S88S iStomet^cfcacfetuiVietcS'BciriTjTfefrietTf&'GrjeSTitfTj •dSv jo sxnOi£ 9X x9ao xoqurajq © 3 pi i : : i ||g jlii :«s i i i • • • • * • • • • • i ■ . . ... • ■ » • •oSb jo sxtjgX 9 xapuu xoqura^j © 0 0 al05 i o • • . ° i • . • 'TfO • • : | : School population. •9§b jooqos X'BSaj jo xoqiuuu jcjoj, j ills! ■ .tjTcqmc IfssslIUsS g gf Coin«>5i>ocooooiA«eirtioinu4iAcD'4<4t4'Ti'-4i ‘(088TJO SUSU90) uotj-gpidod pqoi W lllllllllllllllslllllllsllsll Superintendent. « ,31. M. Streeter . . . A. W. Potter, princijial third district . S. Transeau . AY. H. Shelley . George A. Littlefield . . . . . Andrew J encks . Daniel Leach . J. Torrey Smith . . Eugene E. Thomas . William Simons . H. D. Wyatt . A lhfvrf. Tf.n+lv. _ - _ _ Charles H. Collier . S. Y. Caldwell . W. M. Crow . W. XT. Ponte . . H. O. Wheeler . AY. F. Carife . E.C. Glass.. . C. S. Blackwell . Richard E. Hardaway . G%F. Edwards . £j. al. . . - . John M. Birch . A. H. Conkey . C. A. Hutchins . R. W. Burton . . Albert Hardy . Samuel Shaw . £ g - Titusville, Pa* . Wilkes-Barre, Pa . Williamsport, Pa . York, Pa . Newport, It. I . Pawtucket, R. I . Providence, R. I . Warwick, R. I . . . . Woonsocket, R. I . Charleston, S. C . . . Chattanooga, Tenn . T7\,,wTTill„ Tor,,, : 1 : i fgfi UlIJ Burlington, Vt* . Alexandria, Va . Lynchburg, Ya . Norfolk, Va . Petersburg, Ya* . Portsmouth, Ya . jxicnmonu, va . Wheeling, AY. Ya . Appleton, Wis . Fond du Lac, Wis . Janesville, Wis . La Crosse, Wis . Madison. Wis* . assasiiiMSisssssiSiiaaRisiss Tf'OOGO O ©V-Tr-T © © © © *>• C4 CQ c\l CQ rH rfi rt © lO l> © CO © ioVf©i> cxT 0 <3 £ . . . «1p2oj5 ^ RM-3'§ 1 i!^ I 3 o&ti o ^OWd hi £.9 .%-?g SSSfrS* OgOrt O.g+2 ^ I » d ®.h isdo® ) C/} H C/3 3 ! ioHHfl > w'S STATISTICAL TABLES. 331 fl > o ® t> t> p +j ,M rf^ a5 to s os aj-e'®.g Sjjj 3 fcfl ceooHiMi Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1882, ^c* — Continued. 332 REPORT _ OF ^ THE COMMISSIONER, OF EDUCATION. L z® ^ • §§ S| •ex'Binojx; w : et • s t- 50 « M rJHr-150 f4 04 lO ic Primary schools. •9XBOI9J 31 CO t- CO C4 *0 1C ^ rH 00 rO 00 ic CO •9X«H 30 • 04 • s o •QJBAIld pUB otxqnd ‘sjooqos XXY I a d •sxooqos x^iqo ■tired pae •sxooqos oixqnd nY 10 co ■ co ®HWNNi ic lOOOOO^WO COOt-OJOOflJOO ■^ohhhimw^ O IO t* O o L"» O CO CM r*5 ss |HH^CO(MHNIOMOHHHW(NCO fl5^H' >COOOt>CO« O ; o o • o rH : O OO j o i-H 1 CO rH rH - rH rH rH rH rH (M M rH H 1* rH • © 30 a © • CM j ■ •siooqos oqqtid nY h O iD O CO - CO 00 COr-i 6,326 1, 700 34, 945 57, 730 2,560 CM oT CD CM t* 00 CD ID 05 O x* C5 O O • • l> CO ID CM x* t* O O CO 00 CM CD O • • HCDl>rHCM©COOOHiDlDlD a • rH rH I> CO^CO CM 00 CDCMCftH • I \ ; •siooqos SuiuoAg; © « I © a ID is i a © a © • rH i i j j j •siooqos psiujou a^jq •ft a a a a a a a a a a a a ■ a a ! o a ID a ^ (M •ts I o I j j •siooqos q§iH <•* • • T* • t>- • ^ ! ID ! a LD a a CD a ! co ! ID • co O iD ©© CM t- lot— a © © I 00 CM © ID © OO © rH © CO CO rH rH | ■ •siooqos JBmra'BJ-Q W « • • • CD • CO ! ^ I ID • a CD • a CM a • CM j . CJ « • t>- • © i ID • ©“ • CO o o rH ©00 00 T* ■ S • © I 00 CM 1 00 GO • © • © • 3, 253 2, 764 720 1, 200 i i •siooqos £ j-eratj,! e* ! CD • XH • in I ;s : ! ^ ! • o a O a ID a CO* aCM o o iD iD O • dT LD a woo a © • rH • © • © 4, 402 3, 120 1, 694 1, 260 j j Number of school buildings for — •Q^UAijd puB oqqnd ‘siooqos nY e* CD ! I ! t* a a CM ! © CM • © C9 | rH j j •siooqos iniqo -oaud puu oiBAIJJ © « o a a a CO • • lira ca ■ j ! ° * P i M J © CO rH • © ; j i •siooqos ^aBrauj H< r rH C rH O 1 • rH © •* 1 *HHCO • • O • O *5 rs •cp • wCO © CM J CM rH i : : City. H * <3 ©T £jc? "Sa MP Lewiston, Me . Portland, Me . . Kockland, Me* . Baltimore, Md . Frederick, Md . . .<$ 1 • 2 ® • o 2^3 * =•3 gt 2 ©3" - > GO C 1® © © t- 0 2 0 0 k y 5 C 5 C 0 3 a 0 c i> si i-z w 5c 1* - c 2c 3 rG • ■ a • a a a a a a ■ a a a • a • a • a a . 3 §|§s rtD -t 3.S fl; 38§P j? au itiver, mass" . Fitchburg, Mass . Gloucester, Mass . navertnu, mass . . . Holyoke, Mass . fl a t % a - BSh - o l * Lynn, Mass . Malden, Mass . j Marlborough, Mass . juLCUiuru, mass" . . . Milford, Mass . Natick, Mass . OOHCQM-^»OOb-COO)OH(MfOrt(iribNOOOOH(Mm^iCCDN IXWCOOOCOOOOOOOOOCiOOOQOJOiOOJOJQOCSOOOOOOOOO STATISTICAL TABLES. 335 o o O CO *0 ci of 5 r^tf OD £ O « «2 ft g 'S b - «| I j®j® | CM 05 CO CO* »C bN OON lO -H CO 05 CO o o o o o mZS © © c *g OOO r-"' 0~ eq“ ,G ” © 3 cc O to ^ (>s .611 igss 'e «!s OOlO©l>COHt>t>05lO©lCI>COWOOCO^tOlO!NO^( ^1>CO©COIO CO CO -r-*- S*« 2 IIL'SjU £ JrggS-S^g ga O^J o Sfeifil I ffjggggiB § ®*«a • * *§« "2 ^ S •§ ,2 S ‘£ E '« © ©>© o ±2 S t>>£ ® .3 p § 15 bi gvG.© .... ■•23^ © Xs W< 'S'SSSSPls'SSbgS-S-g-S-g* ;£b*=^4i'|.ga « G g£ §Xg a aP ©a l o O 2 PPhPm * CrO rH(MCO^lO«Dt-CO OHNCOHOOOOH(MmHCOCiOH(MCO ^^^^JJ^^SSrnSrHSSSrHrHrHSSrHrHrHrH • CO 05 O rH cq CO IT^^IOIOIOIO Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1882, $c. — Continued. 336 REPORT OP THE COMMISSIONER OF EDUCATION. bCo w-3 •9B?H «- m Co iS •oxBtngg; •OIUH COf-Hr*^ 05 ■ lO r* • CO & 'o a ® •9IUH •g^UAiid pnu oixqnd ‘e’[ooqos XXY •sjooqoe xurqo -oiud puu 9;"uaijj •sxooqos oqqnd XXY ) lO CO O O CUO lO H (M ihhHOCOTM^H^ eo*o oo t- )(NHOOniM(MWCOW HCOHHHN •siooqos StnuaAg; 'Siooqos xtJiujon jfyiQ •ejooqos qSfiH COOiOO •eiooqos jleuiui'bxo lO 00 rH IO r> co •ejooqos torauj; owt- cfc^oT O O COOOOCCO;Ol>C-t><0®''# I r—l 00 CO rHMr-l IT3 T}< CO r-4 •sxooqos SutuoAg; •sxooqoe x^nuou Aqg •sxooqos qgiu •sxooqos juannujf) •sxooqos Axean.ij; IC0■§« s&SJ£!'S* s % fi o dfl io|S'sr . I li ili!!l!1!!l!l.rll!i iff ft lOiftlOiftWCOOO; STATISTICAL TABLES. 337 oo eo ^COfolnOOOOCOClCOCMrHlDrHCMCO rH rH co-»j< N (M ©COCOCOH«©T*rHCMCO rH rH CC lO ID CO rH rH rH S00 CO CO CO *H 00 t>- b- ID CO rH 17 CM vH b-©iO^ ID rr ©00©THL-THCMrH CO -lCO©©©'*ll~ COC004COIOCOL' - © © QOHHH : : o ^ ID CO CD COOCM - rH CM CO rH © < j CO CM '* • o • © , o • id* \ \ ; cm i ^ 1 • > CO • CO • • • cm'' • CO~ rH • © i ID » rH • ID • CO • oo 'cm" ’ • o • o • o • iH* • • « © • © • • • © • © . • • CO *00 ’ © • © • © • ID • © » Tfl • 8, 653 4, 690 NOOMQOOOOiOHC5^^C5l>HHOCOOOHHHO CM CM~ rH~ cf t> ©~ rH cf cf CM* CM** CO* CM rH IH CO CM * © © © © © © © rH © ID l> © CM~©~CO~CO" © © b- © rH CM m ‘t? 4, 800 ! 5, 701 | 1,830 1,700 2, 210 102, 185 © rH CO © © © ID Cl © rH ID ID 00 00 © Cf t> t> rH Cf o © © © © ! os © © © . Cl T* • Os :g : : : : • • CD © rH o o o CD CO © © • ID © © * 965 CO CM *-h © ^ rH O © ID 00 CO O O CM r-< O CM rCOO © © »D © © © © rrOt^DlCOOO CO rH rH rH rH rH CM 137 © to CM 94 © © 262 220 00 CO © Cl rH iD HH<0© ID © © rH CO CM rH 2, 426 2, 342 rHOOHiH r* CO ID *D H © © CD H CO ID* *D © © © © CO © © © © © CM ID CO © © 00 Ttl m CD ID CD CM* 494 © ID © 676 . ID I- ID 1, 162 © eo t> Cl 00 ^ © © 2, 850 2, 167 700 356 5,798 1 2, 156 j 1,843 2, 024 1,141 28, 161 15,124 © © © © l> © CO ©OOGHiDO © t— CO H* ID rH CO t* rH' rH rH CM CM 826 © © 2, 240 *795 4,277 © oo 00 1 1,200 I I (100, _ 4, 350 5, 362 1,100 1, 544 ID CO CO CM ,..12 j j j i is ia b- ' © I CO • rH ■ tc>®*Hc-.ioeot'-«©oocs*--i'«!ooTHiOTi<to©«©- r-l *iaiowN«Ti< t-ODOOHCiM^ieKOt-* STATISTICAL TABLES, 339 ,oo s fe.a a s' O >j!| J.pp o-a 0) c3 ® M "o .2 © -0,d ro o *■5 ® 4’S or O o R to S’? II M © £3 Si >>R IS g/g SS . R c3o> a.gfe Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1882, tyc. — Continued. 840 REPORT OF THE COMMISSIONER OF EDUCATION. 11 •Qoaupua^u iqiBp qSuj9ay •penoaug; OCW^OOOl COOPU»TCHOiOT(IM't»TlINOOt"d(incO c^CQi>oiji"ooi-rr-roorHci'^THeci-rt>i-i''«^'Wi-rTH •90UBpiI9^R ^ptsp 93BI9AY •p9[[Ojag S m O O •oorrepaQ^u iffTBp 9SBJ9AY •ponoitig •90UBptI9^B AjTBp 93BI9AY •popoing *90UBpU9WB ifjIBp 9dB19AY •pgpoaag; •gorrBpna^B iqiBp 9^BJ9AY « o as •panojrag; •9^BAIjd pnB oi^qnd ‘kqooqosjIY •pxooqae jBiqoojBd puB a^BAiij; ^ •9[Btuog; Psa =2 O 53* •9JBK 40 t>-»#i(Mcciot'iO'<**eov5'^iei5ino>-^'NOfciooi«t-ct5 05rHcoooeoi«'»j( rHO ,0 Jj ■{! H ^ 'S ^5 »-t Evening schools. •9[Bcri9g; 39 ; •91BH |8£ 1 rH City normal schools. •eiBOiog; « •0IBH 1 M O ® p-I — i 0 icKo* q O . JlM.v.jgd's. ^ggs«a«g*gij| ^^^•|oO'SOtro |,a05 |-g g^o6° £?-f I &S I p°i | >0-2 « A $ £ 1 s 1 ti> S ® cf S o « a a ~ S 5 *3 &S ® ®£Wp,£.2ec'£;3-2£:| ®a a 2S°§3-c§s£a®:2lil h3^0cocomPi-3 Wfifiol-1 ' "CrS £ £ £ E Sti S-3 5*2 2 ® r~ © © © o o <1 ►” r1 £ ® P s'c.ts S li ^ 6 fc fc fc M £ £ f W <1 6 3 lNMrl'lOOt>OOC50H(NCO'^OCt«-OOOOHN«-tONCOO> rinHHHHHHHH-(N HWcieSfiN^aVrTH •penoaug; 3 8ai8S8E83i89Sjg83§18iiSSgiS88 gr4o9%HVT^cdiH^,H ! c ;SS i tS i is iiiiii f ; ; j ; j ill i IcqVT ; 4, 618 512 664 1, 277 8, 166 1, 716 587 2. 513 i i r : i’ 1, 072 is is ilil :rfS‘ 3 i ill ii ill ill si;;!! tf i ; ! j ! ill i ; os eo oo co § . H S ~ ~ 3 s •o© j i ° ' 3 j i ° i«s . •** il ii ■ .* • • •MOO I . CQ I 3 i i i ° i w i il a i ° i - j i! Ill m hi 31118 Newton, Mass . North Adams, Mass . Northampton, Mass . Peabody, Mass* . . Pittsfield, Mass* ........ Somerville, Mass . Springfield, Mass . Taunton, Mass . Waltham, Mass . westneici, Mass . Weymouth, Mass . wo burn, Mass . Worcester, Mass . Adrian Mir/h _ Ann Arbor, Mich _ _ _ Bay City, Mich* . Detroit, Mich . East Saginaw, Mich . . . . Mint, Mich. . 1 ftraml Panids Midi _ Muskegon, Mich . . . Port Huron, Mich . Saginaw, Mich . Minneapolis, Minn ...... }fl jfc'i ji: S} S* li 4 in St. Louis, Mo . Sedalia, Mo . : ; i ii i> a u J Or® 2 1 » m 1 Nashua, N.D" . I com Report of the Commis hese are in rural schools, stimated. umber registered during ff xclusive of evening school i Portland school for the d( s^sssassssssiigssssssssasssssssssssassssssss-**"* Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1882, fc. — Continued. 344 REPORT OF THE COMMISSIONER OF EDUCATION. Number of scholars in — All public schools. •oouupnowu jfpup oSbioay Vi Vi rH COCM •l0OlCMl0(MiCMOrtOI>0’^l^(NOOL>. • 'COC^H^O^COWCOlNrtH-OOOO^WH^HHOJO • r-T ^ CM • w'hnV iff CM of ©s| CM CO~ in' rH~ C3* r-T r-T r^CM c CM 949 . CM . co . CM j CO 120 6, 833 •ponoiaa; it) t> m 2, 225 I O • o jj 18, 792 City normal schools. •oonepua^B iC[rep oJfcaaAY H || •panoiua 50 O CM • ( • • • • CM rH CM* ** High schools. •9DUBpU9^B Apup 9Sf‘BJ9AY 49 118 05 CO • CM • rH • CM • CM CO • rH CM rH rH © 05 CO © O co ci co in h in CM rH in CO CO co C5 *C 05 lOOOCOCO nCMHHCM • m Grammar schools. •OOUBpaGq^B £[P?P 9SCI9AY 47 CM m rH 515 O rt< • CO CM . m cm • CM i CO o • co C'- • rH ! oo CO t> 9 60 rH rf rH 00 CO CO* rH* •ponojug; 46 CM CM l> C© • CO 895 719 23, 238 1, 901 243 579 00 00 0 CO 05 CO O t> 00 OO r-T Primary schools. •ooucpug^B Ipup 9SBJ9AY *3 rH 3 1,524 1, 034 6G5 . O • ^ o . 00 r-T ! co* • CO O r- CM O 00 05 C 1 CO co 00 L- 05 rH O »0%H CO r< •paiiojua; 44 o o CO 63, 501 1, 545 I 1, 226 1 d8, 765 1 790 2, 114 2, 143 68, 403 1,902 1, 174 1, 198 CO CO 0 tC m ®8 Oi ^ S Number of teachers in — •(nuAijd puu !M[qnd ‘wi’ootps xiY 1 43 co ! • 00 1 • • • • • CO CM l> 05 •siooqoe IBtqoojxjd p an q^baijj i> • ! CO CM rH rH • • ( • J All public schools. •9X0019^ ! ; 41 | 00 Hf< 00 CM CM CM rH in ThCllftrHO (M 50 C5 T* 05 ONWOWIOOOI>OOM r-i CM IO CO t)®OC!3 _ rH Ot'(NCOWD,©lO®® 05 CM ^ CM 00-* rl CO r* « •9IBK 40 to '* C- K3 ' — 'CM D5-9'M®05 r-c CM CM ^ Evening schools. » •9XBUI9J 39 : CO • ■ j : CM CO • 05 • •9XBH 00 » W o : • : ; CM CO • CM ! City normal schools. ”9IBOI9jI 69 : i - ; : ; • rH • CO • •9X«K « 69 | : - : : : • rH •«* City. H t 52 J < I i < p u r H & Ij 11 uC 3 5 *»" 2 || Elizabeth. N. J . \r t *-5 l&i 3.5s b\ n h }z =>‘f % ft 0 c *52 5 i f j b M 7C IP. *£« 3 os.: :d- 5PnP 5 £ 21 U 152 Is B J > 552 rj s< 5^ fil< 5^3-; 1381 h if $ a jj <> 5 52 U : f > f! n 5 *'t 3 ja.: 1m>< \y a :J 1-p' l 0^ 5 c. fgJ <1 5 > H \ ; f| 3 « 5 52 £ ifi* 5^11 s £ £ -g 5^50Ph HriririHHrlrlririnrtHrlr'rlHHriHHHHHHHrHHH STATISTICAL TABLES. 845 I CO O C5 C) ^ o CO c I CO CD 00 ^ C- C- CO * )XCOOOrflOOC5D( '®OWOI>lOCOOOfOL-aQ(NOWCOCOOCOOOi lC5CO»OOt'»(MOOM»0’>fOOL»05lOC5' IMOlOOOnOO i M Cl ri 00 t- <0 Ift rlrlHNWH lONNOON(MnHH» icoxt>aDooioooo5omoocoM(M»o^owto . . . _ - - * • I>- 05 CO CM O CO CO I — Tf \o CD O CO 00 (M 03 CO »o O 00 CM IOC5CX)^0500(X)(NIOHCOCOOO - - r r-T of *rf — T co co cm~ i '^OOOCOtNlO * 00* O r-T CM~ r-T CM~ CM CO* C o o UL O lo CO CM l> L - NN OCKN CQ CM CO r-T 50 CM nCD*t(M00CiO(N rH CM > CO 00 CM H CO lO CO lOOOHCOOiOrti )Tjivdwo5wN ^•OHrT i r- co oo a> r- H o I CM T* HO^OHHOOO H Ot-0 • CM CM b- h* O lO CO (M H^COOC5W50^^^0005MlOO' O lO w W t- - -^iOt*^^CMiOtHtHCMCOCO^iOCOCMt-!CO*005' CM HH*^ ^ tH tH IHNiOMOiftCMHOHh*«OCiNHWO • lUOCMCMCOOOQCMCOCMsNCOCMCOgTji^iO »CMCOTt CM CO lO ( >05C*5 oojcjcoobbboooo OOHHHHHrtHHHHINNNNNN IHHHrtHHHCIfIfqNIMfqNCICINNNdNNMCINWNeq«W«NCI Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1882, t> 05 Tf (M g o 1 5 PM « •OOU'Bptta^'B Ap®p O^'BlQAy •ponojug; •Q^UATjd pus opqnd ‘epjoqos py •sjpoqoB pBiqoojBd pn® a^BATJJ •efBuieg; *0FH o oj eot-i oo5 oqowixm ia co.t-io osusoo t*ea o W « •0P3K 'S.S sg§ “II •oxBUiag; •9i«K sJJIgf! 1 1 1|||| §J1*§ p J pj. ®h»xoo*-n:iw^ioot’OoooHC'iW'»f|f5or'COC50HiMfoi< Cvl(NWCO^?5COMCOCOrOCw3W^'1’^^rti^rt<'t}irrtTj*OiftiClftO CaCl STATISTICAL TABLES. 347 Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1882, tfc. — Continued. 348 REPORT OF THE COMMISSIONER OF EDUCATION. cc g to •9I«H WOIOOOOO ^ CO QO $ O W000500 CO O O 00 o o » ooooHcnC' _r_r_r « r- •Ql^raej o t? a cs SI Pj •91BK •;U9 -pua^ariedns ^u'B^sissy •^aapno^miedns >0000000 o o o o co ir¬ es p, dS M •Bjooqos ottqtid py •epoqoe Smu9Ag; ^ •eiooqos pjauou jfyiQ •ejooqos jBmuntff) ■exooqoB Ajbuitij .© 2 p LI S O <3^ •0OUBpH9XX'B AflBp 9SBJ9Ay •pgnoiug; f-H O -p 2 1* ta« C g Ph 2 •9otrepu9!$E AjIUp 93BJ9Ay •pgnojug; ;r*5 : : 0 : d : : a : • 3 5 3 § ■ : : d^ © g*‘ ® P 0000° 3 s g 0O -0 §rd-o © p| g ®oo« © g. - a *d a u d O fc-o .2 c‘ -o2^ P m~ rf1 rs ^ p p § o ° fe-T3 op bit; u £ £ p g $•% g §1 § il §s 2 s|a|!! ssj h3 1-1 0 cc 02 CQ P Hi H A A O A ^ ^ A A 52 A 02 rlNMH<>l5IOt>OOaOH(MM^iOtOt'»OlO-l HHHHHHrirHrtHCUN pflpfl pgso„ nOnUc? !M co o ^ co ^ co ^ ^ O 40 o CO S » CO CO 40 ^ CO O 00 o o O 00 o o 00 l> 40 o O I-H O 0h*0 05 CO rH O O O O O 40 O lO 00 40 CO N CO rO ^ tH 40 e o o CO 40 CM 00 • O 40 • • • WO • « • t> © • • o • • o • • l> • • o o CM o © CM • © © 40 © © 00 © • © © CM © © CO 40 • OHOOHOlOO • T* 40 • 40 CO • TjH t> • * i> © ■ • rH © • • © »H - o — oo? OfflS IO © CO © © © © © 40 tH 40 © $ rH (1,35 000 «S0 990 : : : s • rO rC> : rH rH rO i o o CO 00 CO CO rH o O 40 CO O 40 O CM 40 Tji o o T* CO 40 CO oo o o o 40 o oooooooo CM 40 © © © © © © lOCO^OOOrHOOCO CO 40 40 CO i®tr w 2 m 3 m 2^3 a O b M 9* £ flH 'Tj H a Spqw gW a- 8^2 £ 2 p ^ H C^ ©H ® a © S M 9 5 o' NfO^WtDI * From Report of the Commissioner of Education for 1881. c Including Monroe County. eTliis is the minimum salary, a Monthly salaries. ^Estimated. /For superintendent of German instruction. b These are maximum salaries. Table II. — School statistics of cities containing 7,500 inhabitants and over , for 1882, $c. — Continued. 350 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES, 351 o o o o o o o o CQt't-W >t-0»OlOOO(MlOlCOOiOOO } H o M W COCMCv)GiOlQ£'>Q0 05PH(MMrtUf50^C0050 OOOOOHHHHHHHHHHNNNN(MWN(M(NNmcOWWCOfOCOMMCO^ rlrirlHHHHHrlHHrlHHrlrirlHrlrlrlHrlrlrirlrirlHHHHHHHn 10 50NXC50H ^ ^ ^ tj< t*i m io HHHHHrirt *Erom Beport of the Commissioner of Education for c Monthly salaries. /Maximum salary of superintendents of primary schools. 1881. din English-German schools, g Salary of secretary. a These are maximum salaries. sin colored schools. h These statistics are from a return for the year 1881. l> Salary of directors. Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1882, ^-c. — Continued. 352 REPORT OF THE COMMISSIONER OF EDUCATION. Average annual salaries of— | Assistants in grammar schools. | •Qpjraaj W lit IP§1 475 407 420 6900 520 400 400 416 3 i 483 850 372 300 375 350 •op?M « b j j • • • • • • • • > • • i • il is | Principals in grammar schools. •orema^ H *» l\\ s ? e ; | 'm i il jrH ill i i 1, 555 461 575 467 900 •9[BK © h i i il : Ir-r • • in ii S3 ;s il ill i" : : 1 pH 1,200 2, 625 61, 100 il jpH 1 Principals in 'primary schools. © © I ii a&40 700 d588 700 6600 685 443 455 61, 500 il * V iSI 1 i 690 1,350 430 325 375 600 •9IUK Q t © IS nr JfH • rC> . . i •'JU8 -pu9;uuadns ^u'B^sieey © 1 I : : il ;V •^u9pu9;uuadne © © 1 !! mu iiiii pi, 500 1, 600 800 2, 000 008 ‘I mill HVrlHVn rO Average daily attendance per teacher, excluding special teachers, in — •sxooqos oqqnd py © 3 is :3S3 i i&SSS s % i •6p>oqo8 SuiuoAg; © 3 j •eiooqos psuuou Apo W © 1 j •exooqos qSrpx © ® i i ;£S3 i j j ig j§ IS £ ii 33 •Bjooqos xenraraii) © • i £ i i i j i is § L« :! •eft CO •sjooqos Ajumiaj © © IS j j j : i i? i ;! IS s i 3 i: 33 Number of scholars in — All schools, pub¬ lic and private. •eouupuaxpc Ajrep o3bj9ay © • • : :S : i» ill •rie© ■ •penojua; OD • i • i ii ; ies Private and pa¬ rochial schools. •aou'Bpnax'XT? Apup oS’bjoay . . i :| fLf 008 . . •panoaua; © K5 i ii : i^‘ iii City. H Camden, N. J . Elizabeth, JN. d . Hoboken, N. J . Jersey City, N. J . • • : \ti : .svs m Orange, N. J . Paterson, N. J . Plaintield, N. J . ; i i^ i . ii; iii 1 3 & 3W Ing a mPh Lockport, N. Y . Long Island City, N. Y* .. U ll 'a % a | Plattsburgh, N. Y* . x • i I sssssssgsssssssfesggsgesgg&sffs HHHHHHHHHHHHHriHHHHHHHHrtHHriHHH STATISTICAL TABLES. 353 _ _ '00000000*0 10 W o H t> ' 10 !M T - - - CO ^ “ •' o o o *oooo • o IOIOLO lOOOOlO • o CO 00 00 .0000 0 • iO O O rh 03 O o O o o o o to CO OOOO *0000000000 OOOO lOOOOOOOOtOO CJCOGOCO • O O O to CO O O O C- !>■ . © a « g © © S’ss » > e3 a £-g 'g-g pseS © s-e © ® o ’s-g <5 §3 Cl prp.2,2'o^ 2 ^ >® ° g Ph ® ° ^ S 03.2*0 S p‘C^'3 cir©123j®©^i.'So tMiW'^lOOt-OOOiOiHlMCCl-^lftfflt-OOeiOT-dMeCTtdCCOt-OOOSOT-ICaCO-^lOCOt'OOOSOi-lfMirO'^ * ‘ lOJOJOOOOOOOOOOOOOOOHHHHHHHHHHC'lOlWC'lW IHHHHrlHHClCN(NC3WC'lW(N(NCICQ(MWWNCLM(MNCaWCIW(N(N 2 -2 o © .2^©bo^g§|^ow-®‘i.2©^ soC-qO? ^‘SSo-S-- ^ -P3 nS c8 PH fX| ®~e3> o © o © > o'® §2* .Pro ,i3 c8 s“ 1?~ *g ® .jq p p «s gg£2g •sa«-pg,§ ^ ©55-So ® §|g83S &A ss-5 8.3 pH SO © .9 ■a a 'Vow* *H g-gpg 2 -s S ® -g «* ‘5 cs^'g © ^IIph =g MILS £^£§|, ©nprp Op ®. © P £_, © » S -P «8 O.P ”p EH PEH H « **>>©3 .g P pj , ! §22 '^EhH $ QrO « rg oooooocooooooooooo< 23 E Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1882, #c. — Continued. 354 REPORT OF THE COMMISSIONER OF EDUCATION. •S§ a m £ tr. £ <4 £3 •oj'Bnigj p a jr a Ph rt ’°FK 8 S CO CO • i « i i lO i • • • • • • wSSs . ( • • • O rO ” L2 o • • . o • 1 • o • : ; 1 « • • • ^ • • I i • • • © e ^ 5-0 • • • • • o o r- 'coo® .H O CO jg 'ce » e.® •3 fc* a a •91^019^ •9[«K •?n9 ! *» ■pu9^uu9dns ^ubjbtbby j Q <=> 00 CO CO o CM O O CO lO •^uopn9}au9dns O O O O O © O O O UO ic » a m t* OOOOOOOOi lOCMCMCMLOiftmCMCOiHiQO fcMrHCM r-T r-T r-T rH CM~ rH CM* ooooowo •sxooqos SataaAg; « 1 •B[ooqos ;i3niJ0U M •B[ooqos qSjH I « _ l^ODOiOHNM^tftO^OOt CaCM00C5OwW« V.X *«. V*>. v,^ .... ••• _ _ ».* . . ... ... „ CMCMCQCMWCMC^CMCMCMCMCMCMCMCMCMCMCMCMCMfrlCMCMCMCMCMCMCMCM STATISTICAL TABLES. 355 > o o > O 10 • CO t>+S-f3 o'^V.o UK §^go •a ©5^3 as %>° gllo S CS © jIN 1*8 1 ■g «ej2 | g a § •gi-g § p<$ §3 2 03 o 2^oi HH a a a •% O c3 o « 5.1s? £ga| °'2Hg •g* 2 © an a © , g*?*^ «3S ®tl igssS * e* 35G report op the commissioner of education. 1112111 a*****' ~sg g.'g g ooub“» g gt 9S ® © ‘3 « o • 1, 200 61, 450 600 ii | r-T d i 1 i 3 i 1 i ■=> ; ill ii i: AAA i1® O fG • • l ij 11 3 o < I i i i ii •S • rH I ii ig 1 1 is ii • r-T « • < * ■ < i i S : ii | A illlillligipipglllllllipilll isppill 700 700 a50 1, 050 11 r-T P 1, 000 51,000 1, 000 1, 000 6900 1,200 61, 000 1, 000 11 i 1 i * 1 il \A |l il • t— r i ii • ! ^ jg 1 1 is i i h : 6800 900 6800 550 |!|| i ii • . .o 2, 250 1,300 800 6900 ill ii JH • t 1, HUU 1, 500 1, 500 61, 300 61, 050 61, 450 61,400 1,400 62, 000 1,500 6900 900 . -I I, 125 II, 250 ill ii i ; _-,-r : 61, 000 640 1, 500 1, 000 1,500 il ill i * * ^ r & * i \ o I I 'o ! . r3 . I \'i i Sal : il ; : a o o ? PrPh<1h£ OlffllOCOOt- I II Sll: Wll , Wi ll-ttlffl JfLI mmmmm ius Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1882, W | 22’ 000 (183 27, 200 c71, 875 43, 356 72, 720 (580 (492 52, 909 14, 100 20, 000 Average annual salaries of — Teachers in evening Special teachers, schools. •dii[sucuxa9j 7 IP I if |1|| i i ii "r e it. •Sumuja; 3 :g ii ii jeo jljp i| |ll i •oisnpj « 30 i| ii ii jrH il j« US : s e if ill i §!!!§ j! •spjraaj 30 :§ i i IS i : •»l 3 : i ji i i il if j ji Principals in normal schools. •opsuia.gr © a$800 750 is ji •91UH 30 i» • t> • CO Assistants in high schools. •epjaiaj; h h PI ilslll : e m I ji1 i ini f i i *®l«K « 1 1 * is il if ii jrH y i i" ill i : : rn : : ; e ; 1, 000 ol, 100 1,800 ol, 200 1, 200 600 *1,000 Principals in high schools. •epsaioj « i § : £ : il • of il • ^ i i il ; : irn- ; : ; 8 •9i«K h iiiimii H e 8 8 8 ill ills j“’s' iff' ii il hh :,-r e ; 1,800 «2, 400 2,000 ol, 700 1,750 1,400 *2, 050 City. Auburn. Me . % : *r ~ 1 i Bath. Me* . Biddeford, Me . Lewiston, Me . Portland, Me . Kockiana, Me* . Baltimore, Md . Jb reaencit, mu . I Attleboro’, Mass . Beverly, Mass . Boston, Mass . Brockton, Mass* . Brookline, Mass - •- _ Cambridge, Mass . Chelsea, Mass* . UM: m i&g. i uioueester, Mass . Haverhill, Mass . Holyoke, Mass . i Lawrence, Mass* . nowen, Mass . Lynn, Mass . ! ii 1 m 323 g&ggsasassss5§8sssssassssss|g|s2| STATISTICAL TABLES. 359 >000 >000 JOlOt- OC^OOOG^OOOOOOCOOOOOI^OOOOCOIOQIOHOOO I »0 (N 05 O O ( IO^t-ON«OOOOCiOl > t> o r- o o o o 0000-^^ IOOOCOOC5I _ . . W O O) O ^ h* ' HQOWH^H H-^COi > O © O •OOO •OiftiO OOO OOO WOOD o a o 10 CO WOOOIO OOOOO OOOOO O O rH o 10 o o o o o o I o o • o o > o o o o o o o o tffco* 000 OOO OOI^ -.00 O a° ^ 10 c^ >000 00 OOO 00 >000 O 10 „lO -^OIO 10 CO O 000 'OOO O O iO MO o' of o o '§s o r- o o !,o 03 o o GO O O O OOOOOOOO lOOOOkOOOO CDiOL-O $ COOOOOOOOOOO HOOICIOIOOOO^O OOUH ^)Tf C5 HOOOOO 00 OOO »o o o CO o OOOO 0000 10 o o CD 00 CO CO 10 2 3 is i nil ji-dii :»|S’SSgg§*0Sjo 00 ® ^ wj 2 .«r3 o w.S-S ^ M m -^.o-Ptrl --25 s*a i^ali s-gi^s* « s g’S S k BWcf E3 5 _ 0-2 . _r . *25 5 -o o BlilMSWIHSIPiaSissiiJlIiBfflJlilC rt 1 1 0 O 3 g£ ’S~ o 8J§ 2 y g a |.^o § ill S la £ ■3' ijs a ss^> w _ SSi 'iO?DI>OOaOH(MCO^iC< * From Report of tlie Commissioner of Education for 1881. d The principal of evening schools is also teacher of draw- g One-half time. a These are maximum salaries. ing and penmanship. h Apparatus and library. b For teacher of sewing. e Monthly salaries. i These statistics are from the return for the year 1881. c In 1880. /In 1879. Table II.— School statistics of cities containing 7 ,500 inhabitants and over, for 1882, efc— Continued. 360 REPORT OF THE COMMISSIONER OF EDUCATION. •mox •st4«reddy •yjn^iajn^ •eSaipimg; I f I i 1 I 11! Sill min "S'rf"'^eT 1 1111 11 1 HO r-T 11=1 111 g'*"' IlsllSllllIllllllll t)T ' or iiiiiliiiiiiiiSiiSii S £ 8 : | S' g" | 3 53 sf STATISTICAL TABLES. 361 Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1882, #~c. — Continued. 362 REPORT OF THE COMMISSIONER OF EDUCATION. 5553^ £ £ o la § © S si: g ■O g c3 ^CO^OH^lCO^tOCO^SOOOHNM^^CCb-GOQOHNM^iCJO CNi . sis ii iir i ss-s if ia< I Receipts. •Sjdt909J « © H l§!ll!sllllS!IlltsaIlllIsl?sl •soojuos joqjo xxe uiojj poAieoaa junouiy © * $1, 409 166 839 i s ii is j i 1 i! i ; ; is j 284 772 482 is : • rH • ■w ; •S99J uoijinj UIO.IJ pOAIOOoi JUUOUiy 100 1 is i 1 T— 1 1 »<©• ; i « :c ’E ! iiiii iiiii iiiii S is Amount received from taxation. ‘XnooT; © © $26, 700 17, 600 104, 572 197, 528 25, 275 22, 921 148, 605 41, 453 54, 000 . i I i; iiiii a ! is : i isisS i : iSS'S'® : /26, 583 11,065 17, 000 ■ws 30 Cft $10, 680 20, 625 75, 758 490. 680 26; 100 17, 670 j : ij I i ii i ” i i» ; i i ; il A 221 1, 950 5,113 Amount received from interest on perma¬ nent fund. qnooT; *» Si j : il *3 : i i il i : : j i i is i • • • « I o • •AjunoQ © a : : il % : i . . o • *WS i Si 1 i ! £ : : • • • < ’§ i o : rH • 2, 628 10, 802 4, 238 1, 426 662 • o j •JB9^ xooips tuoaj punq uo oau^ing; h Si $64 5, 026 21, 993 75, 152 25, 330 30, 573 83 3, 785 6,220 ° i il i i is i | i ! iSE i . . . . cT Hi 5 ; Tax for school pur¬ poses. •onxuA posses -su jo j^xxop J9d w Si ! oc as • o o i 07. ^ • <& - • r— t • § o 0 16, 044 HI s IP CO t- CO H H (M H iP t> ©Q CO o"?H CO o oo CO tH rH C- • o |S Hi * l CO a • W • • • • a a a a • • •sSnippnq p U B 8 9 !) I S 103 : § C^f ■6©* i 6,997 0 62, 740 (MWNO *CD CO H (M o • co CO rH rH • Hi ©f C5 r-f * r— T tH CO | rH 05 • Hi O tH O 00 » O CO O CO Receipts. •e^dioooj; jbjoj, © h-00050(NO^?P (NHOWHCOHWWOIHIO fh- o H 71 O 71 O n CO H OC CJ OOO rH 23, 703 39,946 e83, 000 39, 676 51, 653 c64, 461 43, 756 72, 033 153, 907 •gaoanos joqjo pB xno.ij paAiaooj junocuy lOl CO CO 00 a i • 0 1,545 1 773 472 162, 537 CO CO 05 CO J co • • t>f OOlOOOOOO hwwoo a> 05 00 I>- CO IP 05 ©f of oo co co"t-" CO r-i O (M CO rH ION O QO O to IP CO H< COCO o o o CO CO CO CO Cd 05 CO 00 Hi rH O o O J 3, 178 o 0 j Tax for school pur¬ poses. ’9n[V?A P9S89B -SB jo Aepop jod spiK 93 CO 3 2. 25 • ( • < 2. 0 1. 93 2.5 2 % * CO ip 00 05 coc 3 iH Augusta, Me* . Ban per. Me . . Bath, Me* . ,ss “.2 2 £ Portland, Me . Rockland, Me* . Baltimore. Mtl _ _ II 1.2 o £j m Attleboro’. Mass . i f ! £ § a 73 1 1 Boston. Mass _ . a. : OE is i d - c 1 ^ o 1 o w Brookline, Mass . Cambridge. Mass . Chelsea. Mass* . Chicopee, Mass . Clinton. Mass . * a 3 - > (2 il is * ti 3 3 q rM Gloucester, Mass . Haverhill, Mass . Holyoke, Mass . Lawrence, Mass* . Lowell, Mass.... . «'#L')®c-oo®OHMmT)no!OL'-ooffioHNcc-5)'inaNcofflO'-1 c-e^c-c-L-c-c-coooapaooQoocooocoaooooooiOoasoo®® STATISTICAL TABLES, 367 rj-mt'WHOooiwrt''1 ^NOOCWC'WOCDCCI ; ; • • o • • t rH * 0 • • O CO C5 • • 05 05 ^ OO « • OO lO . . CO 05 !>» ^ 05 i • kO CM • • ©©© CM rH • • ’ ! rH* CO* • a O • • . 00 o . O • • • CM CM • O • • • • of • • • ! 166 ‘I §ii CO • © © co - o o r- ^ t- rH CM 375 oooTS : owov * 00 rH in • r-icoi>CMC5r>b-oo ^o no in t>- WHno5NHWOJ«oONCMO CO tH kO 00 kT5 t- CO 00 CM CM t-h tH rH ^* rH* CM ^rH* CM"t* CM 0 96 2,954 t- • O O CM 00 I CO -IOHHO • 00 ' CM © CM CO • |>T • rH* TjT.^H* * . o • © • *H< I 00 • kf5 *CO • CO • t> | co" • CM* o 1 1,953 ! 17,000 0 140 259 10, 332 CO • rH • in O < CO • ■ O rH , CO • • rH in CO rH • • O CO '• © 00 (M l> • ' CO H » CO CM CO • • 05 rf< . r-« oo" j ; © os’" • tj. H (M lO C r- X ift ' f — “ »9 rf © cm co : (OOOOCCHi llOOH^CiHt - IICOCJ: ■OONOONQ^t'MtD^ > t> no © cm oo cm io co © i iCOCMCMCg^GOCMOrHCMCMCOCOGOOOTt'COOJ'g NO.OW MflOH ^ CM kO t- eo t> nf of CCOrfiJO 00 r-> kO »0 1 n WCOIM © >o © © © © o re o o o o O X rH © r- o rfcf coV cTt#T !NOir(W«CO ^ CO 00 o t> t- cm"©* (M CO O CO C5 KO CO CM 05 rHlf500CM • CO ©> MftO OOJOC1M. »f5 NHNM. - - L-L-(MinOOO!NNiOOO; l^(MO00t>t>O Ptn co* cf ©T ^inoin CO CM 00 kO 05 CM O rH O O • t> co co * CM 05 .05 0 no no co'rf r- t— CM co 1C> CO 00*10* CM *0 s © © 05 t* © 05 CM ?H CO KO t> CM tr- CM CO CO 05 O 05 CO* CO* r-7 t>** tH* CO lO §5 o 00 CM (M 05 CM CO CM CO oociinoHciMin^ CM CO H CO H 00 O CO CM ■35 ••; • CO £> CO • rji Tj? CM* l lO Tji lO CO 1C t no co cp I CM CM no ' CM CM CM ©CO©I>CO©OO^CO©CM > cm oo ©" »rf 10 r> icT of co* r*T o* ncicixoo 00 ^ 00 CM f rt< CO 05 rH L - _ _ _ _ OOCMOnOCMiOOOCOCOCOCOlOl » 05 oo CO 05 05 .05 1 O O O 05 O O uwwuOOOtJiOCO ooooooocoono r co" Iff rf 00* ©" ©" co" ©" ©" O* CO" rH O* Cm" )^rHOrOOOr^COOO'^t^005 ilCt-TjiHOOHl>H005COOH CO ^ Iff Iff COt-t-COCOrM005iO*f5COif5COrM>l>r?«-^00’^CO^i CM CM CO rH >0 rO ►© 00* rH < t- iO kO • 05 »0 kO CM kO *00 • CO CO lO :S5! kO o o o o o ' ■ CO o o o o I CO o o o o r rf of o' o' © I O CO o o o • l> o o o of *^"© ©"ccTirf Ol> 'Ot- Ss « OS <5 as 2 3 • os * cs h • - :s :fl s :S^.s iOHCMCOTMO«l>XC50H(MMrtJi • ' IHHHHr|HHCMN(NWCl( IHrHHHHHHrtHHHrli )OOH(MCO^inOt-C * From Report of tlie Commissioner of Education for 1881. c Total of reported items only. g In 1879. a Includes $62,740 received and expended under direction dFor libraries and apparatus. h Buildings, repairs, and improvements. of inspector of buildings. e Appropriation for day schools, 1880. i For furniture and repairs. 6 In 1881. f From appropriation. Table II. — School statistics of cities containing 7,500 inhabitants and over , for 1882, : : 00 00 • • 1 £- ■ a i C5 »D 00 CM O C5 Th • * C5 CD * G5 © O CO O Cl CD C'- . . © © . t> ICHOHIOCMH • • CO C'- * fc'- th' CM" rH t-T • • * cf © t- © •snjBJBddn pun ojujiajnjf © • th © • 'NCO • • Th CO • ; <&■ ~ ; © © ^ • CO •WOt't'OH © Zm • Th • 05 CO CO OO O !>• CO o • • rH |> |> CO CM O0 « ; : 2. : : •©©©ID 00 © CO © © •t>O0tH© CM CM CM t- © • © rH CM © ©©©OrH 1 CO CM CMOOC^r ' CM i> . ID •sSuipxmq PUB 'so Jig © o to • *CO 'OOOOON •ee t- • • th • o co o co oo CM • -CM • 00 CM H CO n ©~ • .icT ; t> of tjT • *h • id co ri id • © . © ^ id • CO » 00 ID • cm" ! r-T ©~ rH CO • © © • CO CM • r-T*D~ ' © • Receipts. •ejdl9D9J ib^oj, G\ © Cvt XOrJi O MCCC t- OOJOOO^ Th r-i © CO Th CO CM H © Th OLOj>»nHoooooo»^L'io;i.ot'0«wt"t'< X f' N h H00 O O C o tH oTcO O^IO^ClCOWC^O^^COfMOOrifOWHi^^iO^ rH CM (M C J CO IO rH CO* •soo.inos .ioqxo xib utojj poAioooa jauomy S " rH » « © © O • • CO CD rH • • © CM tH* • • T-i* -ee- | ; rf *l>00 00 1 CO p O CO .CO • 'lOCOrH lO • HC3 . CO CO CO CO i CO • • 03 CM CM • r#< • 03 CO O CO . rt< • • O t> ; ;hh g | ; • oi C3 oo •S99j notjinj rao.ij p0Ai9O9o; junouiy © © ri CO rH • O ^ • rH CD O rH * CO CO IO • CO P- • LO o lO • rt< • cm oo o • . CM 00 CM CM © CO • rH CO © CM -h 00 • CO xh © © CO 5 © Amount received from taxation. 'XBOO'J © © © © Th © CO OCJrJtOH © 05 CO t> CM icTcTo ■ r-TocT rH Ot>dC4O)O(MCOCOOlCOQO3OOOCOCO0 l> o' oT O CO 05" CO O to IO CO 05” CC IO r-T kft* CO oo* oT CO CM COlHC'JiOCOCOCO'HiCQrH rH (M (M CO CO lO CO rH 00 (M IO CO* •OJBJg GC © $17, 402 884 5, 834 40, 304 33, 237 rH O IO IO rH OHCU>COOCI(Mt^l>ClO • CO rH *05 OOiOCQCOCO(MC^»lCCOCO(MCQ - LOOO • rH Tt . H 'W • • ©~ • . rH • • • •JB0i£ JOOT[OS JS1?X uiojj putiq no oouexBg; © « CO • CO • CO • c^CM© »CO ‘ThCMCO •9U[BA qSBO jo JBjjop J9d sjiipj; © . CO CO • ! • . CO • • . CM . • i CO • | ' CM CO »D © ! ! CO I a ID © CM © • © • rH rH • * CM CM CM | CM * CM CM • Total taxable property in the city. •UOIJBnXBA p9SS9SSy It © $9,169, 414 6, 119, 564 3, 449, 0C0 M2, 000, 000 12, 000, 000 15, 065, 800 60, 000, 000 (Z82, 140, 700 5,416,000 4, 973, 000 21, 515, 280 4, 250, 000 dl2, 933, 083 55, 410, 152 9, 846, 967 6, 206, 010 283, 738, 317 689,237, 320 3, 680, 919 11, 461, 312 5, 051, 140 2, 683, 193 65, 475, 440 5, 263, 730 tl.ri r2 o ®'*j> :t3 3 2-2 C ?-< r-* , P -r; ’i-3 5 * ® New Brunswick, N. J . . . Orange, N. J . Paterson, N. J . Plainfield, N. J . Trenton. N. -T . : : at 1 rtic3: $5 fccosi '£s.S £1 <1498 (5, 2,412 7, 932 as ill ii i Is ! SSSSi9S8S33S8SaSllS§S3SaSS9a88IS6SS5SS§SSB8Blg I _ _ ^ _ T-? ^ ^ i ills! i i isi iisi i i ills-llalll ill i ill : 125 516 595 118 33 i ~ i 4S* *]*’' i ! iasf s'”'s j : - S : Islll rH rH sllslll SS'f'-'S'S'g ISSII1 as^s's asleS~g 18188988 8SS8S88I litlsslllgg sis sss 2* slssslaallll 1 S8SSS£8SSS§S_S _ " " 1 888118 oTHaSVffrfH" SlSllS flSHHHIs i ° i • o 1 ii li 335 12, 322 is i ° I o ! • © jl if is © • • o i i° i r | j • o • o . 1 1,768 1 6! !ia**8sa : » 2, 118 il i is i if joca £ o t> to oo eg o" oo n vs oT • r> -a- - S' wSo t}( glllllsllllslsl lliWflfflsllS H in s' Th co r-j- t-~ co~ o' i>“ Ai0O9a^unoaiY f* S H I! ii2gS*S2 is i isT • | ; jri •Ajuuoq j 1 i n h 3 j o jo . - . i . j*o ■ . j : j ;« : j : : : : ! : : • • • '©WS « 55 i i ir i i if ’rn ,• J . . is ill! ! ; oo J ; in i •J.V9&. 100T[0S (JSiq uiojj pm?ij uo ootlteiug' 3 iissssisi i i a‘s -““S' ; i 1 r-T i-sec5l isgssgs j j ftf rjT ^ Tax for school pur¬ poses. •0np5A passos -su jo aupop aad sp?K S3 *ttdsss ! id co I jlOCOrH j ifiM i« • ; • tei 6i in Tji ■■■ i t'* • • » I • • i- i M i i ! I Ho I !fi * • ! H Total taxable property in tho city. •uorjgnjBA paesasBY ■H 05 msi ii iiisi ii »sf»' "!• o, uva, oou 6, 903, 482 *6, 716, 580 16, 291, 300 16, 000, 00Q 119, 196, 200 10, 000, 000 8,983, 580 SSalll il laiiff i! ISSll ffsff ficooffo*^ •onpjA qsuo pojBunjsg I suss ii iifsi it ggf£rfrf i§ ill i i is! i i ?a? i ; i : IS ii a* il ii ii ii ' il :! if if ■ ■>- § n ; i ; | il i il if i if is i i«r : : i City. H i 1 1 • » • • i i • i ■ a • • a a • * i i j id Williamsport,’ Pa . York, Pa . Newport, It. I . . Pawtucket, R. I. . 33 © c B : : h : ;^'CC M hi ; ; ji *.l! o W k mill iiiii 3 2::: !M5 iff# illj a8fiB8a8SSB83a&8823a223SS3aSS STATISTICAL TABLES 371 _ SSa ®_c3 d S HH. 13 Q jC Taiile II.— School statistics of cities containing 7,500 inhabitants ancl over, for 1882, 4c.— Continued, 372 REPORT OP THE COMMISSIONER OF EDUCATION. •oanupnoxje jfxiup oSu •joau no pasuq ‘sa'snadxa jnoSuijnoo jo xc^napianj •oonrapuajju ^pup gSrugAB no pasuq'noij -onajeui pnn aoisiAjadng t-Oj CO t- ■ •ajnjipaadxa tnx°X •B9sn9d -xa ana.uno puu saqddns aaqjo XXY •spdnd jo 9sn .toj p9i[d -dns S3[ooq xooqog •81113 dap; •oonuxusni •^nap; •pn^ •eSntppnq jo sjopnuL' jo ■Oy ‘SJ9SH98 -eoni ‘satjnpjoas ‘pxeoq jo siaatpo (M W rj< CO (M N O O l- I> [> IfJ CO Tf O rf CM 05 H )HT^OCOlCt>l ^ (M 05 lO MOSCOW IOC 10)0 urfcoioco oco»o Is.® cm co r>- co o a co o iO iO <0 CM O I iO O (M CO O O • CO CO CM t> CO .00 < O 03 O O lO 0t>l>i0»0 oOHcoeo O lO 00 O Tfi iO Cl lO o lO o o o-^io lO CM CM •Stnqo'eo?. joj pjed acitioray •not -siAiodns jo (J.80Q 005 10 0' O 05 CO lO ’ ‘OOlOt'Oi • t> m co oo i00»iCHO05C0^{0HMX^Ci o o o o o C4H CG P'S •(jeaaajni Snt -pn[oni) Siiij-eox^ • ( jsaja jnt ?aipnxoui) spnog; O o o a ; o g -•rj 3-3-3 6 'oOS^Ogp - a' - a c * If ftfe $ §3 S sl § o Zv § s £ £ s s I § a pi * a S a 2 B ■ ? _T r-T ~ rf © i CM CQ iO O L- OOOOHM; STATISTICAL TABLES. 373 tofoecco^cq 5 uococo^ S8S3SSS33 SS2S3;=!33 SSSSSSSS ^sssssa sssss § s S :SS CO ; cq eq eo ; ■** rH : § : sgsgstjss d: C5O0I>Q0C5W!cOC5 § r IllsllSiSlSllsilllsIlsslIlllslsllS laSIcllll ill ll s^s^ffgf '5£g“£ss §Cs“ risssfg § s|"asX§gS"”‘ jgsf :' . :3°33S • Oi H • is is • rH • Ills? isss i :1s jBjj HiS 11° - • • LO . . 237 56 3, 822 86 39, 223 2,297 1,210 526 1,414 iSll§SSi||g||s|i|l ; ^ rH » I? § 3 ,li 4# II! ir sslllslalsllsl SS8SSiiSiSI§5 SIS § IlllSlsll ill £|g S 8 Ss £ £ £ S S 3 8 a 5 S £ £ g § 8 £ 8 8 8 8 5US 8 S _g’ £s"srfS“SS§S§ '8® 5® 05 rH * <=> OO ' 1-1 SgSsSSSSiSSSgggSSSSJSSSggSS^SSSS&gS'SS ^SgSSSSgSgSSS Table II. — School statistics of cities containing 7,500 inhabitants and over, for 1882, $c. — Continued. Average expenses per capita. REPORT OF THE •aomspuajiu ipi-ip a§B -ja.vu uopaseq'sa’suadxo juaSnijuoo jo pquapiaux COl § UMISSIC : ; j ! >NER OF EDUCATE j&oooigSo : : : : : • CO ^ CO r-H CO • • • • ■ ■■■ ON. ^ CO • 00 CO t> •aonupuaiju Apup oSiijoau no pasuq ‘uoij •onjjsaipae noisiAjadng & <*>( -H £3 i cc in i : ^ 3 : : i : igg; 5 « -f CO QO • ! • . . COl 1 1 H H r-l ?H • • • ■ • rH r 3o5Ih iSSS Expenditures. •ajuppuodxa {oqox 80 V* iis?sggg2li lSSSSS§S8§3ES%8SS gSSSsSSJgSSf i|f|SS^gS‘S3SSgg|Sgf Incidental or contingent expenses. •sasuad -xa juajjno pun saijddns jaqjo XIY *» H w> $454 6, 541 1, 270 75 992 902 500 2,047 al, 244 . § !§§!§§! - : -3 1, 205 669 1, 580 2, 735 2, 132 980 3, 170 •spdnd jo asn joj papd -due eqooq jooqag « Sill? II ill i rf ■ r-Tr-T j © I I • © m © I < £ : : ig1^00 £ i i j is is [>(NHCO CO • -^r>cfnr CO ; 'Odu'Bjnsxix * t i i|s 1 \% : : ! : : : i i 0 8SI LZ •jua^i » H i i i : i j j & i i i'S : i : CO « CO • i I I • o S :s : : : : : >N IsSllllSSel : i ill! i ^VT HHHd^ to ; ; jbfr4-4, 705) 60, 763 9, 110 490, 780 618, 500 016, 765 L09, 636) 19, 136 27, 423 1 137, 329 L4, 102) r*, 8ii) 28, 762 34, 243 646,000 31, 474 56,685 104, 181 •uoi -siAJadns jo jeo£) s * $503 4,200 425 i ig“8°8 issri°i • « 3- : cf 1,600 | li 1, 900 4,000 1,108 1,860 2,000 2,400 Payment of indebt¬ edness. qjsajajui Sat -pupat) ginjeoxx s H • • • • • • • • ill* • » • • • • • o o •(JS3J9JUI gmpnpui) e’paog; s * : : :§ j j • • i • o • • • o o City. * Paducah, Ky . New Orleans, La . Auburn, Me . Augusta, Mo* . Bangor, Me . Bath, Me* . Biddeford, Me . Lewiston, Me . Portland, Me . AVUOlVIcMIU., J1±SD . Baltimore, Md . . Frederick, Md . Attleboro’, Mass . Beverly, Mass . Boston, Mass . Brockton, Mass* . Brookline, Mass . Cambridge. Mass . Chelsea, Mass* . Chicopee, Mass . Clinton, Mass . Fall Biver, Mass* . Fitchburg, Mass . Gloucester, Mass . Haverhill, Mass . Holyoke, Mass . Lawrence, Mass* . Lowell. Mass . STATISTICAL TABLES. mucous iSSS 12SS : '. : : ic 10 CO SS3 $gS8SgSS?8SB5 »« eo 10 ^ eo rH tH op w 09 ajsssssfeggs es is ggg siilisiliiiiisiii2i!lliiiligiiigl!iiiis§s2isi i i S 8 S 2’S | £ SXf « 8 |'f 3 f fW g § gf£§ £ gf y ^ S if gg 3 £ f S | £ £ S 3 ilillis iSIl SI rH 21111! «r m IS 11 rH rH islIllilSllSssllle ' Tt< CO CQ CO C4 H H CO H H O O ,»0^ 1I1I1I111SI1I .1 j-r *f-Tgf »f ©vf 1 § SI III Is efr-T S O I 111 111 8 Ills Is 21s I rH CQ fc?* C5 t-i rH Tt* t>- r— 1 r-l t> ©Q i~i ! j is T • * ! ; ; : : | OSS C990 lL) ; is in :S3|S 11SI ill is j ill j Hrt | J ; ; j i is* 1 ii i si! i! :i j : 11 | j : : :§ : igggsg-88 i • • < © • ■ r-l CO <05 05 05 lO !M • > « _ j • r-T j i : ! | | |n I j •■s, 1-1 Ills i i ii o 3 S liggs isSlllllS 800 236 652 200 454 670 723 425 332 359 810 840 742 500 COC0l>H04H04HlCH ! © 00 H< 04 © CO • 't>OC5lftCOC5COl>COrtQOOOHQU Tji id CO rH CO rH CO 04 m CO 04 rH CO CO 198, 220 23, 215 217, 424 39, 750 26, 122 84, 601 22, 481 49, 082 208, 788 45, 183 47, 482 1,148, 387 316, 115 35, 286 63, 677 13, 181 30.015 36, 860 30, 513 39, 697 Incidental or contingent expenses. •saeuod -X9 JU9I.IU0 pUB soqddns aaqjo xiY * H H $697 5,624 297 156 5,670 1, 081 NOCOH04^COI>COCOPC5COOOC5H005H COOCCHr-(MHOOMPt>^COHP01Pt>0 CDO(NN0004OOO^^I>h^OtJiO^P*C4 coho' CO rH CD rH*C4*CCflD*rH* CO rH 04 •spdnd jo 9su joj poxid -dns S3[ooq iooqog © H H O • CO • ■ee- • P- CO • o QiO • O ^ 00 ■ H< ' of H< • P« CO O © © • CD » 00 CO CO • iiO • CO • rH • CO • OO CO 04 04 © • i H O) t> a H< • lD • CO • rH • 04 CO 04 O CO ■ © a 04 04 • • H* * • t-T .00 nf jcf 1 O • • ; I •ejiBdo>j « H r $2, 168 1, 709 1, 050 255 5, 204 795 NO®^if)ininNN«m-^ oxom-v • im mo®OHONt'W®affl •A lOt-ToT cdcf C* OOt- ®0’#WCOifKlO®HHtO»W®'5'HCCOT)< O00O05C005OC000C0C<)'#00V't— tJ(05IM50IM co rjT r-Tcd c^T-rofcoo i-Tof rj" i-Tr-T •sStrrpjmq JO SJOJIUBf jo Ab j in $1, 370 a © i> oi CO m o CO CO CO ^ cD~of OOC5 0rH04COCOWOH 04 04 04 rH 04 HI 00 »C 'OHCOCUOHP CO O' r-T r-T CD" r-T of t> Of of 00* JofcO rHrHrHOf rH rH CO • •0^> ‘BI9SU9S -S9TU ‘S9IJBJ9J09S ‘piBoq jo sjaoqjo 110 o • O loo o • o o rH • C5 T$1 • ooooooo I • m o o o • o o o o • oooomoo * • *n o o o »ooioo • lO 04 CO CO rH 04 CO • *0400 0) • rH CO CO lO • Hf rH* rH* • • CD 04 • • • • CO * Tuition. •SuxqoB9j joj pied junomy 109 $17, 178 o41, 171 . . 5, 576) 10, 245 56, 781 24, 925 ^O in CDCDOOOCOCD04P-inCOH«HM>-in O *0 04 COOrHlOHiOHHHWOCOCOCOCO 00 CO rH HWOtJUOOHCOHOCOXOHCO ^CO* of ofofcOHrcxfofCD*l>rofofcC ^ H^OO'rH CD 05 rH ^rH rH CO 04 04 H< O 04 CO rH rH 04 Ol lO P- UT rH CD 04 H S « CO ®f _ ‘HOT -STAaadne jo jsoq 108 $1. 500 ^ 1 o o . O o • C5 P- i *** m r-1 , . 0^0*^0 00 0 0 *COOOOOO • O a o ^o ooooo *inooooo • o • m m co o o m oo •rHincooooo • rH » CO* of of of rH* » in of of of • of • ; j | Payment of indebt¬ edness. •(J89I9JUI gut -pnpm) gutJBff[£ 107 «■ • iii CD •••••aiiaiii 05 p* O • • i iH * * * ■ * * * * * * * (HOH * a a . O aaaeaaaaaaaa CD CO rH • illAailllillll9aA a a ■ • rH aaaaaaaaa.aa rH • •(jsaaajut Strtpnpui) spuog; 106 S i a a a CD 1 • 00 • • i I a a in in • • • a a a * alO • 'X • • ' • • 'H H • • ■ i a a a a 04 • * a a • a • » lO t> • • • a a B ■ a „ a a n i a • i a a « M i a I • a • a a rH • • rH 00 a » • a a a a a rH •* a a a a a • a a • • • ■ aa a • a a a a i a a a • • • City. H Dover, N. H* . | | Manchester, N. H . • *. • • t ■ a • « 1 a • 1 13 S /a r§S s-s § ■ Sou . c n u.~x: 3 c jt; 3 Jersey City, N. J . ! Millville, N. J . ISTervark, N. J*' . New Brunswick, N. J _ Orange, N. J . Paterson, N. J . Plainlield, N. J . Trenton, N. J . Albany, N. Y . Auburn, N. Y . Binghamton, N. Y . 1 Brooklyn, N. Y . Buffalo, N. Y . ! Cohoes, N.Y., . Elmira, N. Y . 1 Hudson, N. Y . 1 Ithaca, N. Y . . . 1 Kingston, N. Yf . Lockport, N. Y . 1 Lou? Island City, N. Y*. r-oooor-icqw' STATISTICAL TABLES* 377 SB£S3l88iS SlSSSSSSS^lSSSSgSS ssllll .H^VTrHiOcC llllllllgl NMNNOIOtOrrrTrt *►? fc* i§ 8" ISiSSSrSS dHrt H • iss • CO sO • :sw : N Msj • t o 2,138 91, 572 2, 569 935 1,464 6,717 850 1, 644 4, 312 4,047 800 13, 112 10, 409 3, 473 5, 733 5 : t> • 1, 900 1, 730 862 if! jr-Tcf sss i r-Tr- 1 rH J ill ill i ■rfeo j in 1,550 102,550 3, 657 459 1, 856 8, 391 950 1,025 5, 828 4,368 1, 500 27, 278 22, 981 14, 776 6, 564 500 2, 244 ji, 209 ins i jrHcor-r \ ill IS! i riCOr-T | il | isli • nr^r : I1! ill iss i iS i rfi ill i •of j iall. if IIs • rH l& • r-T ins i ill : III i I so ! . . in i • rH ; in : r-r w © — I 8 II WrjJ T3 Ph ^3 .0* © -s .si •*•«*** I 'S s sas a s 'S «,N «a ^ § 4 s § UgfM j>* jS*-J !***# * •s •? iPl@lMlii?!fll!!!lffi!ltf§i!Ifif I Mi ■iiii-iiii|||||l!lll||||||!li|is^|i|||!||||i| iglflJ! ^^O^PhPhP asslSSSS22sSssllsS|sasg||ss|||||S||2g2gSssas * rn Table II.— School statistics of cities containing 7,500 inhabitants and over, for 1882, $c.— Continued. 878 REPORT OF THE COMMISSIONER OF EDUCATION. Average expenses per capita. •©oaBpiiojjB £pep ©3b -jo ab no poesq ‘so’enodx© jnaSmjuoo ao pqnoppai » H : j ' s ’ ;£££ • H 88888888888881 Cftr-T < § 13s ii M~ : tjT : r- » T— 1 • ilSSiSISl f s; •spdnd jo osn joj p©qd -dns sqooq poqog « * pi; ' .V 3 i i ; : ; : ’ • \& is ij i ! § il :» i ill • m% 1 ! i i il 1 ! I I » I ! •s.iiBdoxj W H wt 8888888888888! "fe‘Sf 1 i i r-T : j i j? * . il 18888 7 j efr-Tr-T •©onBJtisnj rt g'-ss * si j 1888 j * * * J r • * Is : :2 : : : : . t • 1 !>• •JU9JI w S*s8is|a ;; £ i jg§§ j » 5 !l • r-| i i a !8 igiSs jc4 r-T 2 881E888883BS8S rjf TH*?&T«Tfr4T4 r-T r-T r-f 1 iS1888&8B8S rf {©J r+rf * l •sgaipiinq jo sjo;iubC jo Abj « H iiiiisili ii .H* rH'lri’HlWWTjT I 1" S ^ illSIlll HM»V»fnC/ iS j^' I8S88S i : *-r« : l 'Olp ‘esoSudS •Sdva ‘S©IJBJ9J0©B ‘pj'Eoq jo SJ©0®0 © H 8BS88S3SS8S888 r4* rKOtfl CO rH IQ • • T$i rH • © O CO O 'COO CO CO '^H CO •s ; h- CO oo »o t> t>- O 00 00 OO • T* rH CM 00 rH O © © CO lO '(M00 L0) tH rH ©00N0505»0iMO^L0C505l0l0^ CC O o' COC^OO* O O 05 OOOQ HC^I> OOOWOI © © O O O CO 't O T}< Tj< Hi 00 © © • iO © CO O »0 • T-H o rHCO(MCO»OH^ o o O o O rH t> !-« J 1 ©^2 fr, ~ CO CO 00 GO o o P i < « « j • ro • • « • • i* nn • * a- ‘ * if3 * IT^ * * * CQ * 1 05 w 6C « 6x4'^^ ©fe.s cfg § 'S * 2 ° .1 ^ w ^ • . g P Jh 4^ m'oO ^ P H w ' H P-< H CP H O H t>ODOOHCOC50. 5 •tf © © |8 ©h ?S -p © o.13 s «f |§ h .-§ S «3^i 2 § .|^9 g ©>63 .13,0 3 1^11 So nis&e h.S o ®.g.2 aSSlS* 1:4 fl,d te © 2 n » © ©-3 d o © x jq ’P M ® © 43 6J0 2 -fl f»l 2 feci •sal _, 'o _ Sdi. ©•«; fl, A m e3 _ 5 43 ¥ P< < © M !S I ?*§ « a © ©s faC£J 43 .fi © „ a S a.-p 60 $%Q u a I© o So a , © © p < a £’© * o'Sflj 'd © 1 ©"©.2^ ® Kaa ‘ wS a © © I © « 'g a © a .2 u =g S3 © ^ mji be g’S -3 a^ s o a .9 q a co

3 ^Z-ZSco' I ■g § §iS3| 0.3 K^ettg g|SS]fS lis* s * 8a o 13 .1 *s City. Columbia. Austin. Dallas. San Antonio. Rutland. Danville. Eau Claire. Salt Lake City. 1 State. South Carolina. . Texas . Do . Do . Vermont . Virginia . . Wisconsin . . Utah . . r City. Yonkers. Wilmington. Bellaire. Ironton. Lima. Mansfield. i Youngstown. Lincoln. State. New York ...... North Carolina . Ohio . . Do . Do . Do.... . Do . Rhode Island . . . City. Stillwater. Concord. Bayonne. Homellsville. Ogdensburg. Schenectady. Troy. Watertown. State. Minnesota . New Hampshire New Jersey .... New York . Do . Do . . Do . Do . City. East St. Louis. Jeffersonville. New Albany. Burlington. Shreveport. Cumberland. Jackson. Kalamazoo. Lansing. State. Illinois . Indiana . Do . Iowa . . Louisiana . Maryland . Michigan . . Do . Do - .... City. Mobile. Montgomery. Selma. Sacramento. J acksonvillei Alton. Aurora. Cairo* Danville. State. Alabama . Do . Do . California . Florida . Illinois . Do . Do . Do . 379 Table III. — Part 1< — Statistics of public normal schools for 1882; from replies to inquiries by the United States Bureau of Education. 380 REPORT OF THE COMMISSIONER OF EDUCATION.. Number of students. Other. •oiumoj; ! 14 O CO Cl • 1 • rH HH • o>© Normal. •exurao^ « H cd co 0 0 a 00 NCOO^ O CO CO Cl ID T* • 05 Cl 05 CD CO CO © H •mox S 164 227 174 112 56 145 ©OI> CO id Tt t'- ©CO •sjo^ouj^eut jo aoqranx; © CO CO id CO »H CD CO t- 05,(5 3 HJOCO i-l C53 oP Stefa *1 fl'hj © 20'S ^ a. s * p < a © d . P - ^ 40 Ph ■j g a.2 © •uoi^zmeSio jo 9^d eomcoH(M Mt> t- L" r>- coco 00 00 CO © gtC© r-H C ud *r © ££ CD mu 1 PHi^HP Ph o eo ia >2 cc r-o o « ciP .SO OiS -P ;o IMP fcO „ t> c8 ’Si'oS^ ga~ © PP5 CL(C3 c3 fpp .2 2^ 73 g'C : a .73 •a §° a«2-g J g£- ” o S , 2 a “■3'i H| 111 ^S©P©e8. gpSfce-lr&t3 o -I ?! , -3 o (H gw 3 1 _ ^mA ®-d Eft'S §3 ^-Srt^2-aC| © S 8.S 2'3 § © H |S.S§8t>g'§§ i^hPH!^ pq P p *0 o • CJ .a> ; >2 3s ,a © « > 5^a © a 2- •goa §ft§ a© J 11 1 &w & g* 0 H hr C§ ^ d | a rt ® : §2 •'© a< :oj jr h z £Sf Pag *1 J© © rr} g«J 2 a- (-1 © J o CO lllofg ©qj ©go® © o © © o « *25o5Zj OP 113 © g-3 ® >.© 4Sa . ©^ .Sd| g 1 1 5^d.9ra.g.2 cs 3 © g mrar& ^ 73 © © c a o POH PPh 3l| d m \ (M CO' 1 Cl CO -T^ iO I High School* fi a i STATISTICAL TABLES. 381 0 122 i O • O b- 1ft CO • • O CO CO O • rH • • t O • 10 0 ico • ep 9 • • • • ^ 05 • O • • • • • an ... 0 80 . O • O to O O • • CO ^ rH O • 0 • O • ' — 'GO N lO lift* • • • • cm co 00 • a • * t> CO l> CO H H rH CO CO ^ 0 CO Ci GO C5 b* 00 ^OOOOCDH IO Oi lO Oi lO lO r-l CO OlOiCC r-i rH (M00t> (MNQHWH^ Cl O^COOOt^CIOO rH rH 05 CO CO 18 29 402 53 OlOO t>H© C0l>0 ^0000)00 iH H IO CO H CO t> IO CO 0010 COHNQHCOCOrji t> H CO !M H CO H (M 00 CM rH H CM tH CM rH rft CM iH rH IO CO CO rH CM CM W) ,2ft * £ «§ w [3 © ay 1 ® • ft g • § : g : 05 ^ ^ ft. p< • « • • — s' _ -+J . • ,ft -rr 9 ^ftft 2 .-boo H 1^0 h p © aMMM . ;pq pOM’sSSl i ^S^l-S 9 es .h ft © &, § .3 © c3 2 d .3 ^ ..-boo !|W^ pp gj3 "^is ^^®S’3®W 3 p p g'g Ms aas m a ii-i .5 *3 c3 S d -S §«-a®w a i^S'Ss H 1 1 .9 a S& pb g =* & Sf 05 CO rH b- t> CD oo oo oo OOOJO^OJtH ^ b- CO b- lO oo b- 00 00 00 00 00 00 00 (MCCC50005CO 05 io co co co i> o i> rtt OO CO CO CO 00 00 00 00 a a fifi ii •t> :j§fl ,• fl~* © ©ga ®pwsa'p® lOlaj cS > —i ® o > ft P fi g,^ . bXl o 2? ®CZ2 ®J° «0 p O ®! Xii’Se’S :"- p o 33 as : o SxS^II :J ■2 *.o ;6Q ii §3333^9 o o O o Jzjoooi c'i 'i^ 5r m >> <0 a . 2 O ®00 3 Sis Sh *+^ _ , - g, a.3S g t>5 g O pH ci ft -U . .rt ft £3 g pr •p © o ft P O O P.r p © ft® © © 4: © © ® ' ,© ft 3 © P ■9 p© ft <]Mficq- •e Table III. — Part 1. — Statistics of public normal schools for 1882, — Continued. 382 EEPOBT OF THE COMMISSIONER OF EDUCATION. So CO ' CO •otuuio^ a s <35 CO 00 © 00 CO © oocococa tf c- c- © io io oi •Ato CO EO o WHO C5COH co o o io ca co •jfyunoo 9 WS ©00 00 00 00 00 : £ . 43 • :§ :◄ I'd • **3 j g 2 ? * £« 3 g §•*«« r-\ A y Ip '© ■ s-sMsi'giiw ■ofi’S ei i- J Pi. ' Jil I be f _ 7fi_ I o'l flw P §)« 8ts'SM Ip^ S g^l&8&§.s8§|fe3lg I!® §2 «s jacu ^JjS 9^ S ft-g eLtJ .Sg8««3ft.»333* :s j| II a a isadfila, u3 o ^ > S*jg fl 54 j Is a h* .P 'P © © © o Pt2©©oo I? cocoOooooooo oo 00 00 00 ao 00 00 00 oo So ££,2 g 0 »aJ 00 0) 2&g® haMco^ o : :W : : : :^H : : s life* 8 s § alii .9 g s u S it) 552 5, h3 fc£P4feB«l CQoPhO^O^m fcO &§§£N§>Jg 1 %£ ploi^ils 2 .2 | HR a •g_j 8 2 § S cs^a^- ■ I ®2^ aM v % S’a 335*1 H .JH SB g 2 9‘g* I1h£ 3Smm 6 |co 1^1 -g'S F ;2 -3 cr2!^ a 2 M ®Cf; £ beg g«i g o ©gg’as# « P- h c3 ^■°^a 0000 0000 pa aaaa^a o « o o mmmtn o © 0 2 •g-g cow I S © 9 2 ’§ hhm Wl p a-S S 'S.SB'g^ i I ^ % || © ®5 © © ©_£ .9.9 .9.9 *«j "a *3 '3 a a a a HHFH rC'PP5rd p p P P « § § 3 © a « p 2 a a a £2 £ sh © o S ©u 00® ®®-2.£ §9® « +3'H" o s'M ‘ •a |E S m2 MMaJcO^MOJOj' ,-^'d O ® l> STATISTICAL TABLES, 383 • OiOW • • • • • rH CO ••• • 00 "1 71 88 IOO 51 33 0 47 CO 05 • . IO ^-f 0 ©q rH • • ©q ©q *oi • OlOOO * • • • • r- 1 OJ • • • • rt g" 00 I- 1-1 E~ co O lb ci> . 1* h h * • »o ©q 0 • to ©q ■** • « co ©q * co oooincoocq^oH c* lOCOCOt^CO^Cl^^ r- cp 01 i CO CO ♦“< ^ 23 ^ O Cb LO CC 00 CO 0 ©q O coi>- rt» t- ip cO oO cr: {- to 0 O -r 0 O»o to ?T l> Is* © Cl rj CO tO CO CO CO CD c£ (M L-- S g&S 8 »H CiO©0O^^ T-i00CD iH © CSl a ca co r-i h ©q tH himo ft o !h ft P . a© «S 02 >s, ® ®1 •jri © 2 bo o§ bC« .9 © © 5 a tc _© -a © © £j O ■§ 3 ® 1 fci I— < ,c+-i ci • o HH CN , i-W ^ rH * ' *H 25 O’ *^jWO ® S 4 2” PI ® tjDPiSO „ p i>h . 5 a figo £^0^X3 Ji a),© • s o o CO ih > IO O & O O § S o S >o § IS r-T cf U? os' *> o 1-3 i of®" © ft’ ' 1 -r ss: : 1 h K r 1 i(,2 aco t~ S> 1C tft of icT© ts * >.hs Ull > pq©'® tfc*o SO tf^S ■|Ms ©, s' 9 a p©~ < © P p « «e 2ii is ^’■©Ph©!^ 3 ** s cq &o o <5 © ^ ^.Eb <5© a * «a .MS ; d ! d a . a o ©PS s s a cS pC ; my) p, a ■PS o :-p p 1 V ® „ ®t/i a ;.«2 -a §K<1 .sP®f»Mro-«!raaa pqc±5h5p=; hM H- a a ® P 0 £:=;.§ g a 5 a a 5 9 r^^-S ®r© 3.9 © I 9S£ps®r2®>w a 2 © .© £-rP ■giS'Sfl fa^8MpH«5t>00 Q©«5^|SQ GHhM * o © ©O - - . •g-sE -fct Pnfr r© ^“3 fT^3 oO pS a « -xCk a >ftf . pTadb -2® ,«te «r5 (JSflOB H s ? °^S3 : : i : i «jg» : : : : t « ! I ; s-§ : : : : ■ ^ ft-p- a «s • • ! ! ' • 3 Se-a « m 3 CpS 5 a *a > ^ © m O p, a a? ®rK.tas o '® 2 ® p§ o I M fi SWiS w5 o o pO — . © _ w a §5fl S73^! o . o pb . o ® .^j cc • ® hJJC S Oph S o 2 a o C5 o 'oil a ®1 TSm p m N i s-3 ! *3 ® ® s g^; gf ^olS^s^ b-;£®a£0g+^O a -2 gcCpa «+r-H;r3 .3oS'<'S0®fli 30$ 5 50 a g® 9d jj~£ BSj-3 ^ g^g © ©j^^fT.SjJj o o'® E a o S g ® rttc ® ol 3 « Wfew 2 |^®.2 o or?« 9 g 9 a afe' r ®- as- ts-s?! PCS <5004 5 • 0 o o rj § :hm -§e te : a a 4gll| ^11® . ® g gQO ® a C ® o a ’fl g^H^i ® mS ® ® » S g«| ® m ® >p®( o cS 11 3 fo‘t QP4 S®^ bOJro ’-' °'-'Xh i (p-p ft 5 m-E-ti 1 a 5 |ff ^ Oh M 2 a > -43 c 3 S a 2 -+- ph .9 to^^5 ©" cs p >> * © g> a § 2«|g o'g ««JOJO Mcc F* a-pp, a-> >0^ a S o 2 g ®^ g (E 0 1-a,5 o g ® ®° ®M 43f^ O J=! © || OF-tem mm a ® 1 1 'll © ® l^dog . ^ig§ g a t~_’-1 10 o ® S^Cr-i. pa oi;d g“l g.2 to -S rt-2 i±» e a 3 g-2| a gill o * O SJD S.9 co a a § - p, ■ © o © !.fc ® g:g ©^ a a o© bfia © b i« P9 § ©.s §5 o rJ1 +* © ^p a ® -3 o lx nO a o §co t>i^ © - pble 1® ^ _ a ®cb a fv a P. a . •rt.£f®Tl mg gwj<u .2 a Pig "g rg- < ■a © © ©^gj'- a >3^ a ® ®c §*2.2 o ® § , <1H ph4j 4h © a.® .®pP g a W 2 a ^ p, a 2 o g a o 05 ®P3 rp \z © 2 C~ B» t> t- CO 00 CO 00 00 00 'S'*5 M- tc m.9 11§« a 4= 3 0.2 p®. O 2 2--2- g a© o •eg§ © °® P4 © CO ©>•€©■ Pa'S nj r US * bio e8 ^ © rO * W o j, ^ a ’aCM ^t^ooooooooooo o rH C5 (M CO t>- Normal. 1 I CM 05 CO CO CM CO HO CM CM 05 tC CO O HO 00 t> ■^CMHrMMCOOHHH rH CM rH rH CM t^OiO HtJiCO O O O CM 05 O CM tO CO O CO O CM CO CM tO 00 L'* 05 CM 1 © | S 05 O tO 05 CM CM rH l> CM 05 CM CM 05 tO tO> tH l> QO^HHOOOOH •sjopnjjsur jo aoqranj^; 0» CMCOtOCMCOCM^CMOO-^CMtOCOCO HHHH Appropriation for tho last year. ©•juoA xooqos oqj nr pofloaua spdnd jo ujiduo jod uoijeijdo.iddu ’ ajnjg 30 $35 00 9 00 • o to to O CO Ih o ! • to CM H O CO r> o . • CO CO (M CO O CO H ! ; ^ C4 CM CO COCO . 60 97 •Aid h O • * o • • ; ; • • o • • o o o • ■ • ■ o o •A'juuoq * • O • • o © • • 1 ^-CO ■ a a ! ! «o ! ‘ 1 o *9P51S oooococooco OfOON OIMLOOCOWOO (M O to CO o CO ^ O CO CO CO oo U- CO ^ cT T-TofrH'rH'rH' t>CM'^00'D O H(NHH €0- o o iO cm" Principal. Miss M. E. Knowles . 1 James H. French . Miss M. L. Dickey, M. s . T. Marcellos Marshall . B. H. Thaekston . Joseph McMurran, A. M . D. T. Williams . Lemira W. Hughes . George S. Albee, president. . D. McGregor, A. M . W. D. Parker, president . J.W. Stearns, ll. D.,presid’t. G. A. Critchet . Martha B. Brip-trs . . John R. Park, M. D . . president, flr •uoijeziu'eS jo jo ajEQ 99 ^"CO t^COt^CONt>t^t-Ol>CCOOt> O- ^,00 COCOOOOCOOOOOOCOCOOOOOOOCO 00 Location. S ca > 6y (- t « p- | Richmond, Va . Concord, W. Va . Fairmont, W. Va . Glenville. W. Va . Huntington, W. Va . . . Shepherdstown, W.Va West Liberty, W. Va . Milwaukee, Wis . Oshkosh, Wis . Platteville, Wis . River Falls, Wis - Whitewater, Wis . Springfield, Dak . Washington, D.C. (17th and Sampson streets). Salt Lake City, Utah. . Seattle. Wash. Ter _ i i i ! 6 1 A Virginia Normal and Collegiate Institute. Richmond Normal School . Concord State Normal School . Fairmont State Normal School . Marshall College, State Normal School ... Shepherd College . West Liberty State Normal School . Milwaukee Normal School . State Normal School . Wisconsin State Normal School* . State Normal School . State Normal School . Dakota Normal School . Normal department of Uniyersity of Des¬ eret. Normal department of University of Washington Territory. «TjtinOb-OOC50HNMTtl»OOl> CO C5 OOOOOOOt— (rHt-Hi— lrHrH»-Hr-H rH r-» HHHHHrtHHHrirtHHrIH y—\ rH From Report of tho Commissioner of Education for 1881. c Appropriated by the legislature of 1882 for site and e Per month. Exclusive of appropriations for permanent objects. buildings. f Twenty sections of land on conditions. Act of incorporation approved March 6, 1882. Normal d Part returned to State treasury, according to law. g Succeeded by L. J. Powell, a. m. department is .announced to open October, 1883. Table III. — Part 1. — Statistics of public normal schools for 18823 # 'ti eo-«*co 0* ^ CO CO rH rH co' Graduates in the last year. •Suiqouoj nr paSeSua 9Auq oqw J9qmnjq © io a • « vH • o o • 8 « lO l> CQ • 'HHOJC5 • • oj • o rH 'Ww • l«fc- 05 cn as co co o o CO Cl ■rr rH a £ ri State Kormal School . Normal School for Colored Teachers . Lincoln Normal University . Tuskegee Normal School . . Normal department, Arkansas Industrial University. Branch Normal College of Arkansas Indus¬ trial University. Los Angeles Normal School . . Normal department of Girls’ High School .. California State Normal School . Normal department, University of Colorado. Connecticut State Normal School . East Florida Seminary . Southern Illinois Normal University . Illinois State Normal University . Cook County Normal and Training School/* Training school department of p ublic schools . Indianapolis Normal School . 25 E * From Report of the Commissioner of Education for 1881. dOne student to each, legislator free; others, $20 for g To residents of the county ; $30 to others. a To normal students. English and $30 for classical course. h In schools of the county. b Reported with classical department (see Table IX). e To those pledged to teach in the State. i In schools of the city. c Some counties recognize the diplomas ; a few do not. /Connected with this school in 1881 was a Kindergarten normal department ; transferred to Chicago in 1882. Table III. — Part 1. — Statistics of public normal schools for 1882, ©LO .CM©OrH^©©© ©C3rH© cm cc .CO© © ©1C© t-T r-T r-Tr-T • CO r-T IcTgCvH* \ruaA oijsiqoqos ui sqaoAi jo jaqranjq © © o t- o o CO t* ^ CO ^ OOCO©©©©©©©CQCO©©©©00 COCO-^^r» © © • t~-*l©THO0 • LO • • © © 10 © ’Sri CIS CQ rH ' CQ rH CO 1 CO • • lO rH CM J OS CO •jaquinu ai^gA\ « rt ©t-COkO-S.T* • ©-acoococo •OOCOrHCSrHt-OOinOirH CO CO rH rH -S< • *COeoeO»*i‘' cester. STATISTICAL TABLES. 387 s ^ ® ridO g §«*$“,* te „_, S'"5 ^ -rco Isa-s-is-i l£aa>?a,S ©©(D®®®©® .©.©©©’”©"'. k“ faflopiqpipiPioPiflggscig ddddpSpSpSpSdddBddcSdrid .Q . df? e'&o <5 02 1-5 2 s H ^ c X X X X X XXX X© X © © O© X©©©©© X X X © X XXXXXXXX XXX XX X XXXXXXXX X X© XXX © © © © X X X© X X©© X X xxxxxxx© xxxxxx X X© X©©© X XXXXO©XX XXX ©xxxx xxxoxxx© XXX xxxxxx xxxo©x X -X X XXXXXX XXoXXOXX x©© ;® x x x © ® x © © ;xxxxxxx*x XXXXX XXXX X© X XXXXXXXX X© X' X © X I X X©© X®©©© ©O X XXX XXXXX XXX©X©XXX XX ©XX X© xxxxxxx xo© xxxxxxxxxxxxxxxxx X© fl — rd © © o <3 © a •§ .§ o bo * mfl&g fcHH* ® 1 ©ca bo ; rH •g ■■§‘8**1 y ■ g rt bo® ^ * .M.2W§ « ® d-2 © g OQ qq OT fj -H H o ® '3§ogJ°3 *H W o 03 ®*SrS ® o trials ‘v? H o © ®4 © © bCJ2 © 'a s rj I© ... n© 43,© S p) d - © X © © . be.© . . >■ g g g-g ajj-g p.g-43 HM 02 Q 0 r-J rt 4S 'S <£ §2 G k o <00 a ® ^ £o®5a„® - ® 55 s 3 5a - 00 - g©&4©, > ®'2'3 : -53 2,d © © ® ® d •*- i-p ® ?Ss§,3 is 2 ® © tAfe © ^»5S-§^a| ’1^1 | o.i S ©lech's©® J P'S o . ©o.&; !ja © © # rH -ti ^ co eor-i cci eo SpS b ® - cd J © ■3 2’i © S CSc/2 © O M -rd © I'd M © 2 H ®.M . - 5^ot fl © 'g ® g- §) *© -2 s (B 43 ^ a - - „ ij^OP O ® ®^ 0 n S'Sd cS O hr05'©4^' m.B O o d'o^n'o'M g.S 2^(2“ ojc | •i I -a 1 he'd c3 M 1 s a^-O'r! o ©.©'-' o s ^ flds © I ■a-|-a1S'3i'lsS’'gs,?®||'*§ =I^|S|IhIs 1 S Bg i g^isS-s^l ais S| I'S ^~|3 g 20^0^ § go g © 2S bc'S-sa »©®«©©a©©2g,S®’g ©tl-s a®s^o^^gp-Lr2 ,2«s«.2 5.2 g'g S.2h.^ 2^ 8 g g gdts ddts § d ts 2-g^li | ®^d^ § S ^ g,® o‘5|®| - - — - - ■ • * e* w’e <» NMTHr,tei>OOffl ©^-!35©'5P©®t-00©©iMlMCO'#lO©r-00©©i-l(MC0'#©©t-00 ioiox3Xii©©ioir}ioio©«©©©©®©©®c©t»i>t>i>i>i>i>i>t> Table III. — Part 1. — Statistics of public normal schools for 1882, tyc — Continued. Note.— x indicates an affirmative answer ; 0 signifies no or none ; . indicates no answer. 388 REPORT OF THE COMMISSIONER OF EDUCATION. Time of anni¬ versary. Vi M I June, last week. J une. June, 1st Thurs. May 25. June 21. June 29. | June, last Thurs. July. June 22. Juno 28. J une 21. July 5. July 7. J une, last Thurs. June 29. i May, last Wed. i June 1. ?,uoij -uutranxa jaqjjnj jnoqjm 6[ooqas uoiiimoo ajnjg ut qouaj eajnnpujo H W 00X0 ; X X XXXXXX X XXXOX X id> • ^3 ps l astnoa jo noijajdtuoa no sajna -tjtjjaa jo snazoplip aAtaoaj sjuopujg « M XXXXXXX XXXXXX X X X X X X X i uoijuj -tjsut aqj oj paqonjqn jooqos iopoj^; « M XXXXXXX XXXXXX X XXXOO X j umisnutuAS n saseassod jooqog H W o o j © o O O XXXOOO ; X O J X ! [ l A'jojstq jnj -n jnu jo mnasnni v sassassod jooqog | • • • xojoooo OXXXXX J XXXXX ; • • • jnatqdc -ujoqut snjnjuddn pun jauiqna soxiqd n saesassod X00TI0S 1 « | XO Ixxox XXXXXX X XXXXX X i A'joj Xnoiraaqo n sassaesod xooqog ao 1 « ! oojxxox xoxxxx x xjxxx X Is music taught ? •injuamnjjsuj oolxxxx XXXXXX x Jxxoo o qnooA « XXXXXXX XXXXXX X XXXXX X 1 SniAVBjp punq aaaj joj sajdtnuxa pun ‘snjnauddu ‘sjsno ‘sja -pom jo uotjaaqoa n jooqos aqj sun Vi C\ O O ; O X © X XXX Jo X X XXXXX o i jqSnnj Sumnap sp XOXOXXX XXXXXX X XXXXX X •noijinj joj juapnjs qana oj aStnqo junuuy M . • He* o • • O O CO ■ ■ OOOIQOO O • O O IQ a O ■ a O O IQ CO IQ C^J ^ 05 ^ N CO HHC3H.H : : > •jnaA oijsujoqos ut squaw jo jaqumj^ GO 00000 500N (M (M (M COCO rH • CO CO rH CO rH CO CO CO rH CO O •jaqumu aroqM es 'H ^ C5t^COOOCO • Hf< CO CO IQ CD 00 CO IQ HOlQfOH CO CO CO rH rH • CO CO (M CO rH l> CO CO O H H CO r* t> • CO • xn O bJD 2 o = © 2 ill O O o §»‘I _ - w 2N!«l-s SSl|i«| HS|9g| .S42 p © ® £ ® OOPO^OPn Ao • © es 0-^02 o P’S £^3 a 02 SrPrCTS gO«(. Sda^ © § C^°®>> M < 1 I -sisge SoSoa® © al'55-2 S34i4§ ® 52^02020 cs 'jP* '2 .S-g-gaS § .-S 8 ®«§ g 6«860“5 ^■§^53© g-§ p.S o '2'g'O ©: sgas&sg-sgssigia' cccgmWoP Ph PhOkPpM oj® _ 3'g-§&i>.3 41 P ® t! fe ©02 >• d 2P W .S_: !§> - STATISTICAL TABLES. 389 _( OS . “ © © cl g§gf CMtfD . CD H CM H (D H © © © k. © © i=l © a,E?o cP S3P033 t-3 1-3 l-J 1-5 ^5 l-S sS Si S5 5t* _ .03 . . 03 43 S ®2 >« 0000 ^HHH 00 • 0 • 0 .1 O • O •OSlOHlO a a a O • uo 1 CM CM O r* « • 1 CM • • rH CM CM rH • • ■ 975 ! 600 600 2, 443 0 « 0 0 • 0 CO • CO 0 • O C5 CO 00 O CO •' I 0 • lO y? O (M t> H • • • CO CO O CM O ■ • rH « rH ri ri H • • ( • a 0 0 0 c- ^ CO t>OOOOCMOCMOOOOOOO CO'TtiTtlTtl^t'CO'Tji'rt'Tt''T^'TttHCM • rH CO iH lO l> CO • 10 • • tH CM tH • rH • OOWO hhtjico OHOiN^COH^HlOr-^ • O tH rH CM rH r-i *HH .00S 5°Sl © fco . Ori ‘s®h>5»o5 leasts ** * -So o02 £ M . . O ■s 02 ^r-J a © £ 2 §* ■S 02 a S| ‘S® fei? o — o o o -21 00 o 0,0 o-p _ ®p ofe O 0 OOP fP w a ri “ ri -O rn ^ C02 C O PI O ©6 O e8 Hrj OOP u •’3 0 r. a i-h hi 8 5 -O 03 P3 cS i s* § S3 bB "'■rt •i "S © ^Js * £§g£ 3 .Ore) P<>S 3 §rwr° m l^'3'o !*g|-si.l ®"S £ §>§, O O'H'2 “ HHH pSp *c» •<>> p«r»» s& . .0^ 0 © . tw^POP ® - o °+=oP ® || o &S P.g ® PhP-J ® p© © © © W ® 2 Is £ £h3eh££ * e-o « g* o .„ QJ © Q 'S c3 ^ IpSs CO tjj PO Table III. — Part 2. — Statistics of private normal schools for 1882; from replies to inquiries by the United States Bureau of Education. 390 REPORT OF THE COMMISSIONER OF EDUCATION. Gradua t e s in the last year. •gnxqoBOj ui peSeg *ua OAnq oqAi jequinjq « rt f O irl • • rH • • tH • • • f* • o> CO • « rH i © © rH • 1ft •jaqnran oioetm 11 O « I^OiO io ! 05 co • rH 1ft 1ft co ! t- © Number of students. Other. •exuraod io NCOH ‘ rH CO lO CO • CO • CO CO N CO tO to HH(N(NWH rH o ! o . 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P_:rrf 2. & H-a-3g«giia«*aJasa! :j : : : « 333 c«%3 P'S 3 ® ®“POR2M 8 rt^Sp2=3S H 3^3 SiH « ? ©£ a © - -aJ ^ -®3 mmmm - > ^ ^ r p ce'd « s S P.P «8 ---h r-5 h /r Tp; ci © 3r h h ri ~ co.y p u H^m2HWm w o ah-phS© ji RW 1^1 jS^ Sill 3^ 3 r J —4 © Jls 2^1 © u >5 “ g a * > ®M2 © P "S 'a, © ^ b*03 ■£Tj U bJD SJO I M rt a 35.0 oci^ p-g y?- © 3^ « 2 -£ S ^ c 23 ja p£^©§3 PSA^fcoJO A 3ROH e o itzih © P P © © rj ~a a 3-2^2 ’c © ti 2 - fcfi ® © P a © © &0 S g ©» :_ o Ill’S JO O'© M2 O © Q © £> g c3 2 5 Ss- 3 is © 3 © » ®C l^snP M • o' Spi-sjo' bfi J 2 p « 'rt © I | — ~s RH." 2 ^ ^ ati 2kS © 'S'rt’3 a a a &2h HPC H © ©« © _x ’3 ©So y* ’ s y*. > a ^ r-S Jh © r-T H H H ^ £ ©22j S'© S3 H OP « ec Tjt in to t» STATISTICAL TABLES. 391 CO COOSCOiOr-l •• CO CO k -3 tH • ■ rH ■ ■ • 1 O 05 H< CO 0 CD »HO rH rH • tH (M tH rH^ C^tH tH Tji eo p HO 1 iO • l>- r—1 • e 05 « IO ^ • I ^ • 5 H< O CD Tf 05 . ccn> • DJ rH OOO 8 64 £i • • 1 CO rH • * 0 • ICO (NN » MM • CD rH « • CO • . . . 2 0 cd d. rH 426 100 OOO • CO CD . 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C’i8J ■g gp © p |I®1 * © T" . >3 _E S a«3S -©d o'© 2 _ c © m , «4,o ^a3 .02^ * i .9 Table IIL— Part 2.— Statistics of private normal schools for 1882, t^ 02 02 - WPhW p.p _; a I -a sw * •gqSw^^O'gSHHpqsQ MPPsEawsHB^motf f 2s.g Tv ft O ftfcfl S34i HP*. O ©43 j| © H w s, - SP esl*i‘£ •tioiqpznt'eS.io jo qx'bq; i © o oo co IOO(MIOHC5(M»CCO(NCO © • OrP <* OPh M F4 © 3 P-a -os a oH£ sj tx T") • • • ■3£*JU* .6*0** ji 0-23 ;3Sj 3 g“| ft g-a?^ |^| l.s°0°.°l a'|! 1 1 ilflfSlf il°i'S-a 42b-g P S.2-.S cf3 £J§ P P .5 P p cs g >? ^ © ^< © 2ti • 02 ;q 0 OP5 en^W © © o-e p p£ © ®-g sap ■e a cob 2 2^ !§f§^ tx® P hM P5 p © .U •p "o *fec So : p $ © ! P “gu-g 5 gjn -g . ® P | !2it-P bfics FP . « »d g| S p oJlPilPlg p-P'-'^1 ord P O O g ^Pd^P— p |wIloS^g«|I| b p ^g’s ©■a? s^'S © P op c p+j floa s ta | d,2b tx+a S © gS 2 •£g£l§^!^!!£g ) O OCOCCO t^C0C5OH(MC0^»0!0t> CO O O STATISTICAL TABLES. 393 © o • 22 2 0 0 IS 6 Z 05 • 00 ID CD m (M oo o 05 ! 28 3 CO • • O l> O O CO o • • rH (M O • O tH • O O ID CD 3 3 13 00 s : g i g CO H^t^OCDiD^OOlDOCQ COC5 WO Cl 00 o CO ID 00 O CO IDO j t>CO CO Cl Cl CO • 05 O b- t-OI iO »H Ol oo ^ t> l> CD ID ID tH t- tH O O O H O CO CO CO H CD tH CO CD H ^iD CO Cl HTj^HHCl H WHH Cl CO ^g. CO O O CD ID ID 05 05 0 ID tH CO C5 00 CO CO Cl Cl Cl rH rH ©M t> lO (M r-tC0C0©»O©t>©05TH©C0t^ © »H © rH t»< 00 00 © © id CO © © ^ 8 r-q eg I Charles Lose . | Euth E. Burritt . Fanny Jackson Coppin . Anna ~W. Barnard . . Mrs. M. L. Yan Kirk . Edward H. Magill, M. A . Caroline M. "NT. Alden . Amos W. Farnkam . Eev. Samuel Loomis . J. C. Waters . . . ! Eev, Edward Cooke, A. M., s.T.D. Eev. Willard Eichardson . Yardley Warner . . . . Eev. J. S. McCulloch, D. D ....... Wm. P. Hastings . Henry W. Spray . . . . A. J. Steele . . j.J itev.d.s. mu, a. m.... . 1 Eev. John Braden, d. d., presi¬ dent; David Moury, principal. Eev. Daniel W. Phillips, D. D _ Miss Anna M. Cahill . . . Eev. W. E. Brooks, A. M., pres’t. C. M. Conned ffe . : . 0 i u> »p ic ip Eev. Giles Buckner Cooke . Eev. H. C. Brackett, A. M ........ I. Keller . . Eev. William Keu, rector ....... Mrs. Louise Pollock and Miss Susie Pollock. Wiley Lane, A. M . Eev. G. M. P. King, a. m., pres’t. . O CO l>- tH GO 05 iUOrJ'lrHCOOilOlO'^OO O h- CO CD t> O iCOl>OOOOt>l>l>l> 00 00 O0 00 GO 00 * 00 00 00 00 00 00 00 00 00 HH rH iH rH tH ‘nnHHHHHHH Cl rH CD CD CD 00 H 00 O H tH 00 O > - q Fh V (naj^dSo^^^^dh1 rq £ g Jdjd o u'C o,5S^S^ ‘ ■ * ‘ 02fftOOOOPH>M333^3{2} dd a ft P P ojH Is Id E® o g {H o e _ fa SO 'g q g 3 SW ^ wq fcH .a'Sa-g |g§3 O 4-> -& q q 33 OJ CQ ^ wv c3 c3 * 3 o § Wo ^45 ?na3 ®33 ® Iq^saaaag gMi— pa p q o ?3 i Sr® p a a s ^ ^ *3 w a si ’S h 'SpjpSSfi.B®2®fe^^aq lo.Ht>oooS^qi;®o®o5 3 ® a.a m gfiifiiiS §*"g Q 2 _ g a -I & I a ® g a ® s c q o;q > o o I a ci ■;3 © q s^3j| g. 1 b£j< , © ® 50 3j ®"®P ^21 g§«-s3’i 'P a.2'3 d ■ rt u-g g ■d.-S © o q2 2 ?foQ t;'P h a . olg 3 a « 3 S g «s or^q q.q._g cs ho o® Wq ^3 | 3 S 3 S Oh m r§-2 § ^5 g is .& p ^ ® d S3 g § !^M3| ,® S3 ^ bJO 'o ® M® |3®3 3 eB'O.S pp M S « © g ■p q © pec r-i'O* fc q e8 «8 t V* o q a a -g-g eS a © ® a a o o _ -J©©^-MNCO'^10©t'00©© 00000000 ©5©0505©>C50503CT>a>© IM ^ 9 . © ®°o §3 Ss^3 HhO «S3 w 1-1 o01 © 3 S3| § ^.2P 1 SkI q ^.-SPh rd p ® O P g®£ *g ® K& ® ft-. ^ d bD 1 11^1 JjcS ^ *cc Oc2 <3 mu •3 f=^ 05 o © © o ll g^'gq q q * a ■sill 0-3 p 1^1! pj 03 a o « ® - s ®4d P<1H ■* q rC> g >- a q q ote.— x indicates an affirmative answer; 0 signifies no or none; .... indicates no answer. w H tl O w H3 Time of anni¬ versary. o V 1 H ; 3 mm H ee JSIONER OR EDUCATION. •6 § o -S ^ S W Ph cS’-'ZIg* n«co 2 'h ® S'-3®"1” ££>>§•£ >,£ §®>s m2 So 6® 2 2 §33 s egg” ha 1-5 h) ^ha < <\^h>h3 l uoijbut -mt;x9 jaqpinj jnoqjiM. spoqos uoumioo ojejg ui qouoj sajetymjf) © W © © X O O X 3 o o o ! <=> <=> o ; c3 •SqJOAl JEOlSoSe -padjOBamtqoA jojaqmn^j *» •lOCOO • to • CM CM • CM CM ! © © • CM © © to »o i©d Tji CM CM 'IOH CO •JB9A JOOqOS J8BJ 9qj UI 9SB9 JOUJ © H • • © • lO • O • • © J CM » CM jg i © © © I © © ■ a •69umxoA jo joqmn^ « 260 100 400 (b) 1,200 150 • © • © • © I © © . o © • to © J r-TcO © © © © © © © © © © © CM to rH © CO © rH CM iH *JB9j£ orjsejoqas ui sq99M. jo joqranjq; CM CM CM iO fO > © lO CO CO CO CO CO • TJ1 CO © © ^ CO ^ ^ • © © • to ^ © CM OO © CM © ^ to -Hh tO -*i •Apnjs jo 98JU09 jjuj ui sjb9A jo J9qmn^j; « H i ^ CO ^ ^#1 rH rH CO CM CO CO I CO CM CO CM I CM rH • Name. Eust Normal Institute* . . Emerson Institute . . . Alabama Baptist Normal and Theological School*... Normal department, Talladega College* . Southland College and Normal Institute . California Kindergarten Training School . Pacific Kindergarten Normal School . ’5 - a t = 'p gt u i c |3 y 3 t 3 C 31 ( 3 < s'c 3 i U 2 >> 4 U H 3 g‘i ? 3 © ; >02 'pg S-ai ^ O 31 3 P) ©if i sad 3 -E P- S c«M f 5 i'i’a.s !l§s 3 O > f 0 r c 1 t c c (- z c s vi p ;o S l y » < ! • • * •rc • • » c m : 3 1 l l L\ L JJ. AI1XJL1UIO aim a-1 UIUUU KJVUVV1 v - ------ Morris Normal and Scfentific School . . . Teachers’ Training School and School of Individual Instruction. Central Normal College* . Elkhart Normal School . - . Fort Wayne College, normal department . . Indianapolis Kindergarten Training School . r-t CtfW Tfi l/i « t> .00.05 S e5 STATISTICAL TABLES. 395 ^ -3 q q a o a a p p a p t-3 H^ H^Hs p p a a 0 0 0 0 >-3^3 Ho 1-5 ooooo ooooo X X X X X X x x ;o O X oo o o , o o , o o XO X X X X X X xxxxx : X X X XO X X X X XO X xxx : x X X XO X X X X X xxxxx o m oo o to eoiMi-!C3C0 li • o o I o o • o o o o o o m co o o o o §w 'STS cc P tlo^o US'S ® O _ O •sj'a'ggs .9©Oce.2o2 H'Sagfta S oi*3 eS cS © cS fc IIU! ®||j a j|a X Jo X X X X X o o o o o o o oxxxxxxxx ooxoo ; o x <3> ; o o x X X X X X X ; x x x x x O X XO X x Jo x J x x O O O O O 1 COidTtiCOTH(M/© £ ^ a a g< M © ® ia § ®VS bc2 1^1 ;a® °--susiU§h 'or2Pq S! m®o-| £> ^=2bS 111 ®-2dH H 30_.CC 3^'H'M'H q o o © <§-^+3 40. ■£ a a a- 0 q 2 © 2 2ft Sre a k 2 o C3 H g”2 S §1 S if3 - _ „ Sill Illlll|li?l--“JSII s^g^1? gill g'S’S.II^-g^ gggl s S2 l|2M,sS2 i • g 2 q o 2 a'g'g'cs ^ q c3 gfxjqW -2 ^ g-a g.a •§» <0 C3 £h i_ I a p§ *g ® gg r- l| *o« ® q b£q fi 'i.a ps, C3 cd © (n a <2-® o ©wjg'S'o SHr- ' (p jSp m !*3 y S *3 S ©2 . •3 1$ g S®S|sg-g's| ^dO §M fe © 3 ® a ©,q ” hi ^ h g r^.2 >>-e bT^ g3oD q q c3 2§|g© tc ! o q,q © ©al-S'S ^ g a ° © . 2 S d o O g rt © a IS 0*P ^ ®cjk £> © - 52 TJ- © © a g -S--1 S a +s * d O to C n a h 8i d-: d 9 c8 f-i ft a .2 © ft® o © C 3gq©©a ^ C3< © rH S .2 OO *d rP S H ^ So® •s ® .& g r -s W I ® f q 'p © _ a cs ft-a ^ © 0 3 PWrg S*3 I(N«t}slCON( 396 REPORT OF THE COMMISSIONER OF EDUCATION. a > H © r- ( c3 eg p a P P 1-2 t-5 a ci §\J'§ © »S P P © M ^»-5l-3-5h3 I-SCC^ m a g&| r?& p © PP5 '16 ©O ©H P -«2. p *’S ssia si & ~ -'ll !«§■§ ^ H P t,rUCC •(2-P P P © © a a i uoijbut -urexo jaqjmj jnoqjiM. sjo'oqos uorauroo QjBjg ui qouaj sajBupBJf) © « o o S' © © ©© © © © © © x ; l 0SJUOO JO UOIJQfdUIOO UO SajBOTJIJ -J90 .10 SBUIOplip 9AI909J SJUapUJg © e* X XO X XX XX X X XXXXXXXX ; l uoijnjije -ui 9q; oj paqoBjju' xooqos japoj^; QC e» o x ! X X X © © © ; © x© x x ; l uraiSBUtn^g b eoesossod jooqog « o o © X ix X X © X © ; © © aXiojsiq ibjujbu jo rau9suui b ’ S9B89ssod jooqog © o X © X ; © X X X X© X X X X £8UJBJBddB pUB J9UiqB0 jBOtqdosoqqd b sassaeso'd ;ooqog « O X X o ! x ©XX X X X X ; X X i A'jojb.i -oqBi X'BOinigqo b saesaseod xooqog « X X o o ! x © X X X X X X : X X Is music taught ? •[Bjuauinijsaj M o x x ; ; X xxxxxxxxxxx •;booa X X X X XX X X xxxxxx©x xxx ; 1 SuiAVBjp pUBq 99IJ JOJ 89Xd -TUBX9 PUB ‘SnjBIBddB ‘SJSBD ‘8[9 -pout jo uoijoaqoo b xooqoe oqj sbjj H « © © o© X © x ;© x X© l jqSnBj SumBtp sp © « o X X X O X XXX X X © X XXX 1 •uoijinj joj juapnje qoB9 oj ogiBqo psnuuy © H 00 o o o ffr'# o cT 00 • i ! ^w “i|i?l^'i g list's ^li§-sga ^ ZJ jJ fee's 9 ©.9 '3^ | « 9H a8is««s* ^ 2 o 1 ^fs.1 ■ p^-°- gS2 pI5!^ ©^1 s2||.g |||| | 1 J| *ill|f J|1 i!« ! IS l Institute for Colored Youth STATISTICAL TABLES. ® ® p p a p p p P P P II £2 ,c3 cS ,c3 2-c3 ; o o o 3 PI o' ©w'g'p'S.d m. .g § M I 1 I rp §? S ° fl ®J O ® rtrO 'S ^ B ° o |o| S,J3 a 'ps 3 o flH ** pi §‘43 OOloS'S 397 Table III . — Memoranda, 398 REPORT OF THE COMMISSIONER ,0F EDUCATION. O SP «.9 'o .3 O c5 a © © > b. ©H © © © © pi © n q © a a o go o S‘3 i a- j 4 § +» Pt ® rj T3 ®aj PVaito'd rj Wg ©S’© ■+=’© ©’© 2 ©^©'ij &D o o u o.S rt S ? h g£g»|gfi| . -4 GO CD rj Pl 9 £ car: qto R a © Ph© a Pi © Pi to rl a 9 g cs'C ptj.p! |.|.|sg.|2i3 73 as § 3 ■ • • . ’© "® © "® +? S "© P © © "® ta ’© © © © © ® p © o. © ©M © © © © © f^to © y^. to © © ® © Pl Pi w H« © PIIH 5 PI Sh c3 P( Art© ©qggqqga o°oo ►,. £ o>go 0,2 o 3J^ ° q © 42 g g'O to 3§a "fc c3 PM - TO ”» w ^ 1 M ©Pm^ © . - > • q,2 © • c3 o ©- q t. 2 fl i?. 12 s a s>5“s g's 5 a w * c3 ©£ Pi O© a eS 00 O to © © a K. © QfSFiiO^pqooo^fZM pqpfi a O ® f— ( f— ( r3 W i^l§| gl*l4-sl|i to ^ S3 S-.to 9 2.9 9 2 9to o K% If '©'p « s cct> ^r© o d°q q3“ :.q ; . © • • C/2 • ! be ; MS i a © ig^ ;HO bttoi to6' w ■g^H c3 « a a ^■1 , 02 W O .q ^ O G l 03 i-l V p O T* ig.1^4 gf Oob£to§a^^ ; :'3t=.ao2^'3'! J-3 : a's.S73's^alzio ■ © -*=> g a 3 to © "S'© J I bl § ©ac3oi>=«c«2c3a S 5 art o a pl, a o°©5p©©a®p Qp'ooiqq ©toPM r© 0^O^-©^Or©r© © i© rM 73^ ciTi'^TS SPPTsTlW'STg g^^a^c.y®aa4Jdc aj a a-g a a liigggssgjiiMiS ro .o S8 pH O OT m3 .go .g bo ®’:; Mg to © q © o j © m 73*3 1 1 e © !?* ^a ^ &tf2i'£r© a- ®- 3 ^ - I i ®r|’a ©||t! q'i fl p a ^|o >,.9 a£^^ © Oi'SpiHCoOtoHl^coWcoFWP- cap Table IV. — Statistics of commercial and business colleges fo r 1882.; from replies to inquiries by the United States Bureau of Education. STATISTICAL TABLES. 399 Number of students. In evening school. •oxuraoji ■H O O Jio M 6 O • tH * • • o CO • o • • i*t « cm • • • • • CO » •9X^W W 88 98 0 0 15 36 0 1, 252 102 « H 0 0 41 35 • ZS • ■ ■ co O OO CM • CM • CO 1 ■ Tfl CO C4 • • • > CO iH In day school. •OIUUIO^ H O O CO t* tH r-l rH WOO Tfl • 00 • ^ © o ® rH ; ; » 3 ^ •oi^K © H (M O ^ lO tH rH (M(N(M © CM t>(MO • rH €OtJ< 00 H O 00 HlOH . -H CM rH rH rH CM • 00 rH CM 'm<>X © CM O © a CM rH CM CM O CM r-i 480 108 89 128 257 56 219 125 1, 390 124 258 •S!)U9UqOJU9 ejBOixd -np Sutpnp>x9 ‘ejuop -njs jo aequmu x«JO£ (2D CM OOIO t>- OONO lOt>C© CM lO © O rH CM CO CO CO GO CO 00 <0 i O lO O CM CM CM 00 CM iH t— 1 iH CM CM r-i OH CO CO* •bjoj -onxjeuT oxumoj jo aequriifj *> O OHO CO 1C CM © ii« • rH CM © • •Biojouajsm 9fBui jo aequmj^ © CO IOCOIO CO o-^co eoio j co ■<* to j ■ f i 2. 3 3 -i 9 W W. Le Roy Broun, ll. d., president. James T.Murfee,LL.D., pres’t Aaron Bales, president . C.W. La Fetra . E. C. Atkinson . F. C. Woodbury, vice pres’t . Hermann B. Worcester ..... Rev. John Pinasco, s. J . T. W. Hannum . Benjamin F. Moore, pres’t .. Rev. J. S. Gumming, A. M., president. J. George Cross, A. M . L. F. Moss,m. s . . . E. I. Galvin, superintendent. Rev. James M. Hayes . J. J. Souder . •uoijnztu^Sjo jo 9jBQ[ H 1872 1842 1874 1875 1872 1882 1864 1861 1851 1877 1858 1855 1880 1881 1871 1870 1872 1 •JOJI'BqO JO 9J8Q M 1871 1842 1881 0 o 1855 1875 1850 1873 1870 Location. Auhurn, Ala . Marion, Ala . Little Rock, Ark . Los Angeles, Cal. (box 920.) Sacramento, Cal. (716 I street). San Francisco, Cal . San Jos6, Cal. (box 490) . . Santa Clara, Cal . Hartford, Conn . . Atlanta, Ga . Abingdon, HI . Bloomington, Ill . Bushnell, HI . Chicago, HI . Chicago, HI. (413 West Twelfth street.) Chicago, HI. (278 West Madison street.) / a a H Course in commerce, State Agricultural and Mechanical College. Howard College Business School. . . Little Rock Commercial College . . Los Angeles Business College . Sacramento Business College .. . . Heald’s Business College . Garden City Commercial College* . Commercial department of Santa Clara Col¬ lege.* Hannum’s Hartford Business College . . Moore’s Business University . Commercial department of Hedding College... College of Commerce, Illinois Wesleyan Uni¬ versity.* Western Normal College and Commercial In¬ stitute, a. Chicago Athenmum & . . . Commercial course of St. Ignatius College* _ Souder’s Chicago Business College* . «H CM CO r* lO CO t> 00 O* © rH CM CO r* lO CO From Report of the Commissioner of Education for 1881. & Athenaeum Business School is a department of this ;Tlie figures here given are for the Western Commercial institution. College only, a department of the Western Normal Col- c Pupils enter at any time and attend from one to four lege and Commercial Institute. terms a year. Table IV.— Statistics of commercial and business colleges for 1882, fyc. — Continued. 400 REPORT OF THE COMMISSIONER OF EDUCATION. © o © © 0 * •9IBK •mox •e,ju9nxxoja9 ejcoipl ■up Snipnpxg ‘sju’ap -njs jo joqmnti pjjox in mtooo ) O CO NO CM © O OWN CO t- »o O Tti OIOIO^ rHOO mho 40 40 CO © CD CM rH Ot^OO tH iO CM HHW OlOlOCO OOOO OHC 4ftlOCOCM CM 00 CO lOt^C rH rH lO CM nHC HO lO 05 00 CO •eaoj onijsni oyBarej jo aequmfl; 6jojotijjsui opsin jo jaqmnii i CM CM CM 40 GO CM 40 IO CO CM «Jn $o 0 a H o o 0 f-i P S5^an. W PP gNN 8 l-shJpi-iO Ph rQ rrH £e© 0 o -pB. o ltd P ^ ; : : h© i i'g : :§ ; • 43 6 . !rd • • bX) bD i sf n a ^ a a J o§ ;« -m Id 13 H :.§ £ S 0 S3 ® CO g wsg gig NS >:Sl — ^ 0rH <£> .Jh§ ^'gwTlg^P&M M.#0P iH r-i ^ pc^ t-1 to v ^Rd dWw d^d PdHP •UOlJtJZlIieSjO JO OJ'BQ HO » CM CO CO oo ^ . co co co oo co • co co co CD CO lOt^O 00 oo oo oo co oo ) CM _ • CO ) oo 66 • CO 00 00 CO oo tH to CO • lO CO CO - •jo^iisqo jo 9JB(X 05 40 £» CD 00 00 g* SI I ISS-il PPP0H© ) f0r0 r0 +3 >0.0 0 “ 33 ©3'S 03 . .h,h5hh n 8 M-P 2 © 0 - © la >a>i.O g 55 oc.s ©o' fg s fld ®£ 0 © 0 3 0 Pr^OP G’G’P fl p p P3 ® ©' © *2 t>-0 O r 0^ s p gt'a © -g 2™ g 0 § >>8,®p 'H S S ? 2 ^0 S bB-£ 04 3 > w o 0 0 « « 0 O O wtcH Phmm Ppp£ or” _ jog L tf .S’-aS bC tO © © ’C^ : M w • © 0 • fn -r* : 3 p IWH i««s3 1 |ll|s & sil5§ a oil #1^0 S&Sjjals g ®«2 § .2 .5 w 3 WES duo^kfl 0 • P S g gm § Poop *© o OO ® » • S? :& 'g o :® 13 |h 'Sorf §§|p BM^6 « s© § 04 0 ^ © © © 2 0 roV a- 3.9 i« • o o rj ^ / S S ce-?-{ a s *fgi a a S's’-j ! © O 0 0 c OOOP^ § ® o J»W 0 | © 213 'SWn Ib6£ > a a © 2 O © O OOW • o ;o • g ® ■.gig1 © O0. b£0^ © O© P0 40O .as a 111 P 2o •a sl .gsa a P.S > ceccP • © :pq • w • ! © o ; +* +* :-e * 1^3 O|^^O©0 e?1© kJOfcC© 0^033 a fl®c^©750©'t!! I0 IS 800 g, 0 M 40 0 P3 '0 •« 0 S o®^0 g-* a- CZ2PW0 © HZ po3 co N«Nw H • • ‘ O ^ lO rO C5 l>- • C<1 t> CO • rH 091 o o rH 1 27 ] CO co CO o 116 ^ CO • rO |> • • o • co • rH • Cq • • • • (M O o a • o Tf< CO lO - l> rH ■d< • 05 60 230 O Cd H CO iO CO co OO HO CO o O rH O O ^00 10 05 CO iO CO CO 00 (M CO H OCO CO rH C5 l>» IO CO CO CD • CO O CO CO rH rHOICOrH'O »0 CM rH rH rH • CO rH 75 280 90 418 81 613 59 O CO O CO (M C5 Ci (M O5i0^t> OH (N 00 lO C ^rH CO 433 dl28 130 258 42 79 00 CO CQ CO r— i rtllM l©05fQ(M CO rH 05 rH O rH 05 l© ©) *-l (M ©5 John K. Beck . . . W. C. Isbell and H. C. Miller. . iri !! ■ p c Ift id ic G. W. Elliott . W. H. Pearce . D. R. Lillibridge and W. H. H. Valentine. John R. Slack . . f ?£ il »!s ih C. Baylies . TT. E. Hnrd . . F. R. and J. H. Williams . C. H. Peirce . . . . . 1 W. D. Strong . 1 GS-iiss Waltora _ V. F. Boor and E. L. McHravy . M. A. Pond . Wihur R. Smith, president; E. W. Smith, principal. James Ferrier and W. T. Burks. J. W. Blackman . Geo. Soule . R. B. Capen . Levi A. Gray . G. A. Kilgore andL. A. Barron Frank A. Appleton . A. H. Eaton and E. Burnett . . , W. H. Sadler, president . H. E. Hibhard . O oo oo cocooocooo co rH rH r IHHHrl rH 1858 1867 1865 1858 1858 1871 1870 1869 1867 1875 1865 CQ CD IO l>COC5nOOOrH O CD IO CD CD CD I- t- t- CD CD 00 oo 00 00 00 CO 00 00 00 00 rH rH rH HrlnHHH rH ; ; o ; C5 g . 05 1 lO • CO ®S : :§ : o rH • • rH • 1861 1867 ! jo j ; e Bichmqnd, Ind . Terre Haute, Ind. (corner Main and Sixth streets). c j c r r— : il iS •pc J : ’ ! c !| if il f|lf hJ iMfi? 'ij P |> © o 2 d'ft c8 © a WOfl ftC i c il r a : 2 3 a i : :a 3-o & )H c a ©*” 5 p « III ee 1 a * =3 * o t> c ; m„oh j >-M C! r eil ) dft'c 1 3Wc 5 cil i® d f df c i-§ )C« 0 : k drop ? 3 ®M a H P & r ? 3 9 .2 - i Vi p 3 ^ ft ft P. P ft ro • g M C5 « rH o © U 00 -ft t>-.® ft- jsS d A^t >J ro© S'n <© r ii a" ^ ro 73 © d“ S o-S®1| § | i i fc tzi H b Portland, Me . Rockland, Me . Vassalborough, Me . Baltimore, Md . . . . Baltimore, Md. (6 and 8 N. Charles street). Boston, Mass. (608 Washing¬ ton street). So o M © nit p p’m |sg ,®H ® « H - SP O 4c ® SC 111 ft © be© ft ®o _o © ® ® g © § a .9 §5 : s ^ ; © p b0 : ©■ : ^ :ft ©^ W>ro : o ,H ! d :« !n© ■ 3 ft rr«w © 68 O If o bp.-* ■44 S' > 05 SP :o >5 • ft ft ^ © TO S -S » M •.-< fH 03 M © © r® a 20-S '3°£og •an 2 bt) O Pi ft ® ®o-s © p r^H ^ ~5 «pH PQ rH j ( j— W © _ © >2©fM H © ro r >, ro c cs © © 2° £ 2 2 ® § 3 ^3 too •H 5 fl H O S 9 Ort ®rH Mlll&SgSiSS ’iw'i’s ® go-© a |-J fe d 9ftft ^ C3 « g 1.-B s cs a„ g£S£3> ftHdiftW p.9 a. /©©^g hPOOF :§ ■M !?§,© Ph a; o^j fl u6a ro rotG ©05 c8 a ® ft ■SS j? £ ro1^ ©Sp'r u o G ®- © g4§ a B^sa +* dK. © ftFO s a £ a o M «Q §g>l Ort !*©5^ 13*1 IN ft F ft & £ ® ft ■d 43 a © 5 H © rrj bO fl © 3 ro © O fcti O • P w..w r ,_, ► S o g ci^Srh d ^ 2S be 2 SiJ '343-c n g-g ©ft 2^3 1 © © O d d rj OftftOftM VI/ 02 bC 05 w \iM° > Si o 6 '" > ©r' i SOr-c” 03 r. ® 9 fl o ©'o'—P 6 «8 ■_, a o -2 '© ^ « |S§Sft«3 © © p s 9 ©-£ © -§ -g a o p 9 - ©o' s’SE.&Iss cc ft J .'o •§ ’ 3 h s , Oo £■§ pp Hff I ®o © a 2 P a ’©N 2 ®~ ^ o fl g o 2 cc a '©'3 ca, 5 p W ! rt ! © bfl . © ©*5 So ®-< bCo 'O.S ®4^ © -a; a ^ n os .5 a gg © o SQ • a » a* » 5 1»3 -*•3 § © gc§ SoJ] ° Wo u a 03 -p CO & o c3 i ft 1-8 P« o 1 © iM .S§M Wo ® 'aJ .1! co c3 P i P h © o I 1 P | & g a P £ © fcD O JP 1 S5 a £a&I p^-sp _a3'o © £ .gw.g j§ 'p ® £ bo l;gwa PH W «,§ o~ 2 a © ce o.g SO!hO § 9 ©O, K'a g "p1S3^ £H§Wg^ W O P t>|>- t>00 >co So w w £ woo SiSSJ STATISTICAL TABLES. 403 0 ; ; - 13 00 • 0 0 • CO • CM J • • 10 ; 05 t>050 • ; • • • !H • ■ 005 tX OOO tH T* : 30 CM CM 0 iO • O 10 • iO • CO • 10 • 1 35 25 78 33 91 164 57 89 81 OOON CM rH 0 rH rH CM 000 34 lO CO 0 10 • 0 10 • CO • CO 05 • 10 IfO . Hi ; 10 t'- OOtH t** * O tH CM CO O IO • O CO H H • rH OOOOH CM CO CM rH rH CM 0 • t- 21 10 OO O CO CO O 0 0 CM 0 CO CM CM CM CM rH CM CO OUOrH COlOI> • CO rH CO CM rH tH • CM O O CO h* CO CM OCJOO CO r— 1 (M »OH CM CM resident ; Henry Coon, M. A., vice president. P. Ritner, president . T. C. Chapman . . W. M. Cat-neuter. M. r> . Rev. R. J. Meyer, s. J., pres’t . . Frank Chas. Kossak . John W. Johnson, president.. Jonathan Jones and J. Gr. Boh- mer. Thomas A. Rice, A. M., ll. b., president. Rev. W. 0. H. Perry, A. M., president. A. L. Wyman . William Heron, jr . Rev. A. B. Meservey, A. M., ph. D., president. James H. Lansley, PH. D . Buell B. Brown . Prof. G. A. Gaskell . . Coleman & Palms . C. T. Miller and W. E. Drake. . Geo. W. Latimer . H. P. Davidson, AM . . Andrew J. Rider . C. E. Carhart . Geo. W. French, ll. b . . . Brother Benjamin . Henry C. Wright . . J. C. Bryant, M. d., & Son . (NC5lOt> CO h- O l> oo cp 00 oo O0 OO CO OOOOCO 00 00 CO 00 00 f-i . CM § "oo'P W a 3 00 ® • o .8 3 a • S J - -ll ^ .a§L* ® 43P5;3 2 5 CG S ® 2.5 ^ ^ O 43 +3 43+J4J>M+J -4-» -+-» -4-> -4-J pqQ^tt xn xnxnxnxnx/ixn xn m xn xn "Scq liissllis g® ggass-a-g-s o O O o o O-J O'rt o t-3 >t> h> hi H H H1 S^J u _o „ ^ c3 ^ <© ^irg In w of ^ jabj ,P © ©7’ ce^ p a.® © rr © © i j3 ® in M ’ oU © O iq.® a o I ® © S ® i « d o ® ® > §-|o g»S |?«IP } ® © ® ®_® > p (S +3 +3 joocq ffl ® © ® &C bJO'p .2 ® § w'S’oH WOO+3 u.i — i ri'p ® ectw © O ® ©75 P p ® 2’® rt ^.g d s © •a 2wm a © -■*’ ^ a 2 a a co © © a a .is ^g.a ® ® ® 9 3-5 g>§3 SgoSmoS p p © 2 I ° :’§l § a 2 « g ! o w^JO a §■§ a -i 2h_2 'a ©i? 3q S -P O. c| © a o aW be P © CS L. ■2£*g&| FcgM6 I § 3 teiO •sm ’© rP fl 43 © © S'0 5 =3 S.S o-2 otq §1 ® w M£o « © o*, P © a a oo r'-cb -2 w° <3 © 2®«3 ®Q a co a o P3 . - a to be ® ; < ©s -c r^Q §)i ® ( S'® a g g, a g> © p t? ®S^'SB 5 o PQo P ©rT CO ® 1^ ■Sis c3 o © Oot25 •2W® p S'p-® ®-® ® § S 0 oP Sain -2 •§ o. ® to© a a §*3 ^®Q 2^^ ^ PhWOPpQ PhicPM 0)010000 N CO * From Eeport of Commissioner of Education, for 1881. d Whole faculty of collegiate department. <7 This college is associated with Smith’s Academy; a At Taunton; removed to Fall River in 1868. e Number of students in day and evening school. ft. for report, see Table VI. 6 Includes 11 students in phonography. /Opened at Wilmot, N. H., in 1876. Ji This is the sum of the items given, but the total re- cDate of new charter; original charter dated 1872. ported is 329. Talbe IV.— Statistics of commercial and business colleges /or, 1882, 4'C. — Continued. 404 REPORT OF THE COMMISSIONER OF EDUCATION. -2 a © *d CO © ' ^ © r© a s 6 In evening school. w : m 4$?, ‘Qpsnio^ 14 J M ; ; ; V -9FIC 13 oo m • o • ; ’ ® ° j* ^ i© o ift os o co • • 05 M H 050 r-l t- 05 O rH -Q< •[BJOI Nb* • O • H H ■ rH • • • j i I ° I I §§ gs |g 532 In day school. •opmod 11 T*C> • <£> &> • 1ft ° S § S ®g •opH © H O CO • ^ GO 00 05 « CO o 57 50 132 391 263 223 1, 143 415 200 68 143 111 23 44 •pjox l * ^ l> O o b- co o o ^ co rH rH rH 81 50 138 411 293 242 1, 149 520 225 75 150 123 27 47 •ejneoqojaa ojBOijd -np Saipnpxe ‘sjuap -nje jo joqrnna pjox 00 OTj-O O l>- QCJO WO 81 50 238 411 439 371 1, 261 647 500 150 250 221 40 100 •8J0J -onjjsui 9[Bmoj jo aoqumjq; - • o io «co ; * j tH <=»•= :® :© ; ,• : ^ S : : : i * : : © ca'^'S £ P d HH O O £ * S a H S o &4 N* ** N (hN'S* . • rt fcl*; * . -TJ g gW HI WWW oeW Wfc 6 fc £ £ WW g . BM-P^ . ^12^ *2 Cliffs** a£®£®£g£l?&c Ss o «« 2 £© .S c-^ c+> « ?®eo^oocSotl®£53 tH if t-H 4~» L HW >rd • o :o I'd • (-4 : % . n© :w £-w I‘S „- ib © g w>> 2 A 3 £ oW d r > °5 W w Ph .9 *“'3 3« g Pcs® fl.H 2 SJi HWO J"3 §« »I o o OQ © 72 n© 'd 9 bt cS . |3 3 U g-d © * 2 g 3 ”1^ ■u P '-*3 "m ® ^ 2 P^o gWdO h3 &o © ® 3 -g o .9 3d § ,3 .9 OWM » OS . © I1© IH 3? £ M , © • a I d :« • e4 og 02 .9« .9 W; §! 2 rt •9ii 2 '3 9 lag wo P M .9 *G0 0 M 0 & 22 •: a 2 ® k 0 +3 a ©43 0«2M ©72 .g -a .82 <3 ci •S a to "0 OOO O -rfi lO O CO 0 03 Ir-CO ^ L^tMOO O 03 CO CO o o OiC^OCCO C3 C3 CO m lO 1 OC!C OIO^C^OOOCO 03 » lO Oo2 o © © •2.2 :.§*g ;ssa gg.2ss.20qo -rs'S'S-P 2 202 gO'S'S © 9 i i 0,0,0 a .©-2 ef«P«P«P t w -3 -.‘cflcoJcrt „ co 3 "-g a ®-'g'g o'2^5 -i rG ft rr-f «-* r-> i“* Hd : :n* :j :,> On. ; Ph rH $ ^ ^ JT M ”05 ^ *;c2 R Ph R -2 ©pfi i» Srit-v^ j : jp5 £ £ S dd* :£ ^*-•.2 .2 .2 ***« I— • ft S'# a g •« p ©a a 2's-: ‘,3 HrC-o o aaa w - O OOOR^^OCCCCM Ht* N © fcJD . © i® :o ! d . O :g 0> • • ' LJ tC gj 02 r-5 . .ft • 05 ® bo© o c rj r-H r 5 o P'S^^ 2 © § 1m° w fe0OH-g^.aS s 1|8.al 2-§5 ©.g ^ H fl O 2 ^ L CD Q.S co ^ bJO h ^§§2|as-2w (3^-W |pq ©'go <8^ ® ©rrj^rg a'-A ® ®^ S8 rt-Si°-g " ^ t*s«p g-9 B^g-S ] a 2.sr a s® ®3 2f-«rOW «© ® ? a ?d <© .9 d .2 *£S 9 I S.g'S a %n g p<£ a 9 to © Sf2 p Pu c3 0^,2 © C8 CAJOO^^WOOlzik !3< I IO 50 t> CO O O f iio»o^iniOQO 405 From Keport of the Commissioner of Education for 1881. b Charter of Genesee "Wesleyan Seminary, "with which d The Morse Telegraph Institute is connected with this a See statistics of Kinderhook Academy (Table YII). Lima Business Collepo is associated. school. c Date of reorganization. c As Oberlin Commercial Institute. Table IY. — Statistics of commercial and business colleges for 1882, cfc. — Continued. 406 REPORT OP THE COMMISSIONER OF EDUCATION. fcO *f| ' © © •oiurao^ •0IUK •Iu;ox tOlOON •OXUOI9X •9XUK 1-1 cow •Iu;ox I o © I © ro CO CM CM lO © < © co uo © io © cm •sxuaonojuo gpcoipl -npSuipnpxa ‘s^uap •n^s jo’ J9qmmi p^ox © i-| CO uo co ©coinoooo© © © cm io uo t> co *SJO!J -ottfcjstrr 9XBPI9J jo j9qmn^[ sjo|onJxsni oiutnjo jgqmn^; 2 © £ • M S«Jg ■ J © .2 p-o a 21"3 R c«+= 'S S'© ■§!o^ 111 Fh oS ro © F-» O i-oPHhj bU © <$ Oft ! 9^ i‘>c» ^ 2'-' 02 ^|W- ff2 § © S ©22 hwp4 Fopst-sCHo^ai •UOIX'BZIH'bSjO JO 9JBQ ^ oo o 'S« ® © B< p © P ^ O © © tc s-g a >>> 2 2 « eS ©999 I 3^026fHOOOO H.9 ^ g fo^S <>.§ bH ojoH'S bjcps 0-9,3 2 £<0.2.9 & 3 ©^ 2 ® 2 © ©-S g :o ©M jg d §j 2 °g © d.gg § 'Obfgo 2 0,2 o'3 © 'cs'© 92 2 1 © §; | h%£ I i’ll,© -® Oc5 5 © 2 3 2* ® •S.® g3 ©2 rg ©2 > bU* 3 ©2 OO^PM © © © S ' tt£ R 2 2 O O o DOO fc| © . bJQ . © •S3 ! o ;0 ! 43 jl . o >sg •© bC?fbC2 © t- §c2"3|^|m ^ © po^o © © § -llllSSS-s g.S sS*s|| oj ISsFsS s 322 ©2-3 ;^2 «’|m2 ^ , ®w. 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j a I#Oo50'S.hoO riOoShH^tcO .3 2 «© 3 ©^-o- I ill ii2^i «S5^H^s3S TH(MCO^»nC©t-OOC3S OH«»ijlWOM» oifflQPCjaPo© ooooooooo g, 2 r-l rl r-l ri r-l r-l CM ©I oco-* *» rj ooooaaoS!: id ^ o re t- a) ?s in <2 ShHCIi-IN *© IONHMNOM IWCHCO'i'eOT-UOeO *. Pm ;b IHs ■ns ! c3 U PI H fi d . J © ^ ^ H^ K!O0Pht3tSt''0 00 00 00 00 00 00 CO 00 CO •S ® © ■ £££ «Ho „ „fe © © © co © 3 S© ©^ © © J fej x a I .*4 HI H O to" fj S © S flfj a © 2.g s g g^'-a.g SgSssWsafc © © ; fcu tc > © . . . © . pj . . .pH . © 1 : ?iO :S _ . ! * ’ „2 ri © tv © . © © h .a tt © © be ® 2 o SO o : O 10 SO 3hO ^05§gtc5.5?x ;-asl 55»g© •S«pJ^O®©P3 2 ««-?•§ a g-a i C © !S ©5 £g ^ 1*5°^ U.R SoH ,rf©!i!^! 5 ® s §5 o i 55 cs oja g^.s §, jiE^POccPP-icc ClOH^lW^OtOO §cnc5 l> CM rH OWCOQ to CD GO CO tH • O *H< « *■« « cf :* ^ ~ CO qooqos JJu; -U3A9 ar sq;aoai ;o aaqran^ h M • ONON • • • ... . He* • • • • O • 00 • • > « o> • 00 " • O O rH • ** \iB9A oi;sb; -oqos,ui sj[99a\. jo joqmnji 9 « O O CM O O I i CO 'Tf iO ^ lO • 1 NOrUt'OOO O OOCMOO LO TJ1 TJ1 lO CO ^ lO ^ rr O Xfi T}1 i CM t* • ; ^ ^ • •Apn;e jo oeanoo pnj ui eq;uoui jo aequmjq; vs M o coonin I M 2^ : 6-24 Hi 40 4-8 6 HH HC4 O H OONOO rH rtHH rH CM O rH ! rH CM rH • Volumes in library. ’JB9iC JOOqOB ;sbi oq; ui osBaaoui H< M • ■ • • • ■ ilOO • . • • CM to • • • l • 100 (6) i 100 400 o I I o • ■ ■ • •aoquinu otoum M W i i O O • • • o o • • 2" • *-»«> • • to • • • t> • • : S : : o o loo o o ^ » o o CM 00^ w ; rH CO* o o • O o • " 5 I Branches taught. •AqduaSexax « M x oxxxxxxxjo X oooxo xx I \ •AqdBjSouoqj rH M o o ; o x : I X X X o ^X X © X X© XX J X •oouBJiisut 9jn; © « O O X O X ; : i : i° X © © © X © x x . ! •Aujouooo xb9t;tx°J © e* O X X X X ; x x : :o X OO XXX x x ! •AVBX JBpJOtUUIOQ 00 O X X X X X X X»X XXXX X oxxxx XX X X •SuiquBg; *» © xxxxxxxx J X X X xxxxx X X © X •SuiAoAjng © « x x © © © x ; ; x x© X © X © X X © i : •soi;Bui9q;Bui jaxxSijx vt c* X xxooxxxxx© X xxxxx x x ; •Sutdaoq-qoojx « X xxxxxxxxxxxx X xxxxx XX X X •SUIAiBJQ M x © xo© : : x x :© x : x x © x x x XX X X •dtqsuBnni9«i « « X XXXXXXXXXXXX X XXXXXXXX x x •aanopaodsaxioo puB qsql? uj[ uouicaoo X XXXXXXXXXXXX X XXXXXXXX X X •8;u9pn;s jo 9§b oScaoAy 9 « 00 00 • C5 O) rH rH Irlrl OC5OO0CO IMHHCJN ob o irnoooo - J— - 19.5 15 Number of students. •qsniBdg uj | ^ o o jo© ID • ID • • ; • • CO rH © j j © : ■ : i •qouojtf ui | ® I O 10*00 r H: WO Ift lO • • rH rH • • CM CO O • • O rH CM CM • J • • • •UBUU9D ui | ^ | © eg j © © ia ■ to • • CM • • • lO O 05 O H lO W CO ^ O CO CM CO rH • • •AqdeiSop; ui | 2 1 S3 °^,CS nhh • • CM • • • Is- 0 0*00 • CM • rH CO * • •A’qdcaSouoqd ui j ^ © © jot- fO H (N 00 • 00 O S O O rH O CO rH CM O iO * • Name, 1 iH Course in commerce, State Agricultural and Me¬ chanical College. Howard College Business School . Little Bock Commercial College . Los Angeles Business College . Sacramento Business College . Heald’8 Business College . Garden City Commercial College* . Commercial department of Santa Clara College*. Hannum’s Hartford Business College . Moore’s Business University . t^uiii inc l oiu i u.C/p<*JL uuoiiu ui ncuuiug College of Commerce, Illinois Wesleyan Univer- ^ Western Normal College and Commercial Insti¬ tute. e Chicago Athenaeum/ . . . Commercial course of St. Ignatius College* . Souder’s Chicago Business College* . Dixon Business College . v . Commercial department of Eureka College . D 3J0 B 3 J bo 3 % P c Vi U t sS ' ::- B ( O’l 5P 8 t © t Si n Jr i r uoiciii uuamci53 . ...... ................ Jacksonville Business College and English Train¬ ing School. Joliet Business College and English Training School. Commercial department of McKendree College . . I- 1 > : > :P o m§d® :|8lsa||&&SOoa SCQ 2 ®r 60 ® 'S H •a cS © 60 © O O o o o m <® "2 i © ■4 a © o5 3 rM-S ss fl w cs a If o a ft © © ft ss a «i & 3 2 |o|ft «§ pH O 3 © 2 If 5?! SI 2.Sftft © fl fl •So So g 0> z: 0 a fl § 3 © <" © ® oftM 2® p ffl rj §pq ■fi'l js o is oft o © 0030® |O^Q.a- • u © a C8.12 2 ® o~: ©^^©3 _ w °l>9 -318.9 sSalsSss-liS “■ nsi ss itf-sSjs- s ° ’© e3 u * .§ fl _ w TO © © 03 t^w © ©^ fl S-flpq'a g« flWO •rH © I* j _A s a ©‘s'® a ■£ ?3 a § *© ^ s^j1®- i^OOWteoDW^SH mPWu P 0 © -® ? ^ **© a cj *43 /q £ Sftft £ cs © § g£ ® & | £-.2 © £.2 B53 ° P O *** mJ rn fl'. /*s . -•. l -♦* rr ©©oftftrt®j|S c?AM g'S o55C H^OHOpPha^iWW 5pOC^ © o a!zi a © e® . ©22 sfi i a3 © fl-© a 2 2 rt O sos 8“|-g £§l «s§‘ 0 "_;Tfrt®® -J3 2 ojd 60 ^2°OfflW®® 2 2 ©ft ft 3<© Sh « fl 2 o O a ®®4°o31 2 S Sft « a . * ® ^ « 42 fl a ^ > o I ,rS .OR ° ^ 0 ® O CO CD '050 •jeaA OljS-iq -oqos ni sq99M.'jo joqmnjq; •j?pnxs jo osanoo XX«j xif sqjuoni jo aoqmnj^ >A 1-1 1 f 2 t> •ji39.£ jooqos JS'BX oqx UT OST39JOHJ •joqumtt ojoq \\ •Aqd. feo Pi * n >• ro °5 v t-> s>| tig &J® j”l as Is* II Sll @ oto q a S „ a Si 12 5)0 c8 - Hh * S.SOJ © O &tO 53 <3* I ;W CQ • § rr-< • H % c3 • © \!& fcJQ • 'H © ■ c3 3 :w © bCO - 5 |o SglS g >, pi 2 SlJtH l®^® Missy's] al|2 | Jo 1 ® ?H® a u> © 3 a ® oD'S O el ~ g o *55 <3 an CP 0 *5 . CQ ^ a ; o 2 3 J ! C a ta g ; o O o PCPP P r-; ro u tfi . ©©BCCCpaw^. o ei.3 gs feooP^'3 aiiisissi |”mCP3cp|3 I Iplua.alao cp g a g | a « c5 g ® § © ® | i§ ® OPosPcpPhoqWcp ^a .3 GO .s &cg 2 S S ci W >-W 65 .« .a tA*a fl g 'c i® o ® ^ |p£5t§i Mcp PH 3 CO CD C® CO I !S3 STATISTICAL TABLES. 411 83S s, I|> * lO ^ CO lOOOi^OOOOOOOOO OOCO-^t^COCOCOiOiOt'-CpkO^ l I rC; rS? I ^ ^ 0 ^*0 • iO CO O 10 : x 1 1> 05 co cd • i> • 05 ■OOOCXMt >05 'COCOO OOOOWO^(M( HH I r-UO rH o o I X O O o X ; . • 1 O X X J o o o xoo X O ; x o ; ; x ; o xo X o o i x xoo J X X ! * X XO |o X : xoo x : x o X X J X X J X • • x X X X > o X \ X x o x j ; x X X xoo ; o x : x xo x X X x : x x ; ! x ; X J o X > X o : X XO X X X XO X X ; O X O X X X o X ! x x x x : x x X ! o X X : x * x X X X : x x x x x X X : x x : x : 1 x x : x x x x ; x : x ; x x : x x : x x x xxx 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 X x ! ! x x ; x x x x X X X ; o rJ i o * o ] ! ® ■ i : oo x j ; x ©oo xxx O O O O • X x xo ! J ! ! ! o o ! x X o ' x ! \ X : x X xxx ! x X X : x xxx x x o ; X X : x x j o 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 X X X X X X X X XX X X X X X • X o ; ; o o xo ; ; x X X : x x o ! x x o o o o X X X X X ! ! x ! I i ■ o X1* X X X X X X X X X X X X X X X : x x X xxx 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 X X X X X X X X : x x : x : x x x : x xo x X : x X X X X ; J x x x x x x X X X N CO 05 o > CO ooo r* t> ! CO O lO 05 O ! h- I CD N ! c > «OU5t- I o © ” 2 © rO gw ^.©-4-uS E© 2 o §£ OtTro u® oX 2 =3 o ®t« 3 a© ,2“ (-HQ^mOOcg ttP3oaa2WOKhsh>^o£ain{ziC>HfflCi5C5frP4ttOftO Phcg 5'WQ.-Spq « t> O W dr4 i a o H ® M 2 2d Id S-o^g* ss GO 00 00 - G0O5C5C5C5O5O5Ci~C5O5< >OOOOOOOOOOr Table IV. — Statistics of commercial and business colleges for 1882, tfo. — Continued. NOTE.— The branches taught are indicated by x . 412 REPORT OF THE COMMISSIONER OF EDUCATION. •uoijinj joj juap -nje qoca cj oSaeqa junu^y 38 o -m .eq ooomiM ooooooc O • IQ • Ttl Tjtip^oqco CM 00 O 1O1OOC i ! ‘‘to u ^ 1-1 11 T* 1-1 ^ o • • CO w o o $ » : : oooo d75 75 75 25 * 35-60 /10-20 60 qooqos S>ui -U9A0 ui sqjuoui jo aaqraufj i* M to to m co • co • < o 00 © CM Ii«©CM© CO to • t~ *' OO • -oqos IlnJ •JUOjC 0IJSU[ ui eqooAL jo jraqumjq; « M O O to o o (MUO o o o rO • o o o • o • o . • to • o to . 00 o • o j Branches taught. •Aqd'Bjgaxai 59 w O O X X X X o © © © © X © x x x : © X •IqdgjSouoqcX w X X X X I X O X X X X o xxx o •oouuausui ojtq; © M oo :.x ; o x ; o © x x ! ! o o •imouooo iBOijqoj Si 59 x o ; X X X X o X X O O X X xxx X •Ji.'BX I'CioioumioQ GB 59 X X X X X XX X xxoxxxxx xxx- X XX •Suiqueg; 59 X X X X X XX X XXXXXXXX X X © XX •Sur^OAjng ©55 1 «!!« it o o o o o o o o © : x : x •BOijBuieqjuui joqgiji 8 x x ; x x x x x ; O O X X X o © © X X X X •§aid99q-qoo2 3 | X X X X X xxxx X X XX XXXX XXX X XX •§UTAi.8I(I 8 I oo ; x ; x x ; : OOOOXO :© ;© ; X XO ! *t-‘ ! . •dtqsuuniaoj 59 59 XXXXX XXXXX XXXXXXXX XX. X X XX •oouopuodsajjoo puu qei[Saa uouimoo IN « XXXXX XXX ; X O X X XX XX X XXX X XX ‘•ejuepnjg jo oSc oSbjoay © 59 CO OHCO CO o *• « • GO •^qdua§9X9j uj © H o O CO CQ O O O O H O co 03 CO tO •• rH 03 • • to ’ \fqduo2puoqd uj « 00 -*© j a> rH O rH tO-rH CO O to C3 rH rH o o ^ o H3 E e o bn © o la o O m S o 9 © S S a- 020 Ph a © !P a o-3 be V ® » g ®-g a © ou q? ^ Pj "3$ S c «« pi j-s ►»§)§ o.s g o a OgJ'sl . S|1 o oo O .9 2 © *3 oc a a.a s ® o Pres c« a g E&Ss|5gs.s9§S r- © iTn oos g1* o »gas roro®3gSfl®£S _ i^s^Ja JSs Isis's as S p 3 fl e) flms :WS © fc.S-S *£-g »■§ 0 -S1^ § atz^O^ o flee d 0 a-^ri'T' rt 2 £ §‘3 '3 ® © a E?^2 3EEEEEHE HCQF | II g -s 2 _ 0!) 5 s §& 1 12 « H O 9 a I si H c3 O H UO STATISTICAL TABLES. 413 > 10 o m - o o o o o ooioowoooooiflinow'ioinooooooift COO rffOlOOOCa5 ^OlQt> • CO t> CO O O O O ^ « o^HHH • THrHhCj^ " CO • CO CO CO CO • dj ooeooooo co < ICO • COCDt-c 't .-s S a -a +3 s ° ttfw . £ >.d ° g^ PMPh f tg-d 33 © d « 19 00 oo^co Cid0 ® o do S o^d o ° C3 OgtS SP3PJ ® <3 O OH 5S Qr^H cS ShTdiS S-T"G ® © O d 0 -S o,<§ d£ g"§ ® O P M OUaa«OQ|2it>HlH NPh«M WP^^HiSWMOP4MOOPW^OhJFP4cofqOM lubio If} lOIOlOlOlCSlOlftCDCOCOCO co c© < IHH H Table IV. — Statistics of commercial and business colleges for 1882, • ift © 00 «©©©©©©©lft • ift © © © (M . © CM rH ■ OHH lift * of • Branches taught. •Aqdmgepi « 03 X j j :© xo©©©©©© ^ \£qd,ejgouoq ri rH . r-l i-H tH CO o?oo © 00 00 00 © ©*00 oo*© © t-4 • s Number of students. •qstuedg nx © • © co O © j j © © © © 0 j • ©o © ; •qouoxa uj G® •H jo ;® © • (M • © © © © © I ’■©©© •untuxof) uj h H hhhh° • • • • © iH © © 1ft 1 • © © © H J » ^ •jSqdmgejej uj © rt CO j © © Q © © © J j © © © •Aqdmgouoqd uj 13 N ■ © ©.I, as~ ®odo o a Mo-ja 50(5° ® a0^0 * 111 1 1 f i-s a&iS lais | la all If § I « s 2 o ® ®n d « 5 5 w 3 S 3 ® ® S d © -*h cl, 2 ^*553 g £3 ^ c3 a ^ rn © c h riflO ®#3 |w2 is” *1^2 §1 » | 1 1 §! f J i |« a in -S I §-3g2fll S I giSfe®? §1-g« o 1 1 s § s I! ||5l.g s Ills®! §a Jk i §£* ° © o §_ It’S f g 1 1 ! g a s g Jga-S §£& » S| .E-g 1 g Is £ =|2| g ££ «|5 8j3.8 B, 3 ft M Hi as O O O p H O1^ O £ ft O a* ft ft O cq ft ft a? I CQ CO rf «^ © | . . . . . _ OH(NM^LO©l*CCOOHNCO^ir5©b- O OJQQOiQQQQOOOOOOOOOOHrli — iHr— iHHrH HnHHHHHrlH(NC'IWW(MW(MN(NCQWWWWWW^W * From Report of the Commissioner of Education for 1881. b For life scholarship. d For commercial course. a For term of six months. c For five months’ tuition. e Includes board. Table IV. — Commercial and business colleges from which no information has been received. STATISTICAL TABLES. 415 24 CO +=> ^ 02 jh‘I j a « 03 | ^ tn r3 O ^ ^ gOsa'8 ® os d § igp- |l5!lllllrta-|l| w bNqo hhhpo. » — i o OO W) » 3 © in £13! ai q q 2 g © ® ®.s*g aa a§§ 11?? | © © © © o «[o3'c3^ >j *3 ’3 '3 H •"© © © ©-2° a a a § g aaaA® o o o ©2 OOO^G? © a li 6-5 5 S bDJ0©iS m m q P> 03 S 03VS § © =3 « |qq£q§Aq.g| ©q^W (2(7202 02 WO O (3^020202 ® So s|s S&8 3-§’§ 2 ®w a flcq a 2 -3 o q 03 OMW Iff w^.a -2 8W fl®o g.S So C3 W rp .-§ © ® >, • r—i © sa® a ag^®4 gg?«8l 6sW 3 S&5&! !3|a|'3 O ® « ®r2 O Sou OT © nj © © a © g .a § a § § ra.a o.q-q o go g g ”«-S«2 ^ ^ pj CO ri g.2^.ai ^ 15 4 -g w o q+3 WO02O02 ffl 3 03 *3 © a q o © 03 ■ >? 'q o © £ A to o 2 f o-| oH f § a . as© a3s»o, © ©: o © ;W W ir^ t> ©® -+-} . p rt H |||3 °lgp CD -40 M - S-q ^ © o, © S S ©^ b§r.W©.& b

• a © ffl: P( Pi “€lSlll © q o q ®.2 © q RoPhWMPhWW © © •! Pi Pi I OO I © © < 53 P j bO © fcJ} r2® ® © bp's g)©W AO ® Mg £•§6® | 111 12 ® a © a q r2 q® g © © O tl .q © ©qd 02 o q ® ©■ WO£ ©irl ml ■33 © © i aaai / 416 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1882; from re Name of Kindergarten. Location. When established. Name of conductor. 1 Number of assist¬ ants. Pupils. Number of hours taught daily. Number of. Between the ages of — 1 2 3 N 4 5 6 7 8 1 Kindergarten (Judson Marion, Ala . 1877 Mrs. Margaret E. 1 26 3-10 Female Institute). Lumpkin. 2 Kindergarten ("Will- Stevenson, Ala. . . . iam and Emma Aus- tin College). 3 Miss Knapp _ _ _ Kindergarten. 4 1880 Miss Minnie Oviatt 40 3-6 3 garten. Broadway). # 5 Miss Phelps _ garten. 6 Miss Boyd’s School San Francisco, Cal. 1882 Flora S. Boyd . 1 12 4-12 4J and Kindergarten. (1015 Leavenworth street). j 7 Boys’ and Girls’ Aid San Francisco, Cal. 1882 Mrs. F. H. Gray . 1 50 3-6 5 I Kindergarten. (68 Clementina street). 8 Charity Kindergarten. San Francisco, Cal. 1881 Miss Cora Griffin . 2£-5 (512 Union street). 9 Mrs. Colegate Baker’s San Francisco, Cal. 1878 Mrs. Charles Gihon. .. 0 12 3-9 4 Kindergarten. (1608 Van Ness ave¬ nue). 10 Free Kindergarten, San Francisco, Cal. 1882 Miss Emma Marwedel (a) 50 < 7-14 . V u fc =« r\ © o **» a. a p Ja=€ Occupations of pupils. Apparatus and appliances. Effect of the system. 10 11 1* 13 36 Perforating, embossing, paper folding, stick laying, block building, weaving, embroid¬ ering, singing, calisthenics, drawing, and study of natu¬ ral history. Blocks, sticks, rings, slates, drawing books, colored crayons, and all appli¬ ances necessary for a Kindergarten. Happiest and most satisfactory results physically and men¬ tally. 42 All of Frobel’s occupations. . . All modern apparatus and appliancos for Kindergar¬ ten. The physical and mental de¬ velopment is wonderful, and a grand opportunity is af¬ forded for moral and religious training. 47 Rudiments of primary work in connection with Kinder¬ garten gifts. Special atten¬ tion paid to drawing, sew¬ ing. weaving, paper folding, tablets, sticks, and music. Kindergarten tables and chairs, blackboards, charts, zoological and physiological tablets, sticks, slats, drawing books, slates, and Vjate- rials for sewing, weaving, and modelling. Most beneficial; the young mind is pleasantly occupied and improved and the body given free and careful exer¬ cise. * 40 "Weaving, sewing, drawing, exercises with 1st gift and tablets, making of straw and paper chains, songs, and games. N Marked improvement in the children and beneficial influ¬ ence on the parents. 40 All Frobel’s occupations . Frobel’s gifts, Kindergar¬ ten tables, blackboards, piano, &c. Develops the physical, moral, and intellectual faculties, in porfect health and beauty, and forms the groundwork of a thorough education. 40 Frobel’s occupations . . The Kindergarten gifts and materials. Develops the mental faculties through artistic and mechan¬ ical labor, improves the man¬ ners of the children, and turns natural talent into right di¬ rections. 40 Frobel’s occupations and ex¬ ercises with the gifts. Pictures, plants, black¬ board, piano, &c. Very satisfactory. 44 Perforating, sewing, drawing, weaving, modelling, paper folding, paper cutting, and chain making. Gifts, tables, and seats, piano, plants, and a large sunny room. Children are further advanced mentally than those who have not received the same training. 40 40 Frobel’s gifts and occupa¬ tions, object lessons, games, motion songs, dancing, cal¬ isthenics, and lessons in German and drawing. Pricking, sewing, drawing, weaving, paper cutting, pa¬ per folding, and modeling. Frobel’s gifts and materials, slates, blackboards, de¬ signs for drawing, crayon and water colors, musical charts, educational charts, &c. Piano, squared tables, squared blackboard, slates, gifts, and every¬ thing essential to a first class Kindergarten. Tends to form a graceful fig¬ ure, cultivates the perceptive faculties, habits of attention and concentration, and in¬ duces kindness and generos¬ ity of dispositon and general refinement of character. 42 Weaving, sewing, pricking, paper folding, paper cut¬ ting, drawing, stick laying, and slat work. Gifts, tables, benches, pict¬ ures, slates, and squared blackboards. Children are better fitted men¬ tally and morally to begin the’hard world of school, hav¬ ing been trained to habits of attention, thoughtfulness, and obedience, accompanied with pleasing and strength¬ ening physical exercise. a The normal pupils of the Pacific Kindergarten Normal School, 27 E h Two hours weekly. 418 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1882 ; from replies to 2* o a g§ rO a. a a M ft Occupations of pupils. Apparatus and appliances. Effect of the system. 9 10 11 13 13 5 40 Modelling, folding, -weaving, sewing drawing, pricking, bead and straw stringing, exercises with the gifts, singing, playing, marching, and care of plants. 5 .... Perforating, sewing, weaving, paper folding, paper cutting, drawing, modelling, singing, marching, and games. Tables, chairs, squared slates, blackboards, draw¬ ing books, worsted balls, blocks, sticks, tablets, rings, materials for model¬ ling, weaving, folding, pricking, sewing, and stringing, a piano, plants, and natural history cards. Balls, beads, sticks, tablets, blocks, and lentils. Imparts manual dexterity and grace in motion, trains the eye and ear, develops the powers of perception, atten¬ tion, and imagination, and stimulates the memory. Imparts deftness to the hands, and grace and ease to the whole body, teaches accu¬ racy, invention, symmetry of form, harmony of color, and love of the beautiful ; culti¬ vates habits of neatness, kindness, forbearance, self- -*■ control, and politeness. 5 40 5 40 Frobel’s occupations and gifts, movement plays, marching, &c. All of Frobel’s twenty gifts and occupations. Kindergarten tables, chairs, sand tables, plants, piano, &c. Squared tables, slates, black¬ board, and drawing books. 5 5 42 U sual Frobel occupation s . 42 Usual Frobel occupations. Usual Kindergarten appa¬ ratus. Usual Kindergarten appa¬ ratus. mental strength, especially power to observe accurately and skill to execute. Harmonious development of body and mind. The child becomes strong, graceful, po¬ lite, self-dependent, skilful, thoughtful, and constructive. Excellent preparation for fut¬ ure school work. Good. 5 5 40 40 Frobel’ s occupations, Perforating, sewing, weaving, paperfolding, papercutting and intertwining, peas work, modelling, drawing, and exercises with the gifts. 1st, 2d, 3d, 4th, 5th, and 6th gifts, representing solids ; 7th, 8th, and 9th gifts, rep¬ resenting surfaces ; 10th, 11th, and 12th gifts, repre¬ senting lines; 13th gift, representing the point ; materials for the occupa¬ tions, chairs, and tables. Imparts elasticity and har¬ mony in movement, promotes health and cheerfulness, awakens the observing pow¬ ers and a desire for knowl¬ edge, and teaches the child the use of surrounding ob¬ jects and to handle, to com¬ bine, and to construct intelli¬ gently. Promotes health of body and mind,, sometimes producing wonderful results. 424 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1882; from replies to j. m Name of conductor. <3 o-S u S «H o (h ® <3 a a p B 1 3 3 4 5 6 7 8 62 Holy Trinity School Kindergarten. 1880 Miss Annie G. Galt 37 3£-8 4 63 Forestville Public Hyde Park, Ill. (cor. 1877 Emily G. Hayward . . . 1 44 3- 2 Kindergarten. Forty-fifth street and St. Lawrence avenue). 64 Kindergarden depart- Jacksonville, Ill . 1881 Miss C. J. Marshall. . . 0 30 4-10 4i ment'of Illinois Fe¬ male College. 3-9 65 La Grange Kindergar¬ ten.* 1878 Mary F. Fox . 28 4 66 Classical School Kin- Indianapolis, Ind. 1882 Nora E. Farquhar _ 1 25 3-7 3 67 dergarten. Free Kindergarten. (Pennsylvania st.) 1882 j. No. 1. 3-7 68 Free Kindergarten, Indiananolis, Ind. (282 1882 Mrs. E. A. Blaker _ (a) 45 3 No. 2. W. Market street). 69 Kindergarten of the Indianapolis, Ind. (200 1882 Mrs. E. A. Blaker _ 0 15 3-7 3 Hadley and Roberts Academy. N. Meridian street) . 45 3-7 70 Normal Kindergarten . ; Indianapolis, Ind. (36 1875 Alice Chapin ......... 7 3-5 W. Michigan st.). 71 North End Kinder¬ Indianapolis, Ind. (S. 1880 Mary L. Aughinbaugh 1 20 3-10 3 garten. E. comer of Illinois and Eighth streets). 72 Mrs. "Wynn’s Kinder¬ Indianapolis, Ind. (159 1880 Mrs. Cynthia C. Wynn 0 .15 3-7 4 garten. Park avenue). 73 Cedar Rapids Kinder¬ Cedar Rapids, Iowa 1877 Mrs. C. F. Madeira 3 55 3i-8 3 garten. (230 Third avenue). and Misses Bessie and Lucy - Madeira. 74 Bloomer School Kin¬ Council Bluffs, Iowa 1882 Miss Sara Eddy . 1 84 5-7 3 dergarten. (Willow avenue). 75 Des Moines Kinder¬ Des Moines, Iowa 1876 Mrs. Lucy B. Collins . . 2 35 4-7 3 garten. (Ninth street). 76 Kindergarten School.. Kindergarten depart¬ Manchester, Iowa 1878 Mrs. E. J. Congar - 0 25 3-7 5 rrn (Howard street). Emporia, Kans. (Twelfth avenue). 1882 Emilio Knlilmann _ 35 3-8 3 /7 ment, State Normal School. * From Report of the Commissioner of Education for 1881. STATISTICAL TABLES. 425 inquiries ly the United States Bureau of Education — Continued. ox © ® .. ® © II Occupations of pupils. Apparatus and appliances. Effect of the system. I* 10 11 12 13 5 40 5 40 5 40 5 40 5 36 Usual Kindergarten work and primary instruction. All the Kindergarten occupa¬ tions except the 5th, 6th, and 15th gifts. Weaving, modelling, sewing, games, counting, spelling, reading, &c. All 'the Kindergarten gifts with the exception of the 6th, 16th, and 17th. Frobel’s occupations . Usual apparatus of a Frobel Kindergarten. Usual Kindergarten appli¬ ances. Develops the child physically and inculcates habits of ob¬ servation, thought, inven¬ tion, neatness, and order. Imparts ease and erectness to the carriage, brightens and exhilarates the whole deport¬ ment, and quickens the pow- ors of perception and under¬ standing. Good. Strengthens the body, forms correct habits of thinking, and employs the awakening mind. Good. 5 52 5 40 Sewing, weaving, pricking, modelling, drawing, paint¬ ing, &c. Those of Frobel’ s system. . . . Those necessary to carry out Frobel’ s idoas of child education. All necessary for a true Kin¬ dergarten. - Strengthens the body and mind and puts the child in posses¬ sion of its faculties. Harmonious development of the child’s powers. 5 40 5 40 5 40 All Kindergarten occupations and gifts, music, gardening, gymnastics, and for the older ones reading, writing, elocution, history, mythol¬ ogy, &c. Building with cubes, planes, sticks, and rings; drawing, sewing, weaving, paper fold¬ ing, paper cutting, and modelling. Frobel’ s occupations . . 5 40 All Frobel’ s occupations, gifts, and games. 5 40 All Frobel’s occupations and gifts. 5 38 5 24 5 40 Weaving, paper folding, paper cutting, interlacing, prick¬ ing, sewing, drawing, peas work, and modelling. Paper folding, sewing, ring laying, &c. Weaving, perforating, em¬ broidering, paper folding, peas work, and drawing. All nooded appliances and a large playground. Cubes, sticks, planes, rings, &c. Frobel’s appliances. Piano, globes, pictures, and all materials necessary, for instruction in a Kin¬ dergarten. Kindergarten chairs and tables, piano, blackboard, pictures, seeds, plants, and Frobel’s gifts and oc¬ cupations. Gifts 1, 2, 3, 4, 5, 6, 7, 8, and 9, and all necessary ap¬ pliances. Cubes, slats, tablets &c - 1st, 3d, 4th, 5th, and 7th gifts, rings, sticks, and reading chart. Quickens all the powers of the mind and cultivates freedom, sociability, and happiness in the child." Makes the children graceful, polite, and cleanly ; develops ideas of number and form, and teaches the use of the faculties in various ways. Promotes natural growth of the muscles, awakens per- ception, cultivates taste in design, and makes children more thoughtful, sympa¬ thetic, and happy. Develops harmoniously the physical, mental, and moral powers of the child. Teaches control of the muscles, giving a graceful and digni¬ fied carriage and deftness to the hand, trains the senses, develops the faculties of per¬ ception and judgment, culti¬ vates a habit of symmetrical arrangement and classifica¬ tion of objects, and leads to correct expression of thought. Develops the hand, head, and heart simultaneously. Promotes healthy physical and mental growth. Develops the powers of body and mind, training to quick perception and cultivating a love for the beautiful. a The pupils of the Indiana Kindergarten Training School. 426 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1882; from replies to ri .2 A .2 Pupils. 90 | 3 • 0 >> Name of Kindergarten. Location. 1 > ® & •a-S a ® 3 >5 a. a £ 9 10 Effect of the system. 13 5 50 5 36 Weaving, perforating, paper folding, singing, playing, lessons in number and the alphabet, and for the more advanced pupils reading, writing, and arithmetic. Sewing, weaving, pricking, paper folding, drawing, ob¬ ject lessons, gift lessons, games, singing, reading, writing, spelling, number, &c. Squared tables, blocks, balls, pegs, tablets, embroidery cards, and materials for weaving and folding. Piano, tables, chairs, blocks, slates, sticks, slats, charts, kitchen garden appli¬ ances, balls, tablets, and materials for parquetry. 5 40 Weaving, paper folding, em¬ broidering, modelling, per¬ forating, tablet, stick and ring laying, block building, outline work with cork and wire, bead stringing, cord knotting and braiding, games, slate work, &c. Materials for weaving, sew¬ ing, and modelling, tab¬ lets, sticks, rings, balls, 2d, 3d, and 4th gifts, wires and cork cubes, wax, beads, type, and slates for the blihd. 5 36 Lessons in form and color, object lessons in natural history, calisthenics, per¬ forating, embroidering, em¬ bossing, weaving, chain making, stick and ring lay¬ ing, modelling, interlacing, and designing. Blackboard, tables, chairs, piano, cabinet, blocks, materials for modelling, sticks, rings, and slats. 5 40 5 37* 6 36 5 40 5 33 Modelling, drawing, sewing, weaving, perforating, peas work, stick laying, paper cutting, paper folding, mathematical exercises with blocks, sticks, rings, &c. Block building, sewing, weav¬ ing, perforating, paper fold¬ ing, drawing, singing, read¬ ing, writing, games, lessons in number, color, and physi¬ ology. Those of a true Kindergarten, where only Frobel’s prin¬ ciples are admitted. Exercises with balls, blocks, tablets, slats, sticks, rings and beads, pricking, sewing, drawing, weaving, interlac¬ ing, paper folding, paper cutting, peas work, model¬ ling, songs, and games. Weaving, sewing, pricking, building, laying of rings and sticks, drawing, model¬ ling, paper folding, singing, &c. Squared tables, chairs, piano, cymbals, triangles, bells, Kindergarten blocks, sticks, rings, and materials for the occupa¬ tions. Blocks, slates, materials for sewing, weaving, paper folding, &c. Those necessary for a true Kindergarten. Tables, chairs, blackboard, piano, andallmaterialnec- essary in the use of Fib¬ bers gifts. Frobel’s gifts and materials for the occupations, squared blackboard, col¬ ored chalks, piano, and arrangement for the growth of flowers. Trains the eye and hand, strengthens the memory, and develops ideas of number'. I Strengthens the muscles, cul¬ tivates theobservingpowers, and develops the mental fac¬ ulties generally. Produces the happiest results ; the natural and pleasing in¬ centives to effort arouse and interest the dormant minds, make sensitive and skilful the feeble hands, and put body and mind into a healthier condition than former methods have done. Develops the muscles, en¬ larges the chest, and strengthens weak lungs, gives graceful and easy car¬ riage to the body, cultivates the memory, awakens per¬ ception, teaches children to examine objects for them- selves and to give expression to their ideas, and inculcates lessons of love to God and humanity. Marked development of mind and body. Excellent. Superior preparation, both physically and mentally, for future school work. Makes the children strong, graceful, and easy in their movements, teaches them to observe closely and to ex¬ press their ideas clearly, and cultivates cheerfulness, gen¬ tleness, and unselfishness. Its beneficial effect in the phys¬ ical development of the child is evident to the most super¬ ficial observer, and its agency in the development of tlie 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. 428 REPORT OF THE COMMISSIONER OF EDUCATION. Table Y. — Statistics of Kindergarten for 1882 ; from replies to Name of Kindergarten. Location. 1 3 89 90 91 92 93 94 97 101 102 103 104 105 Miss ‘Williams’ Kin¬ dergarten. Miss Yeates’ Kinder¬ garten. Zion School Kinder¬ garten. AbbyTolraan Memo¬ rial Kindergarten. Cbardon Court Kin¬ dergarten. Charity Kindergar¬ ten, Winchell school-house. Chauncy Hall Kinder¬ garten. Kindergarten. . Kindergarten- . Kindergarten. Kindergarten* Kindergarten depart¬ ment of Trinity House. Kindergarten, North End'lndustrial Home.* Kindergarten of Em¬ manuel Church. Kindergarten, old primary school- house. Kindergarten, Per¬ kins Institution and Massachusetts School for the Blind. * Kindergarten, Quincy school-house. Kindergarten, Sharp school-house. Baltimore. Md. (n. e. comer Park and Eager streets). Baltim ore, Md. (89 Mc- Culloh street). Baltimore, Md. (N. Gay street). Boston, Mass. (Tenny¬ son street, Starr King School). Boston, Mass. (School- house, Chardon Court.) Boston, Mass. (Blos¬ som street). Boston, Mass. (259 Boylston street). Boston, Mass. (33 Blossom street). Boston, Mass, (pri¬ mary school-house, East street). Boston, Mass, (school- house, Snelling place). Boston, Mass. (28 Mt. Vernon street). Boston, Mass. (Trin¬ ity Church). Boston, Mass. (39 N. Bennett street). Boston, Mass Boston, Mass, son street). (Hud- Boston, Mass 1874 1875 1874 1873 1880 1874 1870 1881 1882 Boston, Mass. (Tyler street). Boston, Mass. (cor. Anderson and Pinck¬ ney streets). Erom Report of the Commissioner of Education for 1881. Name of conductor. E. Otis Williams . Nellie F. Richardson . . Anna Bmminor. Mary T. Smith Ida A. Noyes. Mary C. Peabody . Lucy Wheelock . . Mrs. E. L. Sparks Miss Nina Moore . Miss Etta Macy and Miss C. W. Davis. Miss Della Bennett . . . Pupils. 20 25 50 25 14 50 5 I 4- 6 5- 7 4-6 3-6 3-5 3£-4 3-7 3-6 3-5 I* ■of §J 3, 3£ STATISTICAL TABLES. 429 inquiries by the United States Bureau of JSd\cation^- Continued. ■& Occupations of pup.ils. Apparatus and appliances. Effect of the system. 1© 11 12 13 36 42 50 38 Erobel’s Kindergarten occu¬ pations. Building, exercises with tab¬ lets, slats, peas, sticks, rings, thread, perforating, modelling, embroidering, net work, drawing, paint¬ ing, weaving, intertwining, paper folding, paper cut¬ ting, and cardboard work. Building with blocks, model¬ ling, forming figures with sticks, rings, tablets, slats, &c., weaving, paper cutting, paper folding, gardening, marching, singing, and a variety of games. Lessons with 1st, 2d, 3d gifts, tablets, sticks, and rings, weaving, sewing, paper fold¬ ing, drawing, modelling, bead stringing, and games. Sewing, weaving, pricking, stick laying, drawing, gift lessons, color lessons, object lessons, modelling, games, ' singing, and stories. Block lessons, drawing, sew¬ ing, weaving, pricking, stick and ring laying, color les¬ sons, singing, &c. Building, weaving, sewing, painting, folding, drawing, laying figures, and counting with sticks, beans, peas, & p. Erobel’s gifts, &c. Kindergarten tables, blocks, materials for perforating, modelling, sewing, paint¬ ing, and weaving. All the necessary appliances for the occupations and exercises. Kindergarten chairs and tables, and the usual ma¬ terials. Two large rooms, furniture suitable to children, and best possible apparatus. Materials for occupations and gifts. Slates, drawing books, paint¬ ing books, balls, 2d, 3d, 4th, and 5th gifts, and materials for the occupations. Erobel’s occupations. Erobel’s gifts and materials for occupations. Those occupations which tend *to awaken and exercise the powers of observation, com¬ parison, combination, inven¬ tion, memory, reflection, and action. All means and appliances necessary to the carrying out of this method of in¬ struction. Excellent. Strengthens the body, promotes ease, grace, elasticity, and firmness of movement, stim¬ ulates the mind, cultivates gentleness, friendliness, and sociability, and is an excel¬ lent preparation for school work. The physical, mental, and moral training is decided in its effects, each child being trained individually; it is not only noticeable in the Kindergarten, but in the home life. Promotes physical health, im¬ parts quickness and acute¬ ness in distinguishing ob¬ jects, and develops the power of expression. Excellent. Promotes physical health, de¬ velops the mind in an orderly manner, awakening observa¬ tion and creating a dosire for knowledge. Healthful. Most beneficent; no training of primary classes of blind children can attain a high degree of efficiency without its assistance. 430 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1882; from replies to Name of Kindergarten. Location. When established. Name of conductor. Number of assist¬ ants. Pupils. Number of hours taught daily. Number of. I Between the ages of — 1 3 3 4 5 6 7 8 106 Kindergarten, War- Boston, Mass. (10 War- Miss Symonds ........ • renton Street renton street). Chapel. 107 North Margin Street Boston, Mass. (64 N. 1878 Anna Spooner . 0 25 3-6 3 Kindergarten. Margin street). 108 Parmenter Street Kin- Boston, Mass. (Cush- 1878 Mrs. Sarah S. Bopes.. 1 50 3-5 3 dergarten, No. 1. man School). 109 Parmenter Street Kin- Boston, Mass. (Cush- 1879 Miss Mary E. Cotting 1 53 3-5 3 dergarten, No. 2. man School). 110 Private Kindergarten . Boston, Mass. (52 1872 Misses Mary J. Gar¬ 3 50 3-5 3 Chestnut street). land and Bebecca J. Weston. 111 Brookline Private Kin- Brookline, Mass. (Har- 1881 Annie B. Winchester. 2 21 3-7 3 dergarten. vard street). 112 Kimball Farm Kin¬ Brookline, Mass. (cor. 1879 Misses Stodder and dergarten. Walter avenue and Cushman. Tremont street). 113 Free Kindergarten* . . Cambridge, Mass. (36 Nellie M. Colby . 1 50 3-5 3 North avenue). 114 TTirwl Argarten _ f Cambridge, Mass. (41 Holyoke street). 115 Kindergarten . Cambridge, Mass. (City Building, Brat¬ tle square). 116 Private Kindergarten . Chelsea, Mass. (No. 16 1879 Louise De Bacon . 18 3-9 3 Everett avenue). 117 Florence Kindergar¬ Florence, Mass. (Pine 1876 Miss Carrie T. Haven. 4 80 3-7 3 ten. street). 118 Gloucester Kindergar¬ Gloucester, Mass. (31 _ Miss Adelia B. Shep¬ 2 25 3-7 3,5 ten. Pleasant street) . herd. 119 Miss Ella M. Bounds’ Holyoke, Mass. (Tem¬ 1882 Miss Ella M. Bounds . . Kindergarten. perance Hall). 120 Kindergarten . Jamaica Plain, Mass. 1875 Carrie E. Josselyn - 1 50 3-7 3 (Green street). 121 Mrs. Putman’s Kin¬ Jamaica Plain, Mass. 1877 Miss Annie Winches¬ 0 6 4-6 3 dergarten depart¬ (Alveston street). ter. ment. 122 N ewtonville Kinder¬ Newtonville, Mass .... 1882 Miss Katherine S. .... 10 3-6 3 garten. Willard. 123 "K’iridero'flrteri _ _ : Northampton, Mass. 1882 MaryK. Clark . 1 11 4- 3 (20 Main street). 124 Show's CliJirity Uorth Cambridge, 1879 Mrs. R. T,. flnnk _ Kindergarten, Mass. (Beed street). * From Export of the Commissioner of Educaflfcn for 1881. STATISTICAL TABLES. 431 inquiries by the United States Bureau of Education — Continued. IS •5 p •§'£ © ©I te 5 , p •a ^ 10 Occupations of pupils. 11 Apparatus and appliances. *3 Effect of the system. 13 40 Usual Kindergarten occupa¬ tions. Frobel’s occupations . Frobel’s occupations. Frobel’s occupations and gifts. All regular Kindergarten gifts and materials. Complete furniture, and all material necessary for a true Kindergarten. Usual Kindergarten appa¬ ratus. Beneficial. Trains the child into habits of self-control, makes him graceful in movement, ob¬ servant and intelligent, and is beneficial in its effect on the moral nature. Strengthens physically, awak¬ ens interest in self and sur¬ roundings, and inculcates a love for truth and the best things in life. Healthful. 5 i j ' ) Weaving, sewing, stick lay¬ ing, drawing, building, and designing. Blocks, colored paper, straws, worsted, needles, beads, planes, slates. Trains each child individu¬ ally, developing body and mind harmoniously . 5^ 42 Lessons in color and numbers. Teaches the child to think quickly, and lays a good foundation for future school work. j 5 40 5 40 Frobel’s occupations, gifts, ' and games, with reading, writing, and arithmetic for the older pupils. Those of a Frobel Kindergar¬ ten. 5 40 5 40 5 38 Usual Kindergarten occupa¬ tions ; also reading and writing. Building, drawing, sewing, weaving, laying forms with planes, sticks, and rings, mod¬ elling, object lessons, games. Weaving, moulding, sewing, &c. All necessary appliances. A commodious building, with grounds for garden¬ ing and play, and the usual Kindergarten materials. Well supplied with usual materials. Squared tables, blocks, staffs, rings, table for teaching color, slates, blackboard, «fec. Kindergarten gifts and all necessary appliances. Marked mental and physical development; makes the chil- dren more self-reliant, ob¬ serving, and accurate. Very beneficial. 5 36 Usual occupations Those used in a German Kin¬ dergarten. 5’ 39 Drawing, modelling, dictation exercises, singing, sewing, reading, paper foldjng and cutting, plays, &c. Frobel’s gifts and materials for the occupations. Invigorates the body an * s to a 3 to 1% -5 tc © c4 Eg to* 1 3 3 4 5 o 7 8 125 Bickford Street Kin¬ dergarten. Roxbury, Mass. (23 Bickford street). 1879 Agnes P. Hale . 2 75 31-51 3 126 Roxbury, Mass. (933 Albany street). 127 Roxbury, Mass. (147 Ruggies street). Kindergarten, Cottage Place school-house. 128 Roxbury, Mass. (Rooms 1 and 3). 129 Howe Primary School. South Boston, Mass. (Fifth street). 1877 Nancy C. Sweetsor . . . 1 29 3-7 3 130 West Newton, Mass. (Highland street). 131 West Springfield, Mass. 1882 Miss Angeline Brooks . 132 Miss Julia Allen’s Detroit, Mich. (202 1878 Miss Julia Allen . 1 18 4-6 3 Kindergarten. Griswold street). 133 Kindergarten . . Detroit, Mich. (83 Sec¬ ond street). 1881 Miss Maria C. Elder . . 1 18 3-7 3 134 Kindergarten of the German - American Detroit, Mich. (251 Lafayette street E.) 1869 Minnie Budden . 32 3J-6i 4 Seminary. 135 Germania Kindergar¬ ten. East Saginaw, Mich. .. 1876 Laura Ebel _ _ _ 1 65 3i-7 4 136 Second Ward Kinder¬ garten. Ionia, Mich, (box 417) . 1880 Lida A. Brooks . . 0 60 5-8 5 137 Charity Kindergarten . Minneapolis, Minn. 1880 Mrs. E. R. Holbrook.. 1 35 3£-7 3 (near cor. 16th ave. south and 7th sts.). 138 FrobeWIindergarten * Minneapolis, Minn. 1879 Elizabeth C. Stephen¬ 4 40 3-8 31 (10 th street, between! son. 3d and 4th avenues S. ) 139 Plymouth Charity 1 Kindergarten. Minneapolis, Minn. (223 12th avenue S.). 1879 Amy B. Fisk...... _ 1 38 3-7 3 140 Private Kindergarten a. Minneapolis, Minn. 1881 Mrs. E. R. Holbrook.. 1 15 4-7 3 (cor. 1st ave. S. and 17th street). 141 Kindergarten, German St. Paul, Minn. (305 1881 Miss Julia Nolte . 1 20 3-7 3 American Institute. E. 9th street). 142 St. Paul Kindergar¬ St. Paul, Minn. (36 1868 Mrs. M. W. Brown . . . 6 1 60 3-9 4 ten.* Iglehart street). ! i 'From Report of the Commissioner of Education for 1881. STATISTICAL TABLES. 433 inquiries by the United States Bureau of Education — Continued. Occupations of pupils. Apparatus and appliances. Effect of the system. 10 11 12 13 32 40 45 Weaving, sewing, paper fold¬ ing, painting, stringing heads, stringing papers and straws, and slat e work. Pricking, drawing, sewing, weaving, paper folding, pa¬ per cutting, modelling, ex¬ ercises with the Kinder¬ garten gifts, object lessons, singing, and reciting. Modelling, gymnastics, sing¬ ing, forming geometrical fig¬ ures with blocks and sticks, and other usual occupations. Usual Kindergarten occupa¬ tions. Ej'obel’s occupations, sand table work, &c. Weaving, drawing, perforat¬ ing, sewing, and other occu¬ pations, gymnastics, games, marches, &c. Drawing, sewing, pricking, folding, weaving, &c. All those usual in a Frobel Kindergarten. 40 Perforating, sewing, weaving, paper folding, interlacing, pasting, modelling, peas work, &c. Lessons with blocks, sticks, rings, and slates, sewing, weaving, color mixing, and modelling. 40 All used in Kindergarten taught according to Frobel’s method. 40 Weaving, sewing, mounting, pricking, paper folding, pa¬ per cutting, modelling, in¬ terlacing, drawing, peas work, and lessons with the gifts. 40 Frobel’s gifts, songs, plays, marching, gymnastics, and object lessons. a This is held in the morning ; Mrs. 28 E Balls (worsted and wooden), cubes, cylinders, sticks, &c. The usual furniture, gifts, materials for the occupa¬ tions, &c., of a good Kin¬ dergarten. Usual appliances . . . Squared tables, ''-chairs, benches, piano, pictures, flowers, sand tables, all the gifts and materials for occupations, lentils, but¬ tons, leaves, &c. Tables, benches, a large and well ventilated room, pi¬ ano, and all material neces¬ sary to a Kindergarten. Frobel’s gifts . Tho gifts, consisting of blocks, sticks, rings, &c., materials for the occupa¬ tions, weaving, drawing, pricking, &c., and all ap¬ pliances necessary to carry out Frobel’ s system. Frobel’s gifts, viz, balls, blocks, tablets, sticks, and Blocks, sticks, slates, rings, balls, bags, bibs, aprons, dishes, tables, &c. All used in a true Kinder- dergarten. 1st, 2d, 3d, 4th, 5th, and 6th gifts, building blocks, sticks, rings, tablets, and slats. Makes the children more re¬ ceptive ard keen to observe, and improves their manners and morals. Develops and trains the powers of body and mind naturally and harmoniously. Very beneficial to the physical and mental natures. Turns tho natural inclinations of children into right chan¬ nels, awakens the intellect, harmoniously developingthe physical, mental, and moral natures. Strengthens physically and de¬ velops the memory. Insures a healthy physical de- velopmeut, trains the artistic imagination, the scientific mind, and the skilful hand, engenderslovefororder, neat¬ ness, freedom, and justice, without taking the child from its. innocent childish sphere. Natural and harmonious devel¬ opment of mind and body, and superior preparation for fut¬ ure abstract study. Healthful. Very beneficial. Strengthens the body, develops the mental facmties, and makes the children happy, independent, unselfish, kind, sympathetic, and grateful. Tables, chairs, Frobel’s 20 gifts, piano, small museum, and bright sunshiny room . Holbrook has the Charity Kindergarten in the afternoon. Superior development of the physical, mental, and moral natures. 434 REPORT OF THE COMMISSIONER OF EDUCATION. 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 Table V. — Statistics of Kindergarten for 1882; from replies to © *3 CO Pupils. £ g* Name of Kindergarten. Location. cS cc © a Name of conductor. d ! o « U a 5s, a c+4 O Lt © r© 2 © £ 1 §*0 r"'3 I'm il ft a 3 fc 1 3 3 4 5 6 7 8 Kindergarten depart¬ ment of State Nor- 1880 Mrs. S. C. Eccleston . . 2 35 3-6 3 mal School. • Kindergarten, Stone¬ wall Female Collcgo. Ripley, Miss . Kirkwood Seminary Kindergarten. 1877 Mary M. Barr . _ 10 5-8 Ames A. M. Kinder- St. Louis, Mo. (Hebert, Maria A. Kearney _ 7 al83 5-7 gar ten. between 13th and 14th streets). St. Louis, Mo. (Hebert, between 13th and Dora, Langford . . 4 al74 5r7 garten. 14th streets). Bates A. M. Kinder¬ St. Louis, Mo. (corner 1876 Lucretia W. Treat _ 3 175 4-6* 3 garten. Bates and Collins streets). Bates P. M. Kinder¬ St. Louis, Mo. (corner 1876 Lucrotia W. Treat _ 2 166 2J garten. Bates and Collins streets). Blair A. M. Kindergar¬ ten. St. Louis, Mo. (18th street and St. Louis Nellie Ferguson . 1 avenue). Blair P. M. Kindergar¬ ten. St. Louis, Mo. (18th street and St. Louis 2 avenue). Carroll A.M. Kinder- "] St. Louis, Mo. (corner ) garten. ( Carroll and Buel streets). >1875 Sallifi A. Shawk _ 4 90 5-7 3 CarrollP. M. Kinder- f garten. j Charless A.M. Kinder¬ garten. Bettie ~W er den ....... . 2 St. Louis, Mo. (Shen¬ andoah avenue near al37 5-7 Gravois Koad). CharlessP. M. Kinder¬ St. Louis, Mo. (Shen¬ Eva Hess and Sevilla 3 al45 5-7 garten. andoah avenue near Gravois Road). Brady. « Clay A. M. Kindergar¬ ten. St. Louis, Mo. (comer Bellefontaine and 1876 Irene F. "Wilson _ 5 120 5-7 3 Farrar streets). Clay P. M. Kindergar¬ St. Louis, Mo. (corner 1876 Iola M. Gwathmey - 2 al40 5-7 .... ten. Bellefontaine and Farrar streets). Clinton A. M. Kinder¬ garten. St. Louis, Mo. (Grat¬ tan street, between 1877 Nellie Fisher . . 3 70 5-7 3 Hickory and Park avenue). Clinton P. M. Kinder¬ St. Louis, Mo. (Grat¬ Agnes Ketchum . 2 al22 5-7 2* garten. tan street, between Hickory and Park avenue). Compton A. M. Kin¬ dergarten. St. Louis, Mo. (Hen¬ rietta street). Ida Jorgensen . . 2 a87 5-7 1 a Enrolment for 1881-’82, including pupils receiving Kindergarten instruction STATISTICAL TABLES, 435 inquiries by the United States Bureau of Education — Continued. te « r’ ® 'w >> a. a A Occupations of pupils. Apparatus and appliances. Effect of tlie system. / lO 11 12 40 40 40 40 40 40 Drawing, sewing, perforating, weaving, paper interlacing, peas work, paper folding, paper cutting, modelling, and all of Frobel’a occupa¬ tions. Weaving, perforating, sewing, drawing, paper folding and cutting, modelling, exer- ciseswith staffs, rings, cubes, balls, and cylinders. Frobel’s occupations and ex¬ ercises with tbe gifts. Frobel’s occupations and ex¬ ercises witb tbe gifts. Sewing, cutting, weaving, folding, drawing, peaswork, modelling, stick laying, building, exercises on 1st, 2d, 3d, 4th, 5th, 6th, and 7th gifts, v. Those given by Frobel. ... - Frobel’ s occupations. Frobel’s occupations and ex¬ ercises with the gifts. Frobel’s occupations and ex¬ ercises with the gifts. FrobeJ’s occupations. . Frobel’s occupations.. Those used by Frobel Frobel’ s occupations. Frobel’ s occupations. Those used by Frobel. Those used by Frobel. Those used by Frobel. 13 All of Frdbel’s gifts, piano, squared tables, and every appliance needed in a gen¬ uine Kindergarten. Apparatus and appliances to the amount or $100. All necessary for the Frobel Kindergarten. All necessary for the Frobel Kindergarten. Those introduced by Frobel in his system of Kinder- gartening. Those introduced by Frobel in his system of Kinder- gartening. Those given by Frobel Those given by Frobel Those given by Frobel Usual Kindergarten occu¬ pations. Usual Kindergarten occu¬ pations. Marked and wonderful. Very healthful; excellent prep¬ aration for primary school. Cultivates the senses, awakens the child’s curiosity, arouses a desire for knowledge, and stimulates to free creative activity. Cultivates the senses, awakens the child’s curiosity, arouses a desire for knowledge, and stimulates to free creative activity. Harmonious development of the physical and mental natures. Harmonious development of the physical and mental natures. Most excellent Excellent in its effect on the more prominent habits and practices required of the pupil when he enters the primary school. Excellent in its effect on the more prominent habits and practices required of the pupil when he enters the primary school. Strengthens and develops the mental faculties and the muscles. Excellent in every way, strengthening and highly developing. Very good. Very remarkable and benefi¬ cial. only and those receiving primary and Kindergarten instruction. 436 REPORT OF THE COMMISSIONER OF EDUCATION, Table V Statistics of Kindergarten for 1882; from replies to Name of Kindergarten. Location. When established. Name of conductor. Number of assist¬ ants. Pupils. Number of hours taught daily. Number of. Between the ages of — 1 2 3 4 5 6 7 8 161 Divoll A. M. Kinder- St. Louis, Mo. (Dayton 1874 Susie M, Simmons _ 2 al70 5-7 3 garten. street). 162 Divoll P. M. Kinder- St. Louis, Mo. (Dayton 1875 Kate Sayors . 3 70 5-8 2J garten. street, near Garrison avenue). 163 Eliot A. M. Kinder- St. Louis, Mo . Clara Hubbard _ 5 «148 5-7 3 garten. 164 Eliot P. M. Kinder- Clara Hubbard _ 4 «130- nr garten. £>— l 165 Everett A. M. Kinder- St. Louis, Mo. (1410 N. 1874 Kate H. Wilson . 1 al76 5-7 3 garten. 8th street); 106 Everett P. M. Kinder- St. Louis, Mo. (1410 N. 1874 Ida Richeson . 1 al47 5-7 2J garten. 8th street). 167 Eranklin A. M. Kin- St. Louis, Mo. (corner 1875 Annie E. Harbaugh. . . 5 al64 5-7 3 dergarten. 18th st. and Lucas avenue). 168 Franklin P. M. Kin- St. Louis, Mo. (corner 1875 Mattie Johnson . 2 al81 5-7 2$ dergarten. 18th st. and Lucas avenue). 169 Hamilton A. M. Kin¬ St. Louis, Mo. (25th 1876 Lucretia Nangle . 2 al50 5-7 3 dergarten. and Dixon streets). 170 Hamilton P. M. Kin¬ St. Louis, Mo. (25th 1876 Ida R. Bates . 2 al61 4-7 3£ dergarten. and Dixon streets). 171 Humboldt A. M. Kin¬ St. Louis, Mo. (cor¬ Mary E. Thorn _ - 2 166 5-7 3 dergarten. ner Jackson .and Trudeau streets). 172 Humboldt P. M. Kin¬ St. Louis, Mo. (cor¬ 3 140 ’ 5-7 91 a* | dergarten. ner Jackson and ^2 Trudeau streets). 173 Irving A. M. Kinder¬ St. Louis, Mo. (19th . L. T. Newcomb . 3 «189 5-7 garten. street and Bremen avenue). 174 Irving P. M. Kinder¬ St. Louis, Mo. (19th . L. T. Newcomb . 3 al52 5-7 garten. street and Bremen avenue). 175 Jackson A. M. Kin¬ St. Louis, Mo. (Maid¬ Mary J. Kincaid . 2. al34 5«-7 dergarten. en Lane). 176 Jackson P. M. Kin¬ St. Louis, Mo. (Maid¬ Hnlda Worth . . 2 al04 5-7 dergarten. en Lane). 177 Jefferson A. M. Kin¬ St. Louis. Mo. (9th 1877 J ulia Nievergelder. . . . 4 a200 5-7 4 dergarten. and Wash streets). 178 Jefferson P. M. Kin¬ St. Louis, Mo. (9th 1877 J ulia Nievergelder . . . 3 al93 5-7 3i dergarten. and Wash streets). 179 Lafayette A. M. Kin* St. Louis, Mo . Lina G. Shirley _ 3 al52 5-7 dergarten. 180 Lafayette P. M. Kin¬ St. Louis, Mo ......... Lina, G. Shirley _ 3 al36 5-7 dergarten. 181 Lincoln M. Kinder¬ St. Louis, Mo _ ...... Carrie M. Hart . 5 al85 5-7 garten. 1 a Enrolment for 1881-82, including pupils receiving Kindergarten instruction STATISTICAL TABLES. 437 Inquiries ly the United States Bureau of Education — Continued. yA^ Occupationa of pupils. Apparatus and appliances. Effect of the system. 10 11 12 13 40 40 40 40 40 and Sewing, - folding, drawing, painting, modelling, singing, lessons in simple geometry, , and numbers, work which, through songs and play, develops the three¬ fold nature of the child. Exercises with gifts and other • Kindergarten occupations. Exercises with gifts and other Kindergarten occupations. Gift exercises and usual occu¬ pations. Erobel’s system . . . . Usual Kindergarten occupa¬ tions. Modelling, peas work, perfo¬ rating, weaving, sewing, ' drawing, and gift lessons. Folding, weaving, embroider¬ ing, drawing, cutting, and modelling. Erobel’s gift occupations, drawing, folding, modelling, &c. Erobel’s gift occupations, drawing, folding, modelling, &c. Erobel’s occupations and gift exercises. Erobel’s occupations and gift exercises. Erobel’s occupations and gift exercises. Erobel’s occupations and gift exercises. Pricking, sewing, drawing, in¬ tertwining, folding, cutting, peas work, card board mod¬ elling, and clay modelling. Pricking, sewing, drawing, in¬ tertwining, folding, cutting, peas work, card board mod¬ elling, and clay modelling. Erobel’s occupations and gift exercises. Erobel’s occupations and gift exercises. Erobel’s occupations and gift exercises— A large variety of gifts and materials for occupations, tables, chairs, black¬ boards, &c. All necessary Kindergarten material and furniture. All necessary Kindergarten material and furniture. Erobel’s materials . . Erobel’s materials All necessary for the occu¬ pations. All necessary for the occu¬ pations. Kindergarten furniture, tablets, building blocks, clay, &c. Kindergarten furniture, tablets, building blocks, clay, &c. Usual apparatus and appli¬ ances of Erobel’s system. Usual apparatus and appli¬ ances of Erobel’s system. Usual apparatus and appli¬ ances of Erobel’s system. Usual apparatus and appli¬ ances of Erobel’s system. 1st and 2d gifts, four boxes of divided cubes, tablets, slats, sticks, and rings. 1st and 2d gifts, four boxes of divided cubes, tablets, slats, sticks, and rings. Usual apparatus and appli¬ ances of Erobel’s system. Usual apparatus and appli¬ ances of Erobel’s system. Usual apparatus and appli¬ ances of Erobel’s system. Yery gradual and very good. Good. Good. Admirable. It trains to habits of attention, of self control, of action in concert, and of considerate¬ ness toward others. Strengthens the physical, men¬ tal, and moral natures. Awakens thought and trains the eye and the hand to be servants of the will. Awakens thought and trains the eye and the hand to be servants of the will. Educates the threefold nature of the child. Educates the threefold nature of the child. The games tend to cultivate the sympathy of the child, the object lessons awaken ah interest in material nat¬ ure and in the products of intellect, and the occupa¬ tions stimulate to free crea¬ tive activity. The games tend to cultivate the sympathy of the child, the object lessons awaken an interest in material nat¬ ure and in the products of intellect, and the occupa¬ tions stimulate to free crea¬ tive activity. Makes the child graceful, po¬ lite, skilful, self-dependent, thoughtful, constructive, and eager for knowledge. Makes the child graceful, po¬ lite, skilful, self-dependent, thoughtful, constructive, and eager for knowledge. Superior preparation for the next grade of primary work. Superior preparation for the next grade of primary work. Harmonious development. only and those receiving primary and Kindergarteninstruction. 438 REPORT OF THE COMMISSIONER OF EDUCATION. Table Y. — Statistics of Kindergarten fdr 1882; from replies to Name of Kindergarten. Location. Name of conductor. Pupils. 4§> 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 Lincoln P. M. Kinder- dergarten. Madison A. M. Kin¬ dergarten. Madison P. M. Kin¬ dergarten. Maramec A. M. Kin¬ dergarten. Mullanphy A. M, Kindergarten. Mullanphy P. M Kindergarten. J No. 1 School (colored) < A. M. Kindergarten. No. 1 School (colored) P. M. Kindergarten. O’Pallon A. M. Kin¬ der garten. O’Fallon P. M. Kin¬ dergarten. Peabody A. M. Kin¬ dergarten. Peabody P. M. Kin¬ dergarten. Penrose A. M. Kin¬ dergarten. Penrose P. M. Kin¬ dergarten. Pope A. M. Kinder¬ garten. Pope P. M. Kinder¬ garten. Pock Spring A. M. Kindergarten. St. Louis, Mo. St. Louis, Mo¬ st. Louis, Mo. Nellie Flynn. I 1876 i IdaGilkeson. 1876 Hattie Neil . . St. Louis, Mo. (Mar- amee street, near Je her son avenue). St. Louis, Mo. (cor- 4 ner 14th and Mul- > lanphy streets). J St. Louis, Mo . . 1879 St. Louis, Mo . St. Louis, Mo. (16th st. near O’Fallon). St. Louis, Mo. (16th st. near O’Fallon). St. Louis, Mo. (corner Carroll street and 2d Carondelet avenue). St. Louis, Mo. (corner Carroll street and 2d Carondelet avenue). St. Louis, Mo. (Pen¬ rose street bet. Clay and Glasgow aves.). St. Louis, Mo. (Pen¬ rose street bet. Clay and Glasgow aves.). St. Louis, Mo. (corner Laclede and Ewing avenues). St. Louis, Mo. (comer Laclede and Ewing avenues). St. Louis, Mo. (Man¬ chester road). 1875 Mary D. Punyan Lillie I. Park Laura Fisher al65 al23 al02 a86 120 1876 j Mary H. Waterman 1876 | Maggie Gorman . 1876 Mattie Brother ton... 1877 1877 1876 Mary L. Shirley .... Mary L. Shirley _ Lizzie Hart . Lillie Hammerstein. Mabel A. Wilson . . . 170 al70 al42 A139 al25 al30 a99 74 5-7 5-7 5-7* 5-7 5-7 5-7 5-7 5-7 199 Pock Spring P. M. Kindergarten. St. Louis, Mo. (Man¬ chester road). 2 a74 5-7 200 201 202 203 Shepard A. M. Kin¬ dergarten. Shepard P. M. Kin¬ dergarten. Stoddard A. M. Kin* demarten. Stoddard P. M. Kin¬ dergarten. St. Louis, Mo . St. Louis, Mo At . St. Louis, Mo . St. Louis, Mo. . . Cornelia M. Maury ... Cornelia M. Maury . . . Mamie C. McCulloch . Anna T. Merritt . 3 al31 . 2 al23 _ 7 al85 5-*7 3 al73 5-7 i a Enrolment for 1881-’82, including pupils receiving Kindergarten instruction STATISTICAL TABLES. 439 inquiries by the United States Bureau of Education — Continued. © G P eS' © . o I'm ©53 a. a Occupations of pupils. Apparatus and appliances. Effect of the system. 11 12 13 Frbbel’s occupations and gift exercises. Frobel’s occupations and gift exercises. Erobel’s occupations and gift exercises. Erobel’s occupations and gift exercises. Sewing, drawing, perforating, 40 1877 Sarah J. Sharpe . 2 120 5-7 Carondelet A. M. Kin- South St. Louis, Mo. 1875 Mary F. Choisel . 3 al91 5-7 3 dergarten. (comer Third and Hurck streets). Carondelet P. M. Kin¬ dergarten. South St. Louis, Mo. (corner Third and Sarah S TVfa.pt, in _ _ 2 a!65 5-7 2£ Hurck streets). Mrs. M. M. Winfield’s Aqhln.nrl "Nhhr _ _ 1881 Mrs. M. M. Winfield . 2 57 3-7 4 Kindergarten. Kindergarten depart¬ ment of public Carlstadt *T - _ 1875 Miss Bortha Kuhn .... 50 5-6 4 school. Kindergarten of Ger¬ Hoboken, N. J. . (272 1872 Elisabeth Houser.... 1 12 4-7 5 man, English, and French Academy. Bloomfield street). Kindergarten of the Hoboken Academy. Hoboken, N. J. (Fifth street corner Wil¬ 1861 TVfiss T,. T/nthor _ 3 57 5-7 5 low). Miss M. S. Schmidt’s Kindergarten. Hoboken, N. J. (352 Bloomfield street). 1876 Mathilde S^diTPid^ _ V Rud. C. Tschentscher 4-6 Frobelsher Kinde r - J ersey City, N. J. (28 1877 1 25 5 garten.* and 30 Sherman ave¬ nue). Miss Campbell’s Kin¬ Morristown, N. J. (De Hart street). 1875 Miss E. F. R. Camp¬ 2 24 4-7 4 dergarten. bell. Beacon Street School Newark, N. J. (10 1872 Arnold Yoget, princi¬ 3 75 4-7 5 Kindergarten. Beacon street). pal. 204 205 209 no 211 212 216 217 'From Report of the Commissioner of Education for 1831. STATISTICAL TABLES. 441 inquiries by the United States Bureau of Education — Continued. P !>5 P ' 1.2 ® . i > a I p © P-. Occupations of pupils. Apparatus and appliances. Effect of tlie system. 1© 11 13 40 40 40 40 40 44 44 Pricking, sewing, drawing, weaving, interlacing, fold¬ ing, cutting, peas work, modelling, &c. Sewing, pricking, drawing, object lessons, games, &c. f Pricking, sewing, weaving, I folding, cutting, peas work, I clay modelling, singing, [ games, &c. Grift exercises and usual occu¬ pations. Gift exercises and usual occu¬ pations. Frobel’s occupations from 1 to 14. Frobel’s occupations, conver¬ sation and singing in Ger¬ man and English, gymnas¬ tics, and lessons in reading, writing, and arithmetic. Frobel’s occupations and gym¬ nastics. All of Frobel’s occupations . . . Frobel’ s occupations . Gymnastic exercises, march¬ ing, singing, object lessons, memorial exercises, weav¬ ing, paper folding, perforat¬ ing, paper cutting, model¬ ling, peas work, &c. Building, stick laying, weav¬ ing, embroidering, model¬ ling, cutting and mounting, paper folding, drawing, printing, writing, &c. Building, stick laying, weav¬ ing, sewing, drawing, march¬ ing, singing, object lessons, and games. Paper, zephyr worsted, card board, needles, sticks, peas, clay, &c. Squared tables, chairs, plates, rings, blackboards, &c. Small tables and chairs, plates and cups, fine speci¬ mens of peas work, model¬ ling, £c. Those given by Frbbel . . Those given by Frobel. Blackboard, charts, materi¬ als for occupations and object lessons. Frobel’s gifts, blackboard, squared tables and slates, charts for object lessons, and piano. The materials used by Fro¬ bel. Frobel’s materials . Frobel’ s appliances . - First seven of Frobel’s gifts, slates, pencils, charts, dumb bells, and wands. All of Frobel’ s gifts. Kindergarten furniture, tables, building blocks, slates, papers, card-board, &c. 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 1. the perceptive faculties. Instructs in manners and polite habits, as well as habits of regularity, obedience, and self-control; and cultivates the imaginative and inven¬ tive powers. Instructs iu manners and polite habits, as well as habits of regularity, obedience, and self-control ; and cultivates the imaginative and inven¬ tive powers. Promotes health, and the refin- ing and moral influences affect not only the child, but often the home circle of which it is a part. Y ery beneficial. Healthful to body and mind. Most beneficial. Superior to other systems in developing the child physi¬ cally and mentally. Excellent Beneficial to body and mind. a Enrolment for 1881— ’82, including pupils receiving Kindergarten instruction only and those receiv¬ ing primary and Kindergarten instruction. 442 REPORT OF THE COMMISSIONERS OF EDUCATION. Table V. — Statistics of Kindergarten for 1882 ; from replies to Name of Kindergarten. Location. When established. Name of conductor. Number of assist¬ ants. 1 Pupils. Number of hours taught daily. 4; o © ,o £ P Between the t ages of— 1 2 3 4 5 6 7 8 218 German- A merican Newark, N. J. (19 1871 Hermann von der 3 65 4-7 4^-5 Kindergarten. Green street). Heide, director. 219 Kindergarten of the 1 Newark, N.J. (College 1578 Misses Babeth GLuen- 0 50 3-6 5 First German Pres- Place). tber and Emma Eck- byterian School. ers. 220 Kindergarten of the Newark, N. J. (4G 1874 Miss Mary C. Beyer. . 1 50 3-7 5 Twelfth Ward Ger- Niagara street). man-English School. 221 American Kindergar¬ Paterson, N. J. (167 1876 Miss S. M. Storey . 2 35 4-15 5 ten.* VanHouten street). 222 Kindergarten _ Upper MontClair, N. Miss Jennie Bolwell .. 223 Kindergarten (Al¬ Albany, N. Y. (Pearl 1879 Miss Martha H. Yane. 2 30 5-8 3§-4 bany Female Acad¬ street). emy). 224 Binghamton Kinder¬ Binghamton, N. Y. (5 1880 Annie Belle Hall . 1 20 4-8 garten. Myrtle avenue). 225 Brooklyn Frobel Kin¬ Brooklyn, N. Y. (210 1877 Misses Mary and 1 20 3§-9 3 dergarten. Clinton street). Elizabeth P. Sharpe. 226 Kindergarten (Chris¬ Brooklyn, N. Y. (207 1874 MissKlingsohr, teach¬ . ... 14 3-7 3 tiansen Institute). Sekormerhorn st.). er. 227 Lafayette Kindergar¬ Brooklyn, N. Y. (390 1877 Lena Schroeder . 1 15 3-8 3 ten. ''Waverly avenue). 228 Mrs. Curtiss’ School Buffalo, N.Y. (1092 Del¬ 1882 Mrs. C. M. Curtiss .... 1 10 4-7 3-4 and Kindergarten. aware avenue). 229 Jardin des Enfants . . . Buffalo, N.Y. (284 Del¬ 1877 Katharine Chester. . . . 2 27 3-7 3 aware avenue). 230 Kindergarten of the College Point, N. Y... 1870 Mina C. Brehm . 1 106 3-6 5 Poppenkusen Insti¬ tute. 231 Kindergarten, S t . East New York, N. Malachy’s Home. Y. , 232 Kindergarten, State FuPidrvnin, N. Y Miss Marv A. Bemis Normal aud Train¬ Miss Mary A. enus.-j ing School. 1 * From Report of the Commissioner of Education for 1881. STATISTICAL TABLES, 443 inquiries by the United States Bureau of Education — Continued. S S'- te ci ^ O IS Occupations of pupils. Apparatus and appliances. Effect of tlie system. lO 11 13 47 50 40 40 5 5§ 46 Weaving, sewing, modelling, drawing, writing, stick and ring laying, intertwining paper, paper folding, peas work, block building, les¬ sons with tablets, paper cutting, singing, calisthen¬ ics and object lessons in German and English. Singing, writing, drawing, exercises with balls, cubes, cylinders, and tablets, ring and stick laying, weaving, folding, straw and paper work, &c. Object lessons, plays, block building, laying figures with tablets, staffs and rings, drawing, perforating, em¬ broidering, braiding, inter¬ lacing, intertwining, peas work, paper folding, and modelling. Printing, arawing, weaving, perforating, embroidering, paper cutting, paper fold¬ ing, ring and stick laying, designing, embossing, mod¬ elling, writing, calisthenics, pasting, &c. The usual Kindergarten occu¬ pations for the first year for children under six years of age. Between six and eight years, instruction from books is combined with Kindergarten occupations. Exercises with gifts, weaving, perforating, embroidering, drawing, designing, model¬ ling, paper folding, classi¬ fication in the animal and vegetable kingdoms, &c. Frobel’s occupations and ex¬ ercises with the gifts. Frobel’s Kindergarten occu¬ pations, learning alphabet in English and German, and writing. All the usual occupations . Weaving, modelling, drawing, pricking, embroi d e r i n g , singing, marching, calis¬ thenics, object lessons, read¬ ing, writing, block lessons, &c. Usual occupations . All of Frobel’s occupations . Squared tables, slates and blackboard, worsted balls, sticks, rings, 2d, 3d, 4th 5th, and 6th gifts, materi als for modelling, weav ing,»paper folding, sew ing, ana perforating, tablets, and illustrations for object teaching. All material necessary for the occupations. All Frober gifts. Kindergarten Drawing cards, blocks, weaving materials, nee¬ dles, paper, rings, sticks, clay, dumb bells, books, collections of leaves, shells, and stones. 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. All necessary appliances . . All Frobel’s gifts . All necessary appliances. - - . Tables, chairs, charts of animals, birds, and fishes, blocks, marbles, &c. Usual apparatus. Usual apparatus and appli¬ ances. Cultivates correct habits of thought and expression, awakens the senses, makes the child graceful, polite, self-dependent, eager for knowledge, and skilful. Develops the physical, mental, and m oral faculties and fdrm s a thorough preparation for elementary school work. Awakens and trains the mind, enabling the little ones to see and appreciate with new delight objects by which they are surrounded. Excellent; the children keep their health and buoyancy and gradually acquire a love for books. 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 beautifulandgood. Beneficial ; strengthens the body and mind. Healthy and natural develop¬ ment in every respect. Good. Excellent in every rospect. 444 REPOST OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1882; from replies to O rg +3 l2 1 05 Pupils. ( b . _ 1 0 >; Name of Kindergarten. Location. 3 4-2 OD CD 0 £> rd £ Name of conductor. 0 £ u 0 © « g 3 O © A g £ Between the 1 ages of — Number of li taught S O r=J Namo of conductor. 1 § i ci' u Si © a i | 1 ! © © 3 3 £ Between the ages of — ■3^3 ^ cS O'* If li 1 2 3 * 1 4 5 ; °! 7 8 246 Kindergarten of the training department of Normal College. New York, N.Y. (Lex¬ ington avenue, be- | tween 68th and 69th streets) . 1877 Helena L. Davis . 0 — 34 4-5 4 247 Model Kindergarten and Training Class for Young Ladies. New York, N. Y. (1455 i Broadway). 1880 E. von Briesen . 6 30 3-7 5 248 Normal Training School for Kinder¬ garteners, Model Kindergarten, Ele¬ mentary Classes and School Garden. Now York, N. Y. (7 East 22d street). 1872 Prof. John Kraus and Mrs. Maria Kraus- Boite. 5 60 3-10 3J-4 249 Mrs. Smuller’s Kin¬ dergarten. New York, N. Y. (2125 Fifth avenue). 1873 Miss A. M. Smuller. . . 1 24 3J-7 3 250 Frobel Kindergarten. . Nyack, N. Y. (Pier- mont avenue). 1882 Emma F. Wells . 1 10 4-8 3 251 Nyack Kindergarten. . Nyack-on-Hudson, N. Y. (cor. Second ave. and Gedney street). 1878 Miss Sarah C. Robin¬ son. .... 11 3-12 3 252 Kindorgartcn of the Oswego State Nor¬ mal and Training School. Oswego, N. Y . 1882 Clara A. Burr . 1 18 3-5 3 253 Cook’s Collegiate In¬ stitute Kindergar¬ ten. Poughkeepsie, N. Y. (324 Mill street). 1879 Marion A. Wilson . 2 22 3-7 4 254 Frobel Kindergarten. . Rochester, N. Y. (No. 3 Clinton Place). 1880 Lisa E. Marx . 1 20 3-7 3 255 Jones Avenue Kin¬ dergarten. Rochester, N. Y . 1880 H. Estelle Dudley _ 1 20 4-8 4 256 Kindergarten, "West¬ ern N ew York Insti¬ tution for Deaf- Mutes. Rochester, N. Y. (263 North St. Paul st.) . 1878 Mrs. Mary H.Wester- velt. 6 59 6-12 5a 257 258 Rochester Kindergar¬ ten and School. Kindergarten of the Home for Destitute Children of Seamen. Rochest er, N. Y. (Christ Church Chapel, East ave.). West New Brighton, box (>5 (Staten Isl¬ and), N. Y. 1878 1874 Miss Meta C. Brown. . C. M. Thompson . 1 35 30 4-10 3-7 3* 3 STATISTICAL TABLES. 447 inquiries by the United States Bureau of Education — Continued. Occupations of pupils. Apparatus and appliances. 11 13 IjjljS ®|i® £ ® a I g 3 a s.2 a b p 1© Effect of the system. 13 38 Occupations and gifts of the Frobel system. All necessary material. 5 42 5 38 5 40 36 5 38 5 40 5 39 5 40 5 40 5J 40 5 40 5 48 Frobel’s occupations, games, plays, songs, stories, &c. Frobel’s occupations... . All occupations of Frobel’s system. Drawing, perforating, em¬ broidering, paper cutting, interlacing, intertwining, paper folding, peas work, and modelling. Weaving, modelling, drawing, designing, sewing, stick lay¬ ing, study of natural objects of form and of color, sing¬ ing, gymnastics, reading, spelling, and writing. Modelling, sewing, weaving, perforating, paper folding, and paper cutting-. All of Frobel’s occupations. Weaving, paper folding, pa¬ per cutting, perforating, sewing, paper intertwining, painting, drawing, peas work, and modelling. Perforating, sewing, drawing, weaving, paper folding, pa¬ per cutting, card board work, and modelling. Weaving, stick and ring lay¬ ing, sewing, drawing, de¬ signing, and lessons in written language, articula¬ tion, habits of animals and plants, &c. All the occupations of Fro- bel’s system. Those used by Frobel (paper folding, drawing, sewing, care of plants, &c.). Frobel’s gifts, appliances for calisthenics, &c. Frobel’s gifts, seeds, plants, animals, and apparatus for teaching the metric system in the advanced classes. Frobel’ s gifts, Kindergarten tables, blackboards, slates, charts, pictures, plants, &c. 1st, 2d, 3d, 4th, 5th, 6th, 7th, 8th, and 9th gifts. Charts for teaching color, form, natural history, bot¬ any, and reading, squared tables, boxes of geometri¬ cal forms, balls, books, and pictures. Frobel’s gifts and the appa¬ ratus pertaining to the work. Frobel’s gifts, piano, Kin¬ dergarten tables and chairs, and a room fitted in the most thorough and complete manner. The 1st, '2d, 3d, 4th, 5th, and 6th gifts, tablets, slats, 8 ticks, thread, rings, &c. Squared tables, blackboards and slates, balls, blocks, sticks, rings, tablets, an organ, mottoes, bust and picture of Frobel. Charts and pictures for teaching natural history and botany, microscope, globe, smaii museum, rep¬ resenting the animal, veg¬ etable, and mineral king¬ doms, and living natural objects. Complete apparatus, with all modern improvements. All necessary appliances. . . . Harmonious development; it teaches combination of know¬ ing with doing. Harmonious development of all the powers ; it teaches com¬ bination of knowing with do¬ ing, and exerts a wholesome influence in the formation of character, cultivating a love of nature, a love for work, a generous regard for others, and a humane treatment of animals. Tends to make children active, healthy, happy, courteous, and unselfish, teaches accu¬ racy and keenness in observ¬ ation, independence in thought, and clearness in ex¬ pression. Cultivates the intellect, the emotions, and the physical activities of the child, pro¬ ducing a development not attainable by any other method. Natural and harmonious devel¬ opment of the physical and mental powers. Trains the powers of observa¬ tion, invention, and applica¬ tion, without undue pressure upon mind or body. Equal development of body and mind, awakening all dormant faculties and laying a firm foundation for future life. Children are better developed physically and mentally than before the Kindergarten was established. The physical, mental, and moral development eminently satisfactory, far exceeding the ordinary methods of edu¬ cation. Decidedly beneficial. 448 REPORT OF THE COMMISSIONER OF EDUCATION. Table V Siatistios of Kindergarten for 1882; from replies to 'd 09 P cS | fc'O Occupations of pupils. Apparatus and appliances. Effect of the lO 11 12 13 40 All Frobel’s occupations and gifts. Drawing, weaving, perforat¬ ing, embossing, modelling, designing, gymnastic exer¬ cises, singing, recitations, and study of the kingdoms of nature. Chain making, drawing, sew¬ ing, stick laying, pricking, paper folding, paper cut¬ ting, parquetry, modelling, weaving, leaf making, and paper lacing. Those common to the system . Modelling, weaving, sewing, perforating, staff laying, and exercises with all the gifts of the Kindergarten. Singing, physical exercises, object lessons on color, counting, adding, &c., mod¬ el 1 i n g, sewing, drawing, weaving, perforating, exer¬ cises with geometrical forms, &c. Playing a variety of games, and work with all ofFrSjbel’s gifts. Weaving, modelling, ring and stick laying, pricking, em¬ broidering, reading, writ¬ ing, object lessons, &c. Frobel’s occupations and gifts Drawing, sewing, weaving, pricking, paper folding, paper cutting, stick laying, slat interlacing, modelling, ring laying, exercises with geometrical forms (cubes, oblongs, &c.), and other Kindergarten occupations. Weaving, sewing, drawing, paper fold ip g, pricking, and modelling. Balls, blocks, sticks, material for weaving, modelling, sewing, paper folding, &c. All necessary appliances for the occupations. A bright, cheerful room, a piano, seats and squared tables, 1st, 2d, 3rd, 4th, and 5th gifts, rings, tablets, numeral frame, and mate¬ rials for all the occupa¬ tions. Those common to the system with such additions as will aid in the development of feeble-minded children. Frobel’s twenty Kindergar¬ ten gifts. Tables, chairs, Frobel’s 1st, 2d, and 3d gifts, slates, colored crayons, materials for modelling, paper fold¬ ing, weaving, sewing, &c. All of Frobel’s gifts, seeds, stones, strings, cabinets of curiosities, plants, mu¬ sical instruments, pict¬ ures, tables, chairs, &c. Miss Coe’s American Kin¬ dergarten gifts and occu¬ pations, piano, wands, dumbbells, cabinet of specimens, stuffed birds, Prang’s natural history series, cards for object lessons, maps, globes, charts, &c. Kindergarten tables, benches, gifts, and mate¬ rials for occupations. Frobel’s gifts, and all other needed appliances. Frobel’s gifts, consisting of blocks, sticks, slats, rings, balls, &c. Children become more orderly, obedient, observing, atten¬ tive, kind, affectionate, and loving. Very good. Changes listlessness and in¬ difference into attention, brightness, and a great desire for knowledge. Gradual development of the nervous system. Promotes health and strength, and cultivates the inventive faculties. Inculcates habits of cleanliness, order, gentleness, politeness, and helpfulness; imparts skill to the hands, and awak¬ ens interest in surrounding objects. Imparts grace, agility, and skill in all physical movements, steadiness of nerve, delicacy of touch, accuracy in the use of the senses, clearness of perception, and especially cultivates the inventive powers, the use of language, and a love for the beautiful. Good. Strengthens the body, deveb ops manual skill, exercises the senses, and employs the awakening mind. a At Worthington ; removed to Fayette in 1881. b Since removed to Washington, D. C. 452 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1882; from replies to Name of Kindergarten. Location. Name of conductor. Pnpils. © ,sJS3 cl 'd 2 ll A 291 292 300 301 304 305 Charity Kind ergarten , LombardStreetDay Nursery.* Charles Whitaker Kindergarten. Eleventh Ward Kin¬ dergarten. Fifteenth Ward Kin¬ dergarten and Day Nursery. Free Kindergarten ... Friends’ Kindergarten Frobel Kindergarten . Kindergarten . Kindergarten, Fifth Warn Association. Kindergarten of the Eighteenth and Nineteenth Ward District Associa¬ tion of the Philadel¬ phia Society for Or¬ ganizing Charity. Kindergarten of the New Wellesley School. Kindergarten, St. Mary Street Home and Day Nursery.* Kindergarten (South¬ ern Home for Desti¬ tute Children). Lehman’s Frd- bel Kindergarteh.* Schleigh Kindergarten Sixth Ward Kinder¬ garten. Philadelphia, Pa. (430 Lombard street). Philadelphia, Pa. (Reed street below Eighth street, St. Timothy’s Prot¬ estant Episcopal church). Philadelphia, Pa. (St. John and Button- wood streets). Philadelphia, Pa. (2330 Spring Garden street). Philadelphia, Pa. (Fil¬ bert street, above Twentieth). Philadelphia, Pa. (15th and Race streets). Philadelphia, Pa. (1837 Chestnut street). Philadelphia, Pa. (427 Pine street). Philadelphia, Pa . . Philadelphia, Pa. (116 Diamond street)’. Philadelphia, Pa . Philadelphia, Pa., (723 St. Mary street). Philadelphia, Pa.(s. e. cor. 12th and Fitz- water streets). Philadelphia, Pa. (530 North 19th street). Philadelphia, Pa. (18th street and Girard avenue). Philadelphia, Pa. (Crown and Race streets). 1878 1882 1882 1882 Miss L. Church. Ella MayWood. Florence C. Frantz. Miss Grace Zieber.... Ruth R. Burritt . 1877 Susan T. Comly. 18 31 24 38 3-6 3*-7 3-6 3-*7 3-6 3-7 1878 1881 1882 Miss L. Church . Miss Florence Briggs. Miss J. P. Johnston . . . 3-6 3-6 3-6 1881 1882 1879 1877 1880 Mrs. Susan Lesley . ... T. Lehman Miss Fannie Schleigh. M. C. Jessie Buggy. 30 45 28 3-7 3-6 2J-8 3-6 From Report of the Commissioner of Education for 1881. STATISTICAL TABLES. 453 inquiries ly the United States Bureau of Education — Continued. 2 © A © .© Z. £ <*> S.S § >> B * Occupations of pupils. Apparatus and appliances. Effect of the system. 10 11 12 13 44 40 5 52 5 5 52 Id 35 40 51 Sewing, weaving, drawing, paper folding, and model¬ ling in clay. Building with blocks, draw¬ ing, sewing, pricking, stick and ring laying, gymnastics, vocal culture, games (illus¬ trating trades, habits of animals, &c.). Weaving, sewing, modelling, and drawing. The usual Erobel occupations. Occupations of Erobel’s sys¬ tem. Kindergarten chairs and tables, and Erobel’ s gilts. Balls (worsted and rubber), 2d, 3d, aud 4th gifts, rings, materials for prick¬ ing, sewing, and drawing, blackboard, &c. Colored balls, wooden sphere, cube, and cylinder. Those ordinarily used Erobel’s occupations. Sewing, drawing, weaving, pricking, paper cutting, pa¬ per folding, and modelling. Those necessary for the per¬ fect development of the child according to Kinder¬ garten principles. Erobel’ s gifts and materials, plants, &c. Erobel’s 1st, 2d, 3d, ,4th, 5th, 6th, and 7th gifts. Sewin mo ng, weaving, and clay ulding. Drawing, weaving, modelling, needlework, paper folding, pricking, paper cutting, building with divided cubes, games and exercises tending to develop the threefold nat¬ ure of the child. All used in the Erobel system. Perforating, bead stringing, drawing, sewing, weaving, paper folding, and model* ling. 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. Blocks, balls, and squared tables. Very beneficial. Develops the child’s threefold nature, brightens the dull and strengthens the weak. Develops physically, training the hand and eye, develops clearness of perception, and cultivates attention, thought, and understanding. Promotes health, grace, and ease of body, develops quick¬ ness of perception, clearness and accuracy in thought, and cultivates truthfulness, gen¬ tleness, and love. Produces sound minds in healthy bodies. Lays a foundation for a syste¬ matic scientific education. Very good. Harmonious development. Hatural and harmonious devel¬ opment of the physical, men¬ tal, and moral natures, tend¬ ing to produce wiser and better men and women. Yery satisfactory; superior to any other System. Children are happy in their work, and develop in mind and body. 454 REPORT OF’ THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1882; from replies to § -a £ Name of conductor. Number of as ants. Number of. Between the ages of — Number of h< taught dail 1 2 3 4 5 6 7 8 B06 Twenty-Ninth Ward Free Kindergarten. Philadelphia, Pa. (2348 Jefferson street). 1882 Belle TTalsall _ 0 25 3-6 3 307 Mrs. Van Kirk’s Kin¬ dergarten. Philadelphia, Pa. (1333 Pine street). 1874 Mrs. M. L. Yan Kirk . . 5 38 3-7 3|-4 308 Pittsburgh Kindergar¬ ten. Pittsburgh, Pa. (36 Sixth street). 1875 Miss M. M. Wilson 2 35 3-10 3J 309 Sewickley Academy Kindergarten.* 1878 John Way,jr., super¬ intendent; Miss C. B. Pierson, con¬ ductor. 1 23 3-8 3 310 Mrs. L. M. B. Mitch¬ ell’s School and Kin¬ dergarten. West Philadelphia, (315 N. 35th street). 1877 Anna W. Barnard . . . . 1 18 3-7 3 311 Locust Street Ameri¬ can Kindergarten. West Philadelphia, Pa. (4011 Locust street). 1880 Miss Sallie B. Loder .. 1 10 4-10 3* 312 West Philadelphia Kindergarten. West Philadelphia, Pa. (202 South 41st street). 1876 Miss Mary J. Rider. . . 1 35 3-12 4 313 Miss Taft’s Kinder¬ Newport, R. T _ 1881 Miss M. Florence Taft. 0 13 2£-6 3 garten.* 314 Alden Kindergarten . . Providence, R. I. (91 Prospect street). 1878 Caroline M. N. Alden . 6 50 3-7 4 315 Free Kindergarten . . . Providence, R. I. (Fountain street). 1881 Miss Katharine M. Baker. 1 60 2-6 3 316 Miss Maude Dailey’s Kindergarten. Providence, R. L (60 Barnes street). 1881 "Mamie Tlniley _ _ _ 2 12 3|-7 2* 317 American Kindergar¬ ten. * Lynchburg, Ya. (Church street). 1876 Miss Jannet Cleland.. 1 15 4-9 4 318 Portsmouth Primary School and Kinder¬ garten. Portsmouth, Ya. (318 North street). 1876 Miss Yirginia S. Staples. 2 33 4-10 5 * From Report of the Commissioner of Education for 1881. STATISTICAL- TABLES. 455 inquiries by the United Stales Bureau of Education — Continued. o M ! 3 £ •» £ .£ Occupations of pupils. Apparatus and appliances. 10 11 13 5 .... Pricking, sewing, drawing, weaving, paper folding, pa¬ per cutting, peas work, and modelling. 5 35 Occupations designed by Fro- bel. 5 36 5 38 5 40 5 36 6 40 The various occupations de¬ vised by Frobel, conversa¬ tional lessons, gymnastics, games, &c. Usual Kindergarten occupa¬ tions, with lessons in read¬ ing, writing, numbers, and natural history for the ad¬ vanced classes. All of Frobel’s occupations, physical exercises, march¬ ing, games, and singing, taught by the tonic sol fa method. "W" eaving, perforating, em¬ bossing, stick laying, de¬ signing, modelling, singing, calisthenics, games, lessons in color, in form, elementary lessons in spelling, reading, writing, geography, natural history, &c. Those used in the Frobel sys¬ tem. Materials for pricking sew¬ ing, weaving, and model¬ ling, balls, cubes, rings, sticks, peas, seeds, slates, and slats. Kindergarten appliances, piano, cabinet, plants, and an aquarium. All usual Kindergarten ma¬ terial. Frobel’s gifts, fountain, plants, &c. All in general use, includ¬ ing color charts, music cases, &c. Kindergarten tables and chairs, piano, blackboard, color and form charts, globes, curvilinear and rectilinear solids, surface forms, books, slates, &c. Frobel’s gifts, blackboard, tables, chairs, musical blackboard, modulator, globe, geometrical solids, 5 36 5 40 5 40 5 34 5 38 5 40 All Of Frobel’s gifts and oc¬ cupations. Sewing,, weaving, peas work, 3d, 4th, 5th, and 6th gifts, paper folding, modelling, drawing, singing, games, gardening, lessons in botany, zoology^ &c., and for ad¬ vanced class wood carving, lace making, gymnastics, and lessons in reading, writing, geography, arith¬ metic, French, and German. "Weaving, sewing, modelling, drawing, gardening, games ' and exercises within and out of doors. Singing, marching, conversa¬ tion, blackboard exercises, Frobel’s occupations and gifts, gymnastic exercises, games, and French. "W eaving, modelling, perfo¬ rating, embroidering, draw¬ ing, peas work, lessons in form, also in reading, spell¬ ing, arithmetic, and poetry. Music, marching, reading, writing, arithmetic, calis¬ thenics, object lessons, les¬ sons in natural history, and the Bible. Tables, chairs, blackboards, slates, flowers, and all the Kindergarten gifts. Frobel’s apparatus and ap¬ pliances, maps, globes, charts, blackboards, pict¬ ures, aquarium, books, gardens, and collections of plants, minerals, stones, shells, animals, &e. The usual gifts and material of a Kindergarten, plants, animals, &c. Tables, chairs, blackboard, natural history charts, lants, slates, piano, Fro- el’s gifts, and materials for the occupations. Geometrical forms, mate¬ rials for weaving, globe, animals, and many pict¬ ures. Blackboards, cards, letters, blocks, sticks, balls, pict¬ ures, maps, charts, nu¬ meral frames, museum, gymnasium, ropes, swings, large box of sand, and a garden with tools for each child. Effect of the system. 13 Assists in the natural develop¬ ment of the threefold nature of the child. Harmonious and satisfactory development, mental, moral, and physical. Very good. Superior prepara¬ tion for future study. Excellent. Strengthens physically, and develops the powers of ob¬ servation and reason. Harmonious development of the physical, mental, and moral faculties. Excellent. Superior development of the physical, mental, and moral natures. Rapid, easy, natural, and har¬ monious development of the physical, mental, and spirit¬ ual nature of the child. Strengthens physically and mentally. Develops in all directions, es¬ pecially increasing the pow¬ ers of observation and thought, and imparting a love for study. Decidedly beneficial. 456 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1882; from replies to ns © A «e •4> at '55 Pupils. £ o >> A cS CM O CD © - CZ Name of Kindergarten. Location. eS ro © Name of conductor. © 2 J5 § 31 §* |i 0 © A £ 1 s a £ 3 H g! & 1 2 3 • 4 5 6 7 8 S19 American Kindergar- Richmond, Ya. (208 1877 Virginia R. Snyder . . . 1 15 4-10 4 ten. South Third street). 320 1879 1877 Frances A. B. Dunning Miss Ida Schubert. . . . 3-6 3 321 Kindergarten des La Crosse, Wis. (Fifth 0 18 3-6 5 Frauenvereins. street). 322 Madison Kindergarten Madison, Wis. (Mif¬ flin street). 1880 Miss Emma Jeschka 25 3-7 5 323 Private Kindergarten . Madison, Wis. (corner Mifflin and Fairchild streets). 324 Kindergarten der Milwaukee, Wis. 1874 Miss Carrie Ileyd . 2 40 3-6 5 Nordwest Seite. (Seventh street, be¬ tween Walnut and Germania). 325 Kindergarten of the Milwaukee, Wis. (643 1874 Miss Helene Weissen- 1 35 3-7 4J German and English Academy. Broadway). born. 3-7 326 Milwaukee English Milwaukee, Wis. (493 1874 Mrs. Chas. H. Clarke.. 2 25 3 Kindergarten. Jefferson street). 327 } 328 329 1 Milwaukee Kinder- Milwaukee, Wis. (909 61882 Sarah A. Stewart, gen¬ 20 600 4-6 3 330 | garten systom. a Grand avenue). eral director. 331 J * 332 St. Mary’s Kinder¬ garten. Milwaukee, Wis. (cor¬ ner Jefferson and 1880 Sister Mary Emesta, directress. 2-6 5* Ogden streets). 333 South Side Kinder¬ Milwaukee, Wis. 1874 Miss Sophia Holz- 2 70 3-7 5 garten. (Greenbush street). haeuser. 334 Kindergarten depart¬ ment, State Normal ftaliVnah W^s _ 1880 Fanny C. Colcord ..... 3 45 3-7 3 School. 335 Sheboygan Kinder¬ garten.* 1874 "\Tiaa A Tvn i A 7!(1P(Ta1 20 3*7 5 Sheboygan, W is. (cor¬ ner Seventh street and New York ave¬ nue). * From Report of the Commissioner of Education for 1881. alncluding live Kindergarten for 1882. STATISTICAL TABLES. inquiries by ike United States Bureau of Education — Continued. 457 2^ O as .a 43 g £ tH © S © fc « . © 'S >> '3.2 P3 Occupations of pupils. Apparatus and appliances. Effect of the system. 9 10 11 13 13 40 40 48 44 38 40 44 40 37 50 Weaving, pasting geometrical forms in colored papers, de¬ signing, painting, embroid¬ ering, peas work, modelling, perforating, paper cutting, exercises with blocks, &c. Sewing, weaving, drawing, building, stick, ring, and tablet laying, book mark work, &c. Weaving, drawing, paper fold¬ ing, perforating, sewing, paper interlacing, peas work, modelling, building with blocks, marching, sing¬ ing, play and object lessons. The usual occupations with the different gifts, calis¬ thenics, declaiming, and singing. Gymnastics, singing, object lessons, drawing, modelling, paper folding, Ac. Frobel’s occupations and gifts. C All the occupations and gifts \ devised by Erobel. Building exercises, pricking, singing, sewing, knitting, drawing, games, object les¬ sons, conversational and : memorizing exercises, and all Frobel’s occupations, often given in the open air. Weaving, sewing, interlacing, drawing, writing, stick and ring laying, paper folding, modelling, peas work, block building, paper cutting, singing, calisthenics, and games. Perforating, sewing, drawing, weaving, paper folding, paper cutting, peas work, and modelling. Cabinet of curiosities from the three kingdoms of nature, geometrical charts, and color charts. Colored balls, geometrical solids, tablets, sticks, slates, materials for per¬ forating and embroider¬ ing, split wood, straw, clay, primers, black¬ boards, &c. A full supply of gifts . Chairs, tables, blackboard, charts, pictures, piano, and museum. Gifts, blackboards, chairs, tables, &c. Frobel’s gifts, objects for teaching color, form, num¬ ber, &c. ; appliances for calisthenics, musical in¬ struments (drums, flutes, &c.) for drill. Complete set of Frobel’s gifts, material for the oc¬ cupations. and a piano. All appliances needed. Rapid development of the senses and healthy activity of body and mind. Aids materially in physical and mental development. The occupations belonging to Frobel’s system. Imparts health and grace to the body, cultivates the reason¬ ing and observing faculties, develops a sense of beauty in form, color, and sound, and trains the child to habits of or¬ der, punctuality, obedience, kindness, and self-control. Decidedly good. Marked. f T e n d s to promote strength, flexibility, and precision, pro¬ duces ease, and politeness of manner, awakens discrimina¬ tion in size, distance, direc¬ tion, position, number, &c., and cultivates habits of or¬ der, neatness, obedience, at¬ tention, and of interest in and love for work. Awakens and develops physi¬ cally, mentally, morally, and spiritually. Develops the physique, awak- ens the perceptive faculties, and benefits both body and mind. Develops manual skill, free¬ dom and grace of move¬ ment, clear perception, habits of attention, self-de¬ pendence, and an eager¬ ness for knowledge. Improves the health and de¬ velops the mind, especially the memory. Ealls, sphere, cube, and cyl¬ inder, building blocks, tab¬ lets, slats, sticks, rings, and materials for pricking, em¬ broidering, drawing, weav¬ ing, interlacing, peas work, and paper folding. b Date of the organization of the system in Milwaukee ; Milwaukee Normal School Kindergarten, now the Central Kindergarten, was established in 1880. 458 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Statistics of Kindergarten for 1882 ; from replies to Name of Kindergarten. Location. When established. Name of conductor. Number of assist¬ ants. Pupils. Number of hours taught daily. O F-< 3 * * * g © 5H O u ^ © fl ^2 -a ^ • s ® a.g a ^ a Occupations of pupils. Apparatus and appliances. Effect of the system. 1© 11 12 13 40 40 30 40 40 Singing, paper folding, paper cutting, weaving, pricking, embroidering, &c. Sewing, pricking, weaving, pasting, modelling, folding, cutting, and gardening. Block building, stick, ring, and tablet laying, peas work, weaving, sewing, perforat- in^ paper folding, model¬ ling, &c. U sual occupations ........ _ Building blocks, hoops, balls, &c. slates, 40 40 The 20 Frobel gifts and occu¬ pations. Those based on Erdbel’s prin¬ ciples of education. Usual Kindergarten occupa¬ tions. W eaving, 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. Buled slates, blackboard, the different gifts, and material for working. Usual Kindergarten gifts . . . Usual gifts and appliances of a true Kindergarten, airy rooms, playground, Siano for older pupils, unib bells, maps, charts, blackboards, globes, &c. Those necessary to a well conducted Kindergarten. Usual Kindergarten gifts 3d, 4th, 5th, and 6th gifts, tablets, slats, sticks, rings, materials for weav¬ ing and perforating, squared tables, slates, and blackboards. Very satisfactory. It makes the child graceful, easy, and polite in his man¬ ners, quickens the intellect, especially developing the powers of observation and expression, and its moral effect is incalculable. Beneficial in every way. Tends to awaken perception, cultivates self-control, im- proves habits relating to proper care of body and mind. Improves the physical condi¬ tion, awakens and expands the mental faculties, teaches the child to be systematic, thoughtful of others, self- dependent, and polite, and lays a valuable foundation for later school work. Produces growth and ad¬ vancement physically and mentally. Very beneficial to both body and mind. 40 All of Frobel’s occupations except pricking ana past¬ ing. FrSbel’s occupations, with reading, writing, arithme¬ tic, drawing, singing in German and English, &c. Squared tables, * slates, blackboards, all the gifts, including balls, sticks, blocks, tablets, staffs, rings, and Mrs. Hailman’s 2d gift, materials for the occupations, garden tools, and Prang’s natural his¬ tory cards. Usual appliances Improves the general health and teaches the child self- government; it is also a superior preparation for subsequent mathematical training. 460 REPORT OF THE COMMISSIONER OF EDUCATION. Table V. — Memoranda. Name. Location. Kindergarten in the Institution for the Deaf and Dumb. Charity Kindergarten oT the Presbyterian Church. Silver Street Kindergarten . . Berkeley, Cal . Oakland, Cal . San Francisco, Cal. . . . Miss Browne’s Kindergarten Chicago, Ill Charity Kindergarten . a Kindergarten (Misses Annie and Mary Howe). Kindergarten, Miss Mary J.Holmes’ School. Miss Nellie C. Alexander’s Kindergarten .. Parish Kindergarten . 1 . Chicago, €11. (cor. Chi¬ cago avenue and La Salle street). Chicago, HI . Chicago, HI . Chicago, Ill . Danville, HI . Kindergarten in Cook County Normal and Training School. Kindergarten (Pettingill Seminary) . Indianapolis Kindergarten . . . Normalville, HI.., Peoria, HI . . Indianapolis, Ind. Meridian Hall Kindergarten . Kindergarten (Miss L. Tallman) . . Kindergarten School . Private School and Kindergarten. Miss E. D. Powell’s Kindergarten Miss Mary Barton’s Kindergarten Kindergarten (Miss B. L. Martin) . The New Education Kindergarten . Normal Kindergarten . v . . . Kindergarten (Mary W. Mitchell) . Roxbury Kindergarten . . . . South End Kindergarten . Brookline Free Kindergarten . . . Sparks Street Kindergarten . ’.... Charity Kindergarten (Brockway Mission School). • Miss Jennings’ Kindergarten . Kindergarten (Mrs. Eudora Hailmann) _ Kindergarten of Elizabeth Aull Female Seminary. Kindergarten department of public schools . Private Kindergarten (M. E. Emerson) _ Kindergarten of the Wykeham Institute.. Kindergarten of the Academy of the Sacred Heart. Frobel Kindergarten On the Hill . Halsey American Kindergarten . Kindergarten of the Brooklyn Children’s Aid Society. * Indianapolis, Ind . Boone, Iowa . Dubuque, Iowa . Topeka, Kans. (347 Jackson street). Louisville, Ky . Louisville, Ky . Baltimore, Md. (cor¬ ner Wilson- st. and Madison avenue). Baltimore, Md. (343 Linden avenue). Baltimore, Md . Boston, Mass. (West Chester Park). Boston, Mass. (Grove Hall). Boston, Mass. (154 W. Concord street). Brookline, Mass. (Old Town Hall). Cambridge, Mass . Detroit, Mich . Detroit, Mich . Detroit, Mich . Lexington, Mo . Carson City, Nev . Nashua, N. H . Bergen Point, N. J . . . Hoboken, N. J . Brooklyn, N. Y. (46 Greene avenue). Brooklyn, N. Y . Brooklyn, N. Y . Miss Jaudon’s Kindergarten . Kindergarten . Kindergarten and Primary School . Kindergarten in St. Stephen’s Church Home Kindergarten der Rochester Bealschule. . . . Kindergarten (Charlotte Female Institute) . Kindergarten (Peace Institute) . St. Mary’s Kindergarten . New York, N. Y . New York, N. Y. (220 Clinton street.) New York, N.Y. (165 West 53d street.) New York, N. Y . Rochester, N. Y . Charlotte, N. C . Raleigh, N. C . Raleigh, N. C . Remarks. Closed. See Oakland Free Kindergarten ; identical. The officers of the Public Kinder¬ garten Society, who had control of the original Silver Street Kin¬ dergarten, removed their insti¬ tution to corner Seventh and Market streets, giving it the name of Pioneer Free Kinder¬ garten. At 64 Silver street new schools were opened called New Silver Street Kindergarten and Silver Street Kindergarten No. 2. United with the Kirkland Kin¬ dergarten. See Memorial Kindergarten (147 Milton avenue) ; identical. See Misses Grant’s Kindergarten. Closed. Closed. See Kindergarten, Holy Trinity School ; identical. Closed. Not in existence. See Normal Kindergarten; iden¬ tical. Suspended. Closed. Not in existence. Closed. Closed. Closed. Removed ; not found. Removed ; not found. Closed. Removed ; not found. Closed. Removed ; not found. Closed. Closed. Not in existence. Closed. Closed. Closed. Discontinued. Closed. Closed. Closed. Removed ; not found. Closed. Not a true Kindergarten; the songs and plays of the system are used but none of the appara¬ tus and appliances. Closed. Removed. Removed to Upper Mont Clair, N. J. Closed. Closed. Closed. Closed. Not a true Kindergarten. STATISTICAL TABLES. 461 Table Y. — Memoranda — Continued. .....A? Name. Location. Remarks. Kindergarten . . Miss A. M. Janney’s Kindergarten, Cincinnati, Ohio (166 West 7th street). Columbus, Ohio . Kindergarten of Ohio Central N ormal School. Fayette, Ohio. Erie Academy Kindergarten . Kindergarten of Hazzard’s Academy . Elizabeth Y. Webb’s Kindergarten . Kindergarten (Miss Anna Longstreth) . West Chestnut Street Kindergarten . Sharon Hill Kindergarten . . . Wilkes-Barre Kindergarten . Kindergarten, Nashville Academy . Milwaukee Normal School Kindergarten. .. Erie, Pa . Monongahela, Pa . Philadelphia, Pa . . Philadelphia, Pa.. Philadelphia, Pa.. Sharon Hill, Pa... Wilkes-Barre, Pa. Nashville, Tenn .. Milwaukee, Wis.. Georgetown Kindergarten . - . Kindergarten (Mrs. S. A. Cavis) . Metropolitan Seminary and Kindergarten.. Georgetown, D. C Washington, D. C W ashington, D. C Removed to Avondale with name of Avondale Kindergarten. Closed ; succeeded by Miss Edith Ritson’s Kindergarten. See Kindergarten of Fayette Nor¬ mal and Business College. Closed. Temporarily closed. Closed. Not in existence. Closed. Closed. Closed. Closed. Now forms the Central Kinder¬ garten of the Milwaukee Kin¬ dergarten system ; its statistics are there included. Closed. Closed. Closed ; being succeeded by Gar¬ field Kindergarten Training School, Tables HI and Y. Kindergarten from which no information has been received. Name and location. Name and location. Kindergarten (Miss D. A. Curtis), Sacramento, Cal. Shipley Street Free Charity Kindergarten, San Francisco, Cal. (146 Shipley street). Frobel School and Kindergarten, Chicago, HI. (cor. Bishop court and Madison street). Kindergarten, Chicago, Ill. (37 Johnson place). Kindergarten, Chicago, HI. (62 Langley avenue). Kindergarten, Chicago, HI. (1818 Indiana ave.). Park Institute Kindergarten, Chicago, HI. (103 Ashland avenue). Marion Kindergarten, Marion, Ind. (5th street) . Kindergarten of Louisville Female Seminary, Louisville, Ky. (6 West Chestnut street.). Mrs. Brown’s Kindergarten, Boston, Mass. (Hotel Cluny). Kindergarten of the Boston Orphan Asylum, Bos¬ ton, Mass. Free Kindergarten, Cambridge, Mass. (Concord avenue) . Kindergarten (Miss Hutchinson), Cambridge, Mass. Cambridgeport Kindergarten, No. 2, Cambridge- port, Mass. (cor. Windsor and School streets). Moore Street Kindergarten, No. 1, Cambridge¬ port, Mass. (76 Moore street). Frobel Kindergarten, North Cambridge, Mass. Private Kindergarten, Detroit, Mich. (681 Cass avenue). Kindergarten, Minneapolis, Minn. (227 S. 6th st.). Kindergarten, St. Charles, Mo.(1511 Hubert st.). Kindergarten of Martha Institute, Hoboken, N. J. (corner 6th street and Park avenue). Kindergarten of St. Aloysius Academy, Jersey City, K. J. Miss Alston’s Kindergarten, Newark, N. J. (Or¬ chard street). St. Peter’s Kindergarten, Newark, N. J. (21 Liv¬ ingston street). Frobel’s Kindergarten, Albany, N.Y. (Elk street). American Kindergarten, Brooklyn, N. Y. „ Kindergarten, Brooklyn, N.Y. (59lLaFayette ave.). Mrs. R. Goodwin’s Kindergarten, Brooklyn, N. Y. (154 Montague street). Miss CoraE. Mattice’s Kindergarten, Buffalo, N.^ Y. (224 Jersey street). Mrs. Hoffman’s Kindergarten, Buffalo, N. Y. (623 Delaware avenue). Kindergarten of Glens Falls Academy, Glens Falls, N. Y. Kindergarten, New York, N. Y. (56 W. 55th street) . Kindergarten of Mrs. Frederic Jonson’s School, New York, N. Y. (13 East 31st street). Kindergarten of Mrs. Froehlich’s School, New York, N. Y. (28 East 50th street). Kindergarten of Moeller Institute, New York, N. Y. (336 West 29th street). Cottage Kindergarten, Primary and Intermediate Classes, Syracuse, N. Y. (74 James street). Frobel Kindergarten, Syracuse, N. Y. (115 Cedar street). Kindergarten, Warren ton, N. C. Kindergarten, Pittsboro’, N. C. Brooks Kindergarten, Cleveland, Ohio (corner Prospect and Huntington streets). Kindergarten Cleveland Academy, Cleveland, Ohio. Orange Place Kindergarten, Toledo, Ohio (corner Orange and Huron streets). Frobel Kindergarten, Germantown, Pa. (5262 Main street). Frobel Kindergarten of the Germantown Infant School, Germantown, Pa. (Haines st., near Main). Kindergarten, Germantown, Pa. (29 Wister street). Charity Kindergarten, Philadelphia, Pa. (22d and Locust streets). Kindergarten, Philadelphia, Pa. (1802 Wallace st.). Kindergarten, Philadelphia, Pa. (1718 Rittenhouse street). . West Chester Frobel Kindergarten,” West Chester, Pa. (24 South Church street). •. < Kindergarten (Charleston Orphaji House), Charles- W illiamston Female College Kindergarten, Will- iamston, S. C. Kindergarten, Young Ladies’ School, Memphis, Tenn. Kindergarten, Leache-Wood Seminary, Norfolk, Va. 'Milwaukee Kindergarten, Milwaukee, Wis. (10th street). Table VI. — Statistics of institutions for secondary instruction for 1882; from replies to inquiries by the United States Bureau of Education. 462 REPORT. IOF THE; (COMMISSIONER OF EDUCATION. laptist STATISTICAL TABLES. O O (MOO • CO 'OOlO O 'WlONOlO a oh o • co CO lO• O o IO LO O O O O O ^ Cl CO O CO CldClClCJi a 0.0 3 3 ?r^r H a 05 ©ogo^®g o o ' © © 'Or, ' ® O' oo o ; © © 'o •' © • oo CQ . CpGp^CC • CP' ro m d nfl d S ao a a o goo So . • © . o o J2j Pnt^H Ph!^ &P3 f25!zi <3 Ph ,1111 >> W| '3 a o?w is : H ,ogn j J® ‘ C © a < 14 O K. «r-l - -a w © 242 _bd 2^"* 3B®£,©ap3 gM^-Jo ®^>SW.ai "iSSaS-teS d : 05 • • ; >3 ■ * IS : i j ; i •4^ ! 05 !*3 nd §V4 3 FQ.Sfn . • h>.g& s- i i £ . • i: r-i - a d O a ’ p ro ll t? j CL, ^ ! © : ® ■gd §w U > 4^> o o o ^«2 gw >5 ®-^ “ . O §U g® Ib “ be ^.2W © d'P 2^n^ u . o ° w s a'o .go i s§! Ph 3 is H ©1 |S m.2 ^02 B © CO ca lO rH ^ 05 CO • t>- • t>- 00 1^* CO l> l>- l>- • t— « OO 00 OC ' cX) 00 GO OO • CO • HHmHHHH ■ rH • HHCJiOOO i>t>coo»oi> CO 00 00 ^ TO oo OHOOOOHH t^^co»oi>ox OO TO TO 00 TO 00 00 HHHHHHH CO CO GO rH 1872 1871 1878 1878 1861 1873 1876 1871 1863 1857 1862 1878 o co Sco CM ! I : i iid : : CO 05 O CM ■ o ■ • ■ • . no OO ^ oo ! OO ° 00 1 ^ ■ ; ; | ; O —j ^ CO C- i TO ° ^ TO TO TO b o t— I ■ oo • • 1 a ■ • 1 ■ • r— • 00 ! ° ^ ^ ;rH rH - ; 1 1 Ith : : rH HHH • ^ : ! » > • a ij M 't? 'S P4 ‘d _ >■ d- oj g 03 fid « © a fl fl 2 B ts^rl a O •h o O o'B ^ b ® ?!2 P ©B-H * dsBB ® ® © c3 a c3 Sp-ii.°.o .©^§.SJ S J S a .2 .2 £?8|gg =5 3 3 ooo- Ig 'M cs S og a/d Ir >jC2 C2 tCOOSSS^" 1 ® © © f*3 a c3 43 3 5* PhP-44 -id © rd rd a d d ^ ^ OOO^Jzj&O. O Ph 32 r^HH i— < • . , H d d ^ c3 ® c3 k aOO Oo-go| 3202 0202 0202 ■P 0®s« oj3 B o a *-«H •1 :h ! bfl ; a a . © :N a o ^5 rd a a >=— a § 'rd © © -p«2 a J-, Jp-e^ d O 05 o a ©a :=2 Bl'ab a a^ ® “SB © U1 I'lg'S W^M >^>5 sa a ® b° &CQ a « I © 2® a =3 5W fc” S ® ® & p oi sw © © a a s 2 2 " © o 1 <3 c3 02 72 © a 32 -o„® § & d QO d O ®cq O 'g d m © ao coTjncot^xooHN co' CM W | QC ' I : ° ; eouis jooi[os opijnaios pajejud | | ! I F EDUCATIC • rH © • )N. unoA oiui9[)T!0'b jsoj jo osojo 90 ms oSapoo pajajug; s 1 ■ ° i rH 05 rH • • • CD • • • i • ‘9§9[[00 UT os.raoo orfijueios .ioj’gouTjdoij « 1 1*4 1 • o j • Ifl o • • < ro • • CD • 1 I> OCD • ID ID • rH rH • •epuno^ j * | o o • co CO ; ■** O OO ON ® o r-\ t~<0 T-< K to i | et 460 65 700 OO CO CD O o t— ©ID CD rH ^ ^ ID O l> •eiojoujjsni opsrae,! X) H- rfi • Cl ; rt» C5 O'*# ID CD Cl 00 05 •gJOJOnjJSUI 9X«H *> 1 • T* CO • • * O • • rH C • • • i ’n • « • » • 0 9 • It • • • 1 • ®o © j ; N«H jo ! ; CM • • • • 05 o « rH • • ^ » Cl t> O • 1 • • • CO IO • • to • rH © © • j • iO to © rH • o • rH • rH O * MOO *1-0 lO • O • Tf • rH • ox iO ic CO CO • oo iO 00 t- IOH t rH LI ... • oo © ; cm CO • © © IO CO rH ' rH CM CO • O ^ I .00 O (MOO CO < r-l • • N TjiH CM O rH T* O © © • • t- t> 00 rH CM rH • • CM © CO CM ^ • tO • CO tO 00 t-H t- ;hh cm oo « rH o o • qj o ^ (M T-t • 00 00 © ‘A o rH rH ! °° © © © CO • © ^ © 00 t- O • CO © rh 60 to 00 © CM xf< CO © • © CO CM CM CO x^ • CM CO rH CM rH x*1 CO O OOlOO • CO O rH CO Cl Cl CM Ht< ^ • iO CO H o tr¬ ee CO © © ^ iO GO © © IO © © rH CM © 00 t> CM rH CO rH CM CM CO © © rH ^ CO tO • • • © © CM CO 1© o oio* r-4C5 O C^ iO 00 © ©©ic-^ir- ^ © to © ©toco © 00 t— tO rH © tO ©XJ1C0 © ©CMtJ< CO tO © lO © 00 CM CM © xji CM xjl CO H CM H t- (M i n oo rH oo ; o «© o j CM rH 00 CaiM-^IMiN ril03 f 1 c ) ^ pc P.E . Cong .... Non-sect Non-sect Non-sect Non-sect . 0 ; © ; • © © ; • 3 2 fcog- fee § §§W. g \ {zj o P.E . Non-sect Cong.... P.E . Non-sect N on-sect Non-sect Non-sect Bev. I). A. Mobley, A. M., president. Bev. David H. Moore, A. M., d. dm president. Mrs. Anna Palmer - - - .... Henry E. Gordon . Bev. Mother Carola, superi¬ oress. Frederick S. Curtis, ph. b . . . Bev. Guy B. Day, M. A . Mariana Slade Hopson and Anne J. Stone. Dwigbt Holbrook, A. M . George H. Tracy, A. M . ■VV .T TVa-cria Bev. Elwell A. Bishop, A. b. . E.H. Brewer . . . J. H. Boot . Bev. E. E. LeBis, school trustee. Miss Elizabeth H. Haines. . . J. H. Hurlburt . . . Mrs. Bobert H. Griswold. ... Bev. B. A. Smith . J ohn K. Bucklyn, A. M., ll. d. Lincoln A. Bogers, A. M . Mrs. E. F. Ayres . M.aona T? O .ln/1 S .T TtflTlffo 5 • f 1 5 L fc 5 "o r; i ® 3 . G s Ph . j g . I U } l H u n co 3 .2 l t « * Gould C. Whittlesey . Miss N. F. Baird...’ . Miss Henrietta Meeker . Bev. P. L. Shepard, M. A . James Betts . . H. TJ. King . . . George B. Glendining, A. M . . Erederick Sedgwick, A. M . . . E.E. Clark . . Mrs. E. E, Clark . John C. Brinsmade . * 00 OO GO GO CO c CM CO cc 00 (M0h*0 t— O'! CO OO 00 00 0O LO CO x* 00 © 00 f- t- © L— tr- CO OO OO 00 00 00 00 O CM 3.2" 3 .5 © ~ cS flHpq a a a « § © OW Stf © © .d a © a © H _ a'O § a a0 a a ktG) S ax p § bx© © a oq 3-dO G> ®oxg.2 a* © a § 9 £ 1 a a ® go a © g°„ It ^ ^.d ^ «'S 'a aa'd '’S ©aa a © St) <3.9 s^s>» ® © ©CO © wpq pq ooPfiOGW W MphSE fr a fs‘S -a © © ©W a o W x © © a£ © ©;s:3 - ©a a 9 3 35 iO S h g.. a a § a a S © ©o oou a~ a a' •a © © j§ C3 b. 33 a a a a a © eS i> a a SP ag a o 5° - a a flo® g-s0- WPh a ^ ^ a © © © aa|aaaa« MGgaaaaa a a Sflgoaaaaa § 5 .® o o o o o o QO^OOUOOO ja'V o" '£ a" a~ a* 3 3 .2 § PcgcgcScStScg ilfUllll :I !l a« © © :rj> w® a Ills -g « «.s OjHCO g ® fa b£ © SaSiB art1© © o§£3 r© © © h-^ © PHH ho. w * t>3* s t • *■ :VI ® a £o | © a © 5 a ©-©<1 ©'S = ®-g g >,◄ g Ur.CC :«2 L54 ' © ©ai D fcs.d.2 a-§ a bo r a a © b © « a © ^ o’ S © • fcC a : a • o J H © * tl-S © o -geo © c © S . © © o m © o • >> : fe’ © :a :,2® 2 o . _K © a - _ . ‘ws^'sS?H-slSr ^g^Il^dd H © r— l y 3 3 .©as 3 a^§ S'a'l'a ^ |§|||g| © § Jj ©a ® g 2 0^5 ^rOr3'*J’3 cs .3 a . 1 © © cs a 2 -2 a ta © ^o^^h'5 g aj'g©2”f~^ © = & L° iX- ® © © bJD -.-S © © • cs $ a a 'aWr a ^36|§ © ^ SlW'S-a^H S3&W52,2&S;§ S|!l|§|a|a 30 E rit)m lloport of tlie Commissioner of Education for 1881. 0> Has become principal of Harmon Seminary (see Table Till). Table VI.-— /Statistics of institutions for secondary instruction for 1882, $c.— Continued. 466 REPORT OF THE COMMISSIONER OF EDUCATION. Number of students. oiTuopijoi? jent jo osop oouis xooqos optjuatos pamjug; 8 1 1 0 ; O CO i i i i j o . o • ** ‘jnaA otraapuou JO 9S0X9 ©OUTS 9S9Xt00 pa-iojug; H j (M O • j • CM j m CM 1 o « •9S9X109 Ut 0SJU09 0TJTJU9I0S JOj SuTJ'BdOJj; - rH O CD O « rH • ! . o • • CM rH O j i ° * •93'dixoo ur' 9S1U00 XBOtSS^JO J0j'SUTI'8d9J eo CO "g r»< CO CM o O rH • in • CM • •®l«M 2 • ^OOOO m mo • rH CO CM l>* CO rH CM iIOON io OD 00 00 (M ■c^rcc^in 05 <£> rH o> • c I o i . o . ’Fioi * O CM O CO O lO O CO CO CM CO ^ CM CO ID H* iino^o oooo-^co • lOCO'gO 05 05-^05 270 117 •SJOJOnjJSUI 9['Bra9kJ « o • • j CM rH • rH CM CO CO O CM CO CO : e CO CO rH •smjomjsni *• | CO rH • rH rr T* rH rH ■ rH CO rH r* j CO • rH 05 •uoTjcuiuionop snotg ipg; ; :-g : : ® W g I Meth ... P.E . Non-sect Non-sect Non-sect Non -sect »3 ! a © S !! Aon-sect Non-sect M.E .... ,R.C . Baptist . Non-sect Principal. © 1 H 1 cof ggc & *\1 <2 ^r: M P Augustus "Whitlock . ,rd • • ;§ g : ; •sr-g is • ” >5 © • cs i-s ip-sS *1 © -<(5 «.Sg® d 2 ‘ l^O’S Jbj wps « waF Ni : < a « ; co ^ ’> a,Loh s2°!pS =1 :S^S ' WpH(^ Isaac T. Johnson . Dr. Samuel W. Murphy, A. M James H. Crabb . Miss Lucy A. Cross . Rev. Samuel B. Darnell, B. D. Mother M. Felicitas, supe¬ rior. Rev. J. L. A. Fish . W. J. Bowen . •UOI^ZIUlsSaO JO 9JBQ lO |>' CM rH CO O COCMrH . 00 O CC r— HLOOb- oo co *— co .cocot^ 00 00 CO cc%0 CO 000000 1 cc t> cocoooco rH HrirlH rH rH rH rH • H H H nrlrlH 1868 1880 1875 •jejj'Biio JO OJ'Bd M m 5 1 CO i t> CM •t- • CD -H .00 • CO 00 • rH • rH rH ! o ;og * 1 < o o 1876 0 Location. . « 0 a o O c N 1 J 1 P Wilton, Conn . Woodbury, Conn . Dover, Del . Faulkland, Del . Felton, Del . Georgetown, Del . laurel, ±jvl . . - •< Milford, Del . Newark, Del . Wilmington, Del. (4th and West streets.) Wilmington, Del . 3 p q£ opt fcpeS %l at Jacksonville, Fla . Jacksonville. Fla . . Key West, Fla . - Live Oak, Fla . Milton, Fla . 6 I H o . o * o xn 5 © o o S 2 § g .1 ci & I!j rO 77 -r^ ^ b 72 p Wilton Boarding Academy . Parker Academy . Wilmington Conference Academy . St. John’s School for Boys . Felton Seminary . Georgetown Academy . jLuiuroi ot)iecu ochoui * . Milford Seminary . Academy of Newark . . . Friends’ School . Rugby Academy . >5 a © — c ©3 <* r- a. §><* S p S c a > Cookman Institute . Florida Militnrv Institute _ Convent of Mary Immaculate . Florida Institute . Santa Rosa Academy . I H (N (M (N (N STATISTICAL TABLES. 467 t 9 j © © • rH • t • i • ©...©■ “ rH (M ;© © rH tH © ID ID © © © rH © O CO ID CO ' CO ^ lO N (M lO • 00 © • © CO CO CO 7^ CO - CDr^lDlDCq^ © • !> © © © IDt^OOCQ© CO H<(MHiDiD ©©©Dl©*rHt>»tDID© « CM CO CO ^ CO l> rH CO © iOUOiOrM>QiOvniOOH<<0 CO©iD©t^©CO©CO(M'^H rH t*[ »D © C<1 00 00 ID tW rHOOC^T^^lDCOlDCO©© ©©t^OOCO• 00 ID CO © CO T^CKMHHOO 'Ht>Ht> |t-l-NtOO jijqeo T-dNr-UMtMiHrRatM *^iM 1C O rH rHrHrHCQ • HHNHNWH • rH • tT PS O .H 03 fH i-l rH rH rH co»'HOHi>Hi a • < t~ lO \p> t~ 00 00 00 00 r~- 00 JD >1 OO 30 00 00 00 00 CO 00 00 00 00 ■< ©iD©00» ID 0O i CO h* lO h- X) 00 00 oo 00 00 CO 00 00 00 00 00 00 tCOCCOOOO 1852 1838 1876 1877 1862 3*866 1867 1858 1868 1847 1856 1870 I i i i i i ■ at • ■ ■ ■ ■ < i • ■ i 1 • • • i < • * • t i i»/y 1882 1873 0 1881 1875 1850 1872 1838 0 » fr- ' r-£> • CO ° • • • 9 9 9 : :© ; • a 9 a • 0 olLtL nujrou'’d (••■■> C^rS ' ' ' | &j cS c3 c3 • : ^ g" a © ®~ ®~ a « fgS3 SSOd > a V > > t> > 2 te ® ® ® 2s; s.a.a.s 5 J a a a S 5 3'« xrrutui y , uci . ...... .. ...... Antioch, G-a . . . Athens, G-a . Atlanta, Ga . . a a < SWC a" a < ||j J a 8® S~43 J m ^ a S bj ! ^ H Barnesville, Ga . . Bartow Iron Works, Ga. .. Bellevue, Ga . Blackshear, Ga . Bond’s Mill, Ga . . . . . Boston, Ga.. . Butler, Ga . . Calhoun, Ga . . Calhoun, Ga . . . Camak, Ga. . . . . Canton. Ga . . <& e ij 0 C3 'O <3 ;w .« 1 “ r. cs 0 Cartersville, Ga . Cartersville. Ga . Cave Spring, Ga . Cave Spring, Ga . Cedartown, Ga . . . Cedartown, Ga . Columbus. Ga . Columbusj Ga . Concord. Ga .............. Conyers, Ga . . . Corinth. Ga . . . • ■ • • • a 1 * • « j a > : 12*4® 'll if® SHr©'g^2 ; ®43> ' r s a 0 OOOO W U © •S P s'-1 § &x? rd g 0-^r| Son -O fl® ■ ■ © . => § s-dri ©-g © n ^ ^ W « 2 7^ 'stsj^^swi >--g|^So 2-H-H hg S°Si« > uOtr)” Cm c/J 4^ (D O S %n a -Q 2 rt’2®gc3'tlrtj>5^'g3 f2 8 S'© ® © g ^«2M .+3 ■ *-( .a > H • O » © --o a S t>^72 9 ^ ^aaigsa® 1*1 a^-s g-fig's* “ ^ ^ - " ©3 « gW g ®-£A *r * P>st>3 £ e o .R l« ^ >2 - - "a 888% >-.l O g a *® ’ o^'S ^ ^ r d •J g£-*-g:=i a 2 £cc g ©2Mag.oc®® a^ ® 9 S 9 “-g-g Hf.1 gW H-g-gS • © o g a Inal'S fl'£'Elo-®o®2^,fiS'S3 «h> rg « ^-g.9 ^S2 © § §co O a © a© Woo W02OO ooooW a t^H ’ © >sH s,§ a a ^ A S So® a a « ®H g ?aJ S-a a^ NMtHtOtONCOOJOHW cocococococococo^^t* iCOt-OOQOi ICC0000050HIMCO ID © N(»050 lOiOiOUOlOOCOOO COOCO CD CO 'O t>- HHrtrlnHHj-IH HHjH HHHH From Report of the Commissioner of Education for 1881. 6 Has since gone to Corinth. Female College, Corinth, Miss. i These figures are from the catalogue for 1880-81. Table VI. — Statistics of institutions for secondary instruction for 1882, HlOT?<^^ • »05CilO(MC0 • 05 00 CO CO ■moj C5 OOiOOOCOlO^COlOOCOOtfilOOOONO C5|>C0050000COOO^jC^lC»0 50 97 150 124 80 •ejopti.tjsni oprao j •sjojonjjeai oppj; I 03 iH 03 03 CO 03 CO 03 r-( t-l CO »— I 03 CO 03 •O3O3 03r-4 •uoijBunnougp enotSip'jj jj © o © ® ® • ri CC Op CQ a, cl a a « o © © is a a a P'S, .© O © © 1.o fifq • 'p • i§§ :g.8 : 3 o 1-s o : ■ :h o? a s -(v gj^ e> -.a ^!oSsf2 S> C00i©t0t»t>00'c © F» k --P « ® a «S <3 OC5 s^H«g-ga^,gt;^|il|| .a.slS -+s^ S § mcecG-gaa.a'gg *3 a ©.J3 a «£©3^j’3.o © o o 2 '3 '3 a u QAQQftHHHHpHEfcfcfchOGCtJ© Statistical tables. 469 • e ; • | .wo *o ; | O rH O • ; • • O • O ; iH (M O O ; oo J ;HOH ; CO ; W »(MOt>CO • • fc* • « ; • O O O O • rH • CM rH rH rH O *10(0 0 O • O rH rH t4 * O O ON c TH (M CCdOOOhO H< lO rH CM »H lO rH • lOlOH© HO • CO 00 . CD • *• • • O t#1 ! i-' ; ; ; CO • • HOO ' • • a • rH • • (MOO • O • O OOOOO noHoij l> • (M lOriHiO ^ • o o o ^C5C0(MC0l4O(M rH rH (M • (M Cl CO O lO t> lO QlOlOOO • rH H Cl H Cl C1H«H CO lO lO 00 (O rH CO lO lO lO o CM Q WOOOOOiOO^OOOOOiO^iCiCt'OO Clid^O»005ClHrj|>©Cl^ 'OHO^CO 0 10 10 14 'OH HlOlOlOH CM WC-COHNCOHCDCICIOCIH rH rH • LO lO C* (M Cl r-l H (M ■ lO ^ ^ CO CO CC (M tH t— H • • OOCOHONWO^CO • (M^WCUOClfOCOlOH • 00 OOOt»Oa)C5lOCOlO^O(MCO^lOHlOlOOOOH O O O CO lO lO O COOIOIOOO c3 t» lO HC1CIIO © ©COH5 rH CO CMfc g § « (_r flemg oiiia1 8 © © oo cs P4-' *; qfi .rt bC^tS S^’S t£©*3 2-S WWWW M M W M □ p*L-j c3 c3 ’ 57:050 qqfl«||q = w a ^ - _- O O O 45 S C 0 ‘C J.- ts g.S.2.2.8 ® .®-g ® ©5 . . . >j a a b8 o a go 3000 a a a~'£ s' s' 9 5 w® q g g g ^ ^ ^ ^ ^ O O © O <13 rt} o £> c3 000^(5 ■ -O . o 050 aO^- ®0 »®'0 ! -® ^©q* p»» rr'h += ttrt S a'O 3 g § 3 ,k © £ £ g =« u s © 5 s -§ a s wU* ^ a o|||gfeS.S.2|q'§3.S§§l K fc 6 o P4 Ph fc fc Ph Ph © « PS C3 PS PS PS ;-35 §•§ K'asjT h a afifl o ^ © © rH £j, g I © >w 53 ■ -I * OoSti "* • -“'^•1 I^IsIm- H g -rt W72 ,a _ © ^3 « g aJ Sf3 q rp a 5 ®£ §c«fi-3 S»g |^a?«fesl^-.a«5 5|©sS9s<^,ko^’d.2® §c p-^3 -a.2-S20®®®g® 5 rtgo » q S ai.53 ® o o ; © ; g© '3 ' ■ «qi o —' I1 02 mo-3 “ 71 9 §2^ «3ff^ : a ! ® ■h ■qJ %s £3 |Wg§S|w^ 3 0 ®2 a ® © © 4^ -♦— ' (-» L*. M ^ 1 1 gi! ^ ^ § 111 a^-S © in !3«>g >©.33 cc^co h ■ ce >>« ia a-3t ©■ -gij-s §wo3 r2 3 CC 3^^ ■p q q S -tj a a © q q nq §11" w H cc I !“ _ raqjr9q3aj MS g.s»q P H P.P PS* c3 - © i -9 © CO © "a s © •d _ . . p q-^'rt fa © g® ® Sqg f®,qq q © o .S’© © .X"qa -3 ij =3 43 d ®co w*4^niga3S'-i^g'|3t rT> ^ rr*. . QJ . +i hn r) d .l d ^ IS ® >5rg'aiW a? g ® g * q "H 3 ® 5 ® S3 SO 2 q ®*S^ ra«r^^a®®0m97®^^^°O 5So«£oq.9goS <8 -*='.'? <= 9 I q3‘q' 03 g“ OJ0 d to ®w ® a =3 © h£4 . _ _. _ _______ _ 4MCO- * • o CO o • • rH 5# CM rH CM •©3©xxo© ui ©sjuoo opijuaios Joj'Smjud©.ij; 1© o- O • tO rH CM CO 03 CO • O CM O rH • CM rH OOO 1 10 •s©Suuguux ujQpoin uj | 14 I 00 OOO O H< CM to I to I O rH rH rH CM • »H « CM 00 o o •©siuoo x'Boxss'bx© uj 13 HNCOHI>iO l> CM OCOI> 'OO OO rH . riH CO r— 1 • CM rH CM • CM O CO O IO » rH tO rH •0Sino© qsixSug; uj i « 1 * 00 m O ic H H rH 00 CO CM • -OO WO |>H«ONO^ TfiOOOOOOr* CO LO ^ • • iO iO 00 rH Wt>OiO>COW •©XRtu©^ | 11 COMO • l>(M CO MC5HOHO IftO 00 CO rH CM O O CM LO L— 'COCO CM CM CO CM lO LO CO IO t^O CMCOrHiOCMCM •©IRK © lOCMCO»Cl>H< -H W CCrH WOOQQrjUO CM rH rH tH t-h •saojonjjsui ©xuniQjj; 3D • eo < HHH CM Cl •eaojonijenT ©xuj^ •uoijeuimouop suoiSix0?! a ac P a< a oo.ceo pH IN a a o o 03 cd i-2 ^ * a) a a 5 OOP, iap S a •£> a a <^l Nw : 511 gji&fiefi or r3 * Is^h gM OhWM^‘1 o a a 3d ; e ; ! ! :* : :ia § : : : a • ; ■ ^ ■ ! s a p £ ■ ■ bD : H a a • : ◄ ® ® • g o o • 03 S* • •f-O -g^ g-s g g* .a^ • a o • q, -a TV rj P P P^ • (V;rT "■ ^ *3 §^3 Soq N^JpW © 1 g-g OD • . 00 L - If ftn pH © cc t> J 50^0 or3\JrP N5 •HOUl'BZIUUglO JO ©jeer O -.a o o D'3 a ®-a.a 5 a HHHHHP o >4 >> :p 2 ; -a 03 . P3 ■d ; ® 2^ ®J §2 ®4-pP^h r 2f-g 3o®' « M -J3 ^ <1 g; ◄“iflgg' =5 «M g.2feL 8 © fc a r^J C3 g|a >> 0 © 03 O ◄ ■3 goa* I aWq s ©►! ; | > g g?-* 1 a IWotaN ceO :h I'a i. a o 03 cS,5< R © ,a ^ [m"| '? © © S ® M U fe fcXT1 ® ^ © tc © fcaaP la’©! g © . 020 WHW m g*ti us Mg.g 8g«£ a o a Poo 2 o-p .•a o a HHP t>OOOOHCl CO H< LO cc CO a o ^ Tti lO O O LOO LO lO iri 1C O CO CM CM C4 CM CM CM CM CM CM CM CM CM CM CM ( GT* M ^ K1 CO ^ CO > o o co co co co to I CM CM CM CM CM CM CM STATISTICAL TABLES. 471 rH O j O (M j • . c0 iH'CO CQO 40 • t> • • rH rH ^ rH HH rH j tH • LO tO 05 O LO • 00 rH rH (M • rH 13 10 72 *• ! ! • ‘O ' r3 • fl eo 00 0 00 o' 0 • 0 to 00 co • 0 0 co ■ »o I O O C4?OCOCOCO^ *00 Tfi CO • rH CO • fO * rH to to to • O ■<* • O O b- 00 • « PH a Bev. Samuel L. Stiver, A. M. Miss Mary J. Holmes . Miss Charlotte A. Gregg . . . Sister Borromeo . Zuinglius Grover, A. M . Mile. Clemence Broussais . . Prof. Robert Haentze . .T n HtnolVo * d • • • a : g J : : ! : 3 m : : j : *2 -9 : : \ : m © : ® 2 : ^ h : | <2 • cc p • i? 1 1 « 1'H ] 343 c« d ft. © t > OT N PJ M © F i| S 1 , >W J g O ;* g 4 ;d § 3 ni'8 s Granger, superior. Brother Adj utor . . . A. B. Chilcoat. sun’b. . J. Y. Coombs and Alex. C. Hopkins. G. A. Albers . Mother de Pazzi............ \ H • I : 0 : w i 0 i ’«* : Pi : © • d : ‘3 : pi : 2 i 1 1823 1829 1793 1827 1873 1860 1833 1873 1880 1849 1874 1857 1859 1857 1881 1860 1873 1856 1873 1876 1871 1873 1871 1881 1855 1872 1846 1860 1882 1864 1872 • * 1 * w • • CO 0 O CO ■ • * « ^ w • rH rH rH rH • • 05 1 tO O » • ■ ■ ■ a 0 c 93tfct © a a s c3 ctf cc Wellborn’s Mills, Ga . West Point, Ga . . White Plains, Ga . Whitesburg, Ga . 'ZftTv.iIrm fto • • ■ • • * > t 1 * 1 1 1 I ! • • 1 r J J p 5M dn « i a M - a o-2 1 ja -§2 2 H HH P Bunker Hill, Hi . Chicago, HI. (418 La Salle avenue). Chicago, HI. (15 Sheldon street). Chicago, HI _ _ _ _ _ .... Chicago, HI. (985 Wabash avenue). Chicago, HI. (1555 Michi¬ gan avenue). Chicago, Ill. (117 S. Robey street). Chicago, Ill. (420 Wabash avenue). Chicago, Ill. (275 Hurdn street). Chicago, Ill. (2535 Prairie avenue). Chicago, HI. (16 Brown street). .g" ' Chicago, HI. (103-105 Ash¬ land avenue).^ 3 5" oA 50 S c3 fc 3 © c 3 3^ J OP Danville, Ill . . Danville, HI . Des Plaines, HI . .1 ner of Education for 1881. : t ? : 2 >» •.9 a >> : a ® iwSl ©A | ©t~* w - 3«gg§l5gE? °Snaa^S® -fl ^ ‘ii "2 o rr! o © •—» f-t cn oj^pC? c3 3 S3 © 9 ^ .2 p 3 H Jf1 g ' v> c« © c o g p- © S-g-dP 0*43 M " CS o © o H3 p<02 W o © rt P.rM © © P © '»•"—>©' ■ a © P * HO Hh fl PH So® O P 03 43 nj •fi -go 2 O co S3 co 1^8 S3 cS P 43 03 _© 5 ' cS _-1 2 'o 05 a • © a <2 VS? w S bo .© H £\S Q * g | <26 1^-1 •2 -”l-i f|a •3 ©M § .P ri » 9 S c3 •r' M 2 2 r-3 c3 ^5 . c8 dS^ o ^ ^ 05 O rH CM CO CO Table VI.— Statistics of institutions for secondary instruction for 1882, ij-c. — Continued. 472 REPORT OF THE COMMISSIONER OF EDUCATION. ~m«9A onnapeo'e jeiq jo ©eop eouis jooqos oqijuoioe paia^ug; *.re9A oxaigpBO'B jeiq jo asop earns aSapoo paiajug; •oSapoo m asjnoo oqijuaios .lOjSnu^daip •asapoa ut 9SJ1100 JBOT8SBJ.) JOJ SlIUBdOip •89SBn3UB[ n.iapora up •aeanoa peoissiqo up | ^ •aeanoo qspSajp up •9pBm9jp •91BJP 1^01 •s.iojoruput apraa^p CQ CD O 40 O CO 40 40 (M thH _ up t>' > a .2 i t* a i«w. p © : a ©M O ra® :cq is p£ S- &.s iz M to >.a 03 © © OPMP^Ph :£ : 2 a b a . cs © &S1 : bg Sc g 5 © !'© ®p © .nj M , ® • ® t>>B >.-M3 b O C'b3 o ctr) Igs-fS lill" C/2 © © S ^|P.2 p.g §2*3 » llQS°l P . o cS g « © 03^ c5 : ;'3 ;® § •3|co.S es* a 3 M S: a © * o’© poo a 'l«-si |hM bio 53 • o a- odHPhP-. Cq CO Tt<40 O t> CO OOHC1 CO O O OO OOO OHHH ' *-h CO CO CO CO - CO CO CO - CO CO CO CO coco Ot'OOO HHHH CO CO CO CO STATISTICAL TABLES, 473 O O • O t> -Ttl no omot-oooo co »CO NiCt>OOCOOO CM •COHC1 TH HH, MNOON OiCN^tN CO 0 o ^ W«i ■«! ® gjilg S3"l5 M flr4 ® h . ft a ft © ®oSS+> g >,.2 EHPhOcc H _ „ M'S 3 -J- ^ u LJ, «s 'org ^ 2o 5fe§Sl|§ # ©T ^ 614WSB P^i-sP freed >> _© r3 . ft © Wg §1 c8 © aft W Wa' g.S _ . O r-1 r • ft • © Hi*© $ ’53 © © - o- lOsO I 00 00 00 00 lOOOO I O ^ to > 00 00 00 00 C5 l© • I ! I co loo • m 1— < • N O ® > • B • » O Tf . 05 00 • • ■ 9 -HI • ■ 9 CO ^ . » • 00 0 9 • • • CO : CO • 1 0 • 00 00 • • 00 9 1 t- 0 • 00 00 • r- co • 00 00 . 9 00 ! 10 9 00 1-1 ^ : 0 • JH ;HH ! rH ^ ;HH . .rH ! • rH rH :r-‘ : : OOO^H^ODM^kCH! coi>r-t'«t^coao< ooooooooooooooooooocooc ft I C J3 H*S © Ph ft£ .2 b a a PH*' W © a » o pJ : j ©~ s :r5 o : ©-.2? ^MOtS - Sifll 2^113* ■Sg&sg1 I^.|i3| ,al|p ■S|i!«S. Hi © fet ® ft O^oKi' wcccet^ ^HWfrftfr* q £.a£ 3 - - P -M P n=J r^J • P H -s p p ^ ^ -T^^ScJd'fl' cT*P ® ■ _2 ^53 .rtpH^ft ® h ATI M Pi c3 O L ^ K h fi*H w 2.2.C Pui £.3 § g-3 ©<©<© ■Sgc-g § a-^;S:2;2 =2^ ft3.cs 68 -S O ft.®p2 ft ft ft's ^^^^^pqpqpqwpquo o O g o - CS cS _ cs 1 ^ ^ te ^ OMM ©M S^gtf-g ft ft a1® 15 IMII © © ftfti ft RRfiWH >4? 1 a © ®i-i 1 £>«} © SI © II, H2 r- O < >2 ft •■ a ©>h ® rt a „© © ^l|?|3ll O §‘ft— ©02^3 HoqmWRcoO H ) CO CO OB CO CO CO „ CO s.£ ^®' IS: PrH * e-O 'ft © -g H -^g|2s ::2,^|§cg jii gg^gs • -H 01 o . . )lO c~ CO CO CO CO < io io 10 »o co Also four temporaiy special teachers. Table VI. — Statistics of institutions for secondary instruction for 1882, • © CO lO rH CM rH • rH • H< • rH 1 © © j •ogagoo ui 98xnoo opijuaios JOj’Suxjcdajj; 2 1 i wo • © :^ lOHH O CO tO tH CO rH CO © j lO © * TT CO CO CO © © © © Hi lO tO CO © rHr-JHi JO CO 00 tO »H rH gl rH JO © rH 00 rH COCCCJO •siojanjjsui: Q^raoj GO H< M© (M CM • 05 05 • O O O . rr- rH • 0? O a © © p « Ph p- © §2 s ' ■" \l. . jSE j a * 5- IS : p • H ! «S il > • <3 1 • H i «b ■il s ■j^i2 1 r~i rw 0 :-p P c |f^<1 ^ i p IhPh C T. F. Tobin . . . James C. Burns . Prof. I. Loughran . . •uot^ziubSio jo o^d r* 1 1848 1864 1882 1879 1875 1872 1872 1875 1881 1844 1856 1863 1872 1873 1876 1856 1852 1871 1874 1876 • jo^JBqo jo 9%va W 1 1847 1873 0 1875 © © t> 00 © ° GO ! IO CO rH (M • 00 0 co cc 00 ^ Location. ■ 1 • • ■ ( 1 • • * • • c3 j - • • > P CS C! S o £ ^ fe ^ m §-- ~.jH p2 1— 3 %% loi H'i r bWM 1 : £ is > 0 c tHh L-f 5 i ' : : t. 3 gj flH ?SS c c 3 > 5 c 4 e f « J P 3 + i * 3 ! i i r 1 ^ % 1 0 1 ^ 3 O 1 h i t : I © £ SFi Sc * ce : *3 • oM_ •h+t id rt-el : fe.S g 1m.Ph « « 3 Sr, ffl i ‘ ^ P^ H 5 9 J ^ c3 3h t 3^ ©2 ^ >0 t • ta : £ •M c8 «3 Q ^ 3-iH >;-P ® P 3P«,=i O 1 fe Academy of Iowa College . Lenox Collegiate Institute . Humboldt Academy and Normal School. Preparatory and Normal School*.. Jefferson Academy* . >j • t j&l VSs '"Si <1 A ! 5 2 ! ju y 11 11 v 1110 . Riverside Institute . a - Western Normal and Business In¬ stitute.* Howe’s Academy and Teachers’ Institute.* Hazel Dell Academy... . 1 - - .9 a §7 9 ; “f ^ £ > C U 2 ■9 i © + 3 ) 3 h i! : i E 3 - ■i : X ! ! S v i : <§ • ^ | : a < '.g'Z V H §: « 3.9 i j j ip g'lJ 3gp, 5PhO 8 J- I -OLOctU.OiJUty ciliu -L> U 1111 Oil . . Tilford Collegiate Acadenup . Washington Academy . ; . Waukon Seminary . h0©0©0l^ COCOCO CO CO CO CO CO CO CO rH ClWtHiCOt* O t'- P- CO CO CO CO CO CO CO 00C5OH r- t - co co CO CO CO CO STATISTICAL TABLES. 475 [ 2 0 t> O JOO j O jOO J o | ■ j • | • o • • o * • IO (MO • • O • • lO kO *o rH T* O O O • O • O 40 oo CO rH J • o o ! o ! ^ rH j j* • *03 • rji 00 O CO 0^0 • O • Tti rH b- 00 • 2 23 o o O t* k& O O CO O 00 lO rH o 10 81 0 i o • • O • i 3 20 01 20 OOOH • 00 • CM CO 1 lO (M O rH rH » lO 14 • 00 • o • b- *4C ^ 1 (M N O CO • rH ■ (M eo eo 48 81 20 63 0 30 a89 35 23 o CO rH X 00 - 00 O (M T* ic 40 00 O (M CO (M l> eo CO tH CO iO ■ ! ^ r— 1 <£ i 1 ! P ! t ■ % J. W. Newman . Rev. Daniel Stevenson, D. D., president. A. H. Harritt, president. .... Miss Mary C. Connelly . H. J. Greenwell, A. M . Mother Helena Tormey . Rev. James P. McMillan _ Sister Theodosia, directress. Edmund Longley, jr . . . . C. P. Shields, A. M . Rev. G. W. Flowers . Frank M. Johnson . 1 i i t i I i 1 l : i i 1 % © a wg pV « . © > ii i . L 1 president. $ J. W. Parish . Hon. C. W. Threlkeld, sec¬ retary. Miss Mary L. Hodge . George Hamilton . D. B. Robinson . . . James B. Dunlap, A. M...... Dr. M. L. Bourne... . J. L. Irvine . . . [ 1870 | 1880 1870 00 oo I860 1855 1803 1880 . 1835 1814 1868 1820 1860 1874 1877 1835 I860 1876 1846 1871 1868 1870 1851 1849 1870 1870 1869 1847 1881 1860 1848 1834 1880 P 0 i 1876 1864 1880 1840 1829 1872 1830 1860 1876 1877 !* ! © £ |J ! © i a l< ■5 > 1 r © 0 bj ! g 1 c 1 ,£ 1 c I a 1 ^ 3, >3 1 ~ ©fg 0 bfi , ! eS cS 1 g-jf , © a. 1 rS = 1 O b i a a 1 Barhoursville, Ky . . . Bardstown, Ky . Bardstown, Ky . . . Near Bardstown, Ky . Burkes ville, Ky . Calvary, Ky . Carrollton, Ky . . Cave Spring, 'Ky...l...... C olumbus, Ky . . Dixon, Ky . . > ti rS > a ! E 1^ It •3 bc> 1 l •Sf l n ! M 1 •3>3> IM* Hi 3 -bd ^ ] a a ! e3 c. Frankfort, Ky . . Gethsemane, Ky . Greenville, Ky . _ ? Greenville, Ky . > Harrisburgh, Ky . i . . . -fj Henderson, Ky. .......... Hodgenville, Ky _ _ _ _ _ House’s Store, Ky . . Hustonvilly, Ky . . Lancaster, Ky . . . Lancaster, Ky -f . . Loretto. Ky.’. . . o >3 r • . . A q * ; ; © «s ■ • ■ ^ U - ‘ ' ' C3 1 V||-; 5 §Js| ^rj w CO H J® S Q a g » 1^3 ®3 § -go q o -p «s tf.O- !!i| s&sSJlp 6 gp §£<4 g ,L 0-^3 te'S-t^ g |-g S J * © © O Sfllfc g g CM pq p^pq a | 3§ c3fo , g’S © r® M £gg O ^ p a O O- 0 c3 e3 PWW ! =3 bJO © s’! §%&■§» ||1 1? 1^3 U g SiO°rt bfi1^ © ©a © . g-a> • > .kj^ij o *5 CD ^ -o P O *4* S. M0 ® n 73 S O | § ^ f a >>^o •ba o fl a.ri d S3 § © 5 1 i®cSf;®-_^aC5kIkil=s& ! WPWwmP Ho 'o g 02.3 -a a bC® Wo¬ rts a3 0r2 3 ill 3a® s g ® cs.a +j © ®cc: •a by-f ®r a- © o-rtr^ 53 w w tdKHofrPi-1 ^ a: .j-rf A g bfc^j cs P COrMO *0 CO 00 oo CO CO CO CO CO ■^icot-ooo o o o o o o CO Q O HHHHriHN ^ ^ ^ T^i * From the Report of the Commissioner of Education for 1881. 6 No school held during 188& a Including public school department. c Suspended for several years ; some prospect of its reopening in the near future. Table VI. — Statistics of institutions for secondary instruction for 1882, ^c. — Continued. 476 REPORT OF THE COMMISSIONER OF EDUCATION. Number of students. \reo£ oiraopnon jbbi jo osop 1 ® oouis poqos opxjuoioe pa.iajug; | | j j J j w o • | • • • • • • • c • t D © • < M | { 1 jo osop oouis osojpo pojojug^ | ™ • ■ • • lO O H • • < D CO • l • LO H O O * lO • O H H • • 05 © CO j H H j •soSeuSu'BI tuopotu UJ | g 00 lO > © CQ © H © © I "

• o zd *c L ft 68 200 140 43 108 192 135 161 55 fMftiftOXCMftOlft t^lrtOiO HH1HOOOCO|>OCO OHWt- •BJ0J0IUJ9UT 9IDUI9J QB H» t> C© . © © H Ot^CDOOt'h- Ot>0 iiOOO OOOOOOOOOOOO 00 00 00 tOOt^CO 1866 1874 1840 1875 1870 1880 1856 1864 1848 •jojaeip jo qJ'Bq; » 1880 1882 0 i 1876 1865 1867 iiu ouiuiuary . . Browder Institute . '. . Owenton High School* . . . Bath Seminary* . . . Garth Female Institute* . Lockhart’s ( W. H.) Classical Insti¬ tute. Princeton Collegiate Institute .... Madison Female Institute . Miss Sevier’s School . Shai-psburg Male and Female Academy. H aO© OHNCO CO in CD CM 00 00 • CM • CM 00 CO t> 00 05 O O tH CD • CM cm • m 25 73 70 60 40 o CO CO CO O OO I • CC o ^ o CO Tji t-4 iO ^ • • GO • lO CM CO tH CO CD CD 2 CO CD CM • tH CM CM 05 liO CO O ift o (M Tt* CO CO o CO CO O CM • O • MO ^ CO CM CD CM • 00 'CM rH • • CM CO 05 00 rH lO CM o cm in o co CO CD CM CM in o co o m p ID iH tH 05 Iv CM o 79 50 255 74 51 60 22 88 80 154 225 m cm in CM 05 CM rH rH O OHH o ^ rH rH rH CO rH in ^ iH lO © CM CM HH i-» O CO ' * rH CM tH CD • 1-T • rH CM CM CM CM rH rH CO Baptist . R.C .... Non-sect Non-sect ft S Non-sect Non-sect Non-sect R.C .... Non-sect Non- sect Ev. Luth t? n . OH .... Q.a .... 0.a Non-sect M. E.... Non-sect Non-sect !Non-sect Non-3ect Cong . . . Cong ... Cong . . . Rev. H. F. Jordan . E. B. Smith, A. M., president. Mother Regina O’Meara, pri¬ oress. Henry K. Taylor . Rev. Daniel B. Ewing, D.D.. ! < • S rj 1 c3 C ® tn ftK • N ^.3 m d Sis 1 i u ! P- \ t 1 h Miss M. B. McCalmont . Rev. "W. D. Godman, P. D... Sister Seraphina, superior . . Mrs. Alice L. Lusher....... Robert M. Lusher . Rev. Albert F. Hoppe . Rev. J. Scherer, c. s. c . ' Rev. Mother Magdalen . . Brother Oliver, president... _ Rev. Morris W. Prince, a.m. A. M. Burton, A. M . S. K. Hitchings, B. s . Rev. J. P. Weston, D. D . A. H. Abbott . Stephen A. Lowell, A. B . S. S. Twombly . Prof. George H. Ricker, A. M. Rev. Almon W. Burr, A. M . . 1869 | 1872 1822 1872 1872 1849 1848 1880 1866 1875 1866 1882 1865 1866 1836 1879 1850 1836 1851 1851 1868 1833 1844 1823 1837 1874 1879 1873 1840 1881 1877 1859 1850 1880 1870 1870 1839 0 1882 1836 1850 1851 1859 1831 1870 1823 1836 1792 1872 > . a I o fV3 H r 1 $-i £5 * r2 ® a .2 ^ s a 9-* -- (Tl-H o HH rz-X'+z P ® P 'afta ^ > -5 CD r3 6 2 <§ ^ .CP ® "Ha ® +j t>£ a ® o a Oh ,_, » a" ftn >-N ►*§ . ^ . : c3 :§ : :g •rH ; ^3 ZJ ft PS CO CQ CO c; cd «2r-j . . £ O ^ ® o CO . ’ Zi * a ® ° g a ® o ® p _M . ^I5§| " a >J3. 'o«o^ Oftoft w to t- oo os o h # -3- ■># -qi -<* rf ^ 3 Prom Report of the Commissioner of Education for 1831. a No school during 1882 ; to be reopened in 1883. Table VI. — Statistics of institutions for secondary instruction for 1882, ^’C. — Continued. 478 REPORT OF THE COMMISSIONER OF EDUCATION. •jbsA otraap'BO'B q.s'Bx jo qsoxo I, ® J oonis |ooqos opijugios peJojaaT''’ H ^1 iegZ oimQpVoVxsBi [• I jo oeop) oonts 9S'9xxoo pgigjtig; | H ^ | >*«• w. I:? MO1® •9#9flOO UT I ^ geanooopxxngioe joj*Sin.i,Bd9j rd s © o a' a a a © © o 66 6 © ro oo j-j d fl ® 66£ s s a w o oo 6 66 P ® . 3 ©^ 2 c« Pt g£*8? 2 . M.2 b£) rt o M£oo £ § §£? o a .VI m . 3§ M : *< &J3I Pn-gW U) gil| 02PH3 §11 111 32* .2^6 a a . PrP6 .1 £§ 33 i a o . 1-0 ^ * cS c3 ss -P •UOIJ'BZXUbSiO JO 9JB(I > CO CO 00 CO C 00 CO L"- OO CO OO OO 00 • jo; j'uqo jo e je PmPh wHt>PQ M WW n . C3 1 5 !rc3 : p . rt • >5 • cS p ’cpj • a ! cs ^ >5 .aS ; rH a • sp ©rQ .a a o o ;^pq 'iJlS'dMrt' +T Prpjr; © S g'S^ © P p^ p'brS o a 2tH P5a^ !=a‘§iS © ico g S^s ^ p=i ^3 3 3 ; 12 1 STAT IgTICAL TABLES,. <00 ; J O'# • • ; H • • » • • • ©• lllll a § rH 15 3 - rHO *04 LO rH • CO 04 • • COCO • • • j • rH j ■?w . . ~ , ^ B LO • CO • io • • ■ o o • » 04 i • » LO « • • « <> III • • • 0 IO o • CO • • lO 70 150 21 jo j 04 O rH j 00 j • • ^ "% a b- * • 04 © © • rH © • • rH CO rH CO • o O 04 30 63 0 00 04 rH rHO • O l> CO r-i rH LO » 00 rH © © • • 00 > • © • 04 rH • J rH • • • o O • 260 24 • LO O rH COOP LOO • O *>• • CO -H rH CO 00 0 • rH CJ • CO « ^ © • CO LC • CO © • rH © « 00 CO • © LO • • OOO • ‘ rH o O O O • •» • OCO • O • rH CO • •rHrHt-C4rH* •• • • rHOOlOOO CO © © CO © © 04 04 lO © 04 ICO I o «OCOOO »lO O Tfi O CQ lOiCH O ^ C4 CO • • CO CD rH tH • r-i O rtf lO H OO t> r-l T* • • 04 • CM CO rH • 00 © • ■ © • CO • LO rH J 1*0; IOO OOOOCOr^OOlO Orf< 0 04 1C lO O O T* C4C0 t- CO o CO (N T|< ^ rH 04 CO t^OOCOO© CO © © CO O © 00 © LO © 10 04 • • o • • 04 rH 04 rH • • • OH rH O rH rH j 04 j t- 00 © rH (M CO rH rH 12 5 • CO 00 04 00 rH 04 CO rH rH 04 04 LO j 04 04 CO CO LO I Non-sect s O) b C o 6 R. C .... P. E _ Non-sect Non-sect P.E .... 1 Non-sect Non-sect R. C .... Ev. Luth Non-sect Non-sect P.E.... P. E .... Non-sect Friends. Non-sect Non-sect R. C .... R. C .... Non-sect R. C .... Luth.... Non-sect Non-sect t- c GC c a: b E c f William C. Hynds, A. M . Miss Rebecca McConkey . . . superior. Brother Gustavus . . . George G. Carev, A. M . Misa F. Grafflm . . . . p 4 1 £ | c 5 P 1 P ) V. > It. i % Mrs. Wilson M. Cary and Miss Cary. Rev. Henry Sheib . Rev. Cleland Kinloch Nel¬ son, D. D. Brother Alexius . Rev. Geo. W. Ebeling, PH. D. Rev. Albert G. Harley, sr. . . R. W. Silvester, secretary . . Rev. Edward A. Colburn, A. M. Henry Onderdonk, A. M . George K. Bechtel, A. M - Thomas L. Graham, A. M - Miss Sarah N. Randolph - Sister Raphael, directress- .. A. J. Tisdall, s. J . Prof. L. G. Mathews, A. M.. Mother Mary Theophila, su¬ perioress, SS. DE N. D. Rev. C. L. Keedy, A. M., M. D . Will3a.m Allan, A. M . Mrs. M. E. Porter . . CO rH CO CO CO © 04 L- CO 00 CO MOO 04 04 OO CO rHCQ't 00 00 CO p sg e-t? a w a-wiH Sr -ft 2 •S'^'d -T t ^" £ a ^ /• 9 2 .-+s tT W „-1r! -i A A >j c3 O W V-]j§ ©,© ® W W oSo^q-o^oloo g£ i p <3 g p g b g |*b ^W'oj ^ ®r3*"^r3 9 rcS M M PQ W M to O-P ^ H

' o-^o t>sb^ bri b ^ islgali^i^ +q> *£? c3 4o rb 43 b 43 o ■g » ’rt o o ■g o "g g pq pq pq pq pqpq rjo aJ £2 03 O b P O :^J 3*1 ©MS n g g ©ft ft ooo a fee gS ■ •- .« Kt2^^ fl £ a jdreT^ “ a III O 03 o o o hH © £ g -=e o gbs c3 a CQJ^!d ^ (D S ^ < .— i O SI rb © I g| g § £ So Pg o c ^ ^ r-. o os ^ o O W ^pq g >> T! 1 3 8 S 1 IJf « s •?§! 1 ft 4iW o c CO !fi ® 02 J£ Mft g ©<1 ■3:2 • cft s ft >- S o S ■sM| «o g Npq • m : a . £ J5 ft O © m«3 ft a a §2§ oW a .*T> - sll SSI° a s® r§ l«3o Oj-jCC olqS 53 ©.a g o <1ft ) w >J p’i . fcJD® ft ft C/2 P pi c5 o 'St* i?* II i= p Pft c3 v S ®H +2 £ >3 ® rb'o OOffl ® h® « p g-ES' 3 S-43«h-^ • <-i ^ _ GO ri CO rt< 1C CO l> CO OS o o o o o o o lO lO lO to »o lO iO iH(MC0^lCCOr>00 Ci OH HHHHHHHH t-H C'lOl lO iO lO 10 lO iO lO *o lO ip lO From Report of the Commissioner of Education for 1881. ’c Sex not reported. i No spring term in 1882. d Report of normal department is here included. > No instructors nor students for the year 1882. e English and scientific. Table VI.— Statistics of institutions for secondary instruction for 1882, $c.— Continued. 480 REPORT OF THE COMMISSIONER OF EDUCATION. Number of students. 'au9j£ ottnepnou aeuj jo oeop 90UI8 jooips ogijuops pguojug » 1 1 • H • >0 • • © o » o © • * o • . \re9^ oimapeon jse{ JO 9S0p 90UTS oifoflOO p9J9JUg 5 1 • « |HO • > o ©woo • • © • • ■0i>9J[Ob Ul osanoo opijuaps ■iqj'Sur.redo.ig 2 1 \ nlm T> Smith Miss Mary C. Pratt. . . L. McL. Jackson, A. M . Samuel Tucker, a. m . I. G. Stanton . Miss Abby H. Johnson . Sister Marie de St. Denis, S. N. D. C. B. Frye . Arnold A. F. Ztillig . Mrs. Emily J. F. Newhall .. ’UOlJBZlUljSjO jo 9JUQ 1834 1876 1844 1878 1877 1867 © O • CO CO to rH • rH d ^ • d CO • o • o o • th d O CO H* O rH • tx o O 00 m 30 o co m coco coo ^cod d • t* d rH rH d rHrHd rH rH | 1^- o • co co rH • CO 80 22 7 "io’ 5 o o m r— 1 CO • d h< dd r^oocoo • loo* • d m m in o^imcch • dd* a d o o Hi CO CO o co co 1 • H1 co • d d oo O rH O rH d y-*. t* O • d CM CO r-Ht-OO* O CO O d CO 10 T* • ^ IftlM CO CO CO d • CO HdTh OHOOOW C1HC1 in d co CO CO rH m co os co b- d rH H< 05 CO CO rH • I • 10 Tt< 0 d d • 00 »o • locoo • • • CO CO CO T*< lO CO • H d • pHOJCO • CO CO 00 ' rH H d Tt< m co co rH • CO Hi ■ H d • rH rH • CO 231 8 th 0 »o a coco cc 0 0 00 io co hon CO id TJi CO b- ^ co CC co CO CO d CO CO Tji t> rH ONIMCIM CICJ^COO o cc d oo co d d lO H* CO 00 CO C5 Cl CC CUO b- 400 21 1 O O CO- rH rH d ^*H d rH CO rH CO lO O rH CO O O rH rH CO rH CO rH rH CO rH CO CO CO d rH j CO IO d d dHHHCq CO rH CO rH d • rH tH CO CO d H • rH rH rH H d t- . 1 O .O .OO O • O OOOO • • <0 . <0 • 0 ■ • ■ • P o ® • • 2 a: i i s j ss ; ;s ;sja :*rf s Delano . : r2 . Fh 3f S o .•W 6 sj > sster . . Clieshro le, LL. D _ Marcia P. ^ H rP i w P co TO a s M © « a . ®,® cS pg « ©P ssa ® -oM "1*1 £324 W sis- aim WCP^72Ph P3 Pcc □ . w , 2 k o «>p ®-g .©!> • §1*^. s^w«s ® aH- ©J3 ©, £>p ..Md3 .Pm >3 ©^6:2 ©t^ 8^ j r^”H : os © Igpo H|£dl (-4 c3 • 03 rt) -r-a • • H £S&-2 .2§££g< HPPh3 ^p!§pp 00 CC CO 00 00 > H< b- • CO CO in b» b- m d > l> 00 00 GO 00 00 CO lOOMWO 05 lO CO b- »oi> oo oo co WiOl> co t- 05 coco — O a; LO © 03 •£j>S rt fc§W?^ > © a P'o'g ■g'rtcpj ||| PPP .gssi £g3fSm ,2,2 S §rt ^ y © j§ © ■ 05 ^ 3hs. © «P © ©.© 3 ^ -S ©hs ® © '♦P I MflSaSg £*,2 ©s PP ©>&c£®?2<-3h3+P . a © a H-gr-, d £ O'© n .».«?!-< CS C8 as M i'h 03 . -bs 3 3 g -* 1 j^agsa £ * *-s-£ g-g-g ppppo o whSh^SS^ & & &&&&£& £ w !S • § U) • ^ CO VH a-iS* 3 333 p ^a| 73 a'brt'S jl j< ® a I £S5 © ©.2 a © cS«2 PPQ © mH 2 a nd P m a © H 372 cs a £ O S « sP P75 g ® ©3 w w~’ . o 72 O- tc'© 3’ ; §p ;w^ i H 'Sct>> . M 2 ’o M © O ©'© ®©3_2 Sfrt © cJ73 © 2 £ jb© §<1 0^1 ,_b£ (D t4 ,OrH- Sp “'tit ©rd © M JW |-2 -s'S 2 h ^ -w © 2 « © S - ® <3 © hIhWPts go >r-PP ®>>PcgS 111m-s5!!^ ©S^d.2 Stc « “2 o o* S I a aa © ©0© ”3 : © :^a . © ■72 a I s£ Pn >-.3 t>) cs © 2 d -3 ■£©^£2! a « © ®^3H4i « c3 cs"© WWPH 72HMP*< r3 ^ . eg 00 £ © II a— 1 1* © g =4 )r§,d.9 >,§ M“5§sb p rd . S b ©’© PR : © :^a ;Q a §S s^.a iiSiln^aiiis 10 10 10 »o 10 co 10 10 31 E t^OOOOH 10 10 10 LO 10 co ^ o rfP lo 16 irt 10 10 10 10 uo l>OOQOH lOiOlOCDO 10 10 10 »o m t^iownoooo i-ioico^io co o 0 co co co b- 10 10 O 10 O 10 to lOOiOiOiO From Report of the Commissioner of Education for 1881. a Closed his connection with this academy June 30, 1882. Table VI. — Statistics of institutions for secondary instruction for 1882, $c. — Continued. 482 REPORT OF THE COMMISSIONER OF EDUCATION, Number of students. ■jT?9jf oturapBOB isb[ jo geop 1 oome xoo’qos oqijnaxos poaojud | K) I ! ° ! ! ill n 1 : : : : : : : ! ! ! 'j^ojC oiraapBOB jsb[ jo oeojo oouis o^aqoa p9J9JUg[ i 0 AT 03 O • CO • • • 40 • • i • •9^91X09 UI 9Sjn00 9piJU9I9SJ0j’Sni.IBd9JcX © H ii o 8 CD * ' < O • C5 I rtf • CM • •9S9XX09 Ut osanoo XB9iser[9 aojgttij'Bda.id ¥4 CM • O • rH «ii • t Cl • ■ 1 03 o • • rH • • • 05 00 « •saSmSuBi miopom up H CO 40 40 *05 O 1 CD TJ1 CM ■ CO • O 00 o • CM CM • • t- o • •CM CM • •98Jn00 XB9t88BX9 UJ s Ttf * CO CO O'* ' CM 05 CM • • 03 S i i • C5 t- I • CO • •9SJH00 qsix§ag; uj « H OCM40 05 05 rH • O O 40 rH CM COiO CM • rtf CO CM - CM CO CD : • CO 00 • • 00 40 • •9[BUI9d H • CM 40 03 • H400 O 00 • CO CM ^* Ttf ^ 40 O • • CM HH 40 CD rtf '0005^0 • CO • CO t* 40 04 O • •9IBH © rl o co o co I i i o • 40 rH 40 40 . • • CO • no ! 128 W 00 40 O CD t*- •IBJOX © O 40 iO 40 h- H 40 O OOO 40 T* CM 05 40 t- rtf 00 O -H CM CM rH 40 CO 00 O O 03 03 CO 40 CD^^t< 03 00 CD 05 00 H 03 rH rH rH •sjopnajsm GC ■ t* IO (M • C5 »C (N j t- *00 rH CD CO rH CO • •eaopnjput opm b CD ' CO CM 05 CD • 03 » • • tH • 05 • • i : s : : : CO CO 03 40 •uoijBainiouap snotS:j9£[ © 1 Non-sect Non-sect Non-sect Friends . R.C .... Non sect It. C . . . . Non-sect R.C .... It. C .... Non-sect Fr.Meth. R.C .... P.E .... R.C .... R.C .... Non-sect 1 Luth ... Baptist . 1 Luth ... Principal. C. B. Metcalf, A. M., sup’t .. Mrs. Minna V. Fitch . Miss Ava Williams . William W. White, B. s . ReV James G-. Walshe, s. j., president. Marcus n. Martin, A. M . Sister M. Monica, superior. . Misses Bacon . Sister M. De. Pazzi . Sister Mary Justina . Mrs. Caroline F. Ballentine. ryhi/rlr .T rvn c ? t c . ^ 5 cC j | >a Rev. James Dobbin, a.M.,b.d. Sister M. Cecelia . . . Sister M. C. Borromea, sup’r Chas. Davidson, A. M . Thorbjorn Nilson Mohn Israel H. De Wolf, A. M . I. Eisteinsen . •aoipzxarSjo jo ojc(j 1 1856 1875 1873 1851 1877 1859 1882 1874 1860 1845 05 Ttf 40 40 rH 00 05 40 t> C5 t>t-0 CDt^COt^t>I>t^ 00 00 00 00 00 00 00 CO 00 00 •aojjuqo jo opd M . . .rH C5CM * • ' « ' 00 40 00 • « • ° .00 CC 00 i o 00 GO 1860 0 1874 1877 1878 Location. « Worcester, Mass . . Worcester, Mass . Worcester, Mass. (25 Chat¬ ham street) . Adrian, Mich . Detroit, Mich . Detroit, Mich . Detroit, Mich . Grand Rapids, Mich . i ) H (i J a 3 C r? 3 a A '4 ij y ; c 3 '■% 3 o t- % lx* J es fc sSi Ainu. 1 j 1c rl p ri v 1 iij J »SJ f s.-S 3 P3 bC _ 2 ^2-^ a 3 V A Minneapolis, Minn . Northfield, Minn . Owatonna, Minn . Red Wing, Minn . Name. H Highland Military Academy - School of Modern Languages . Miss Williams’ School . Raisin Valley Seminary . Detroit College . Detroit Female Seminary* . Felician Sisters’ Seminary . The Misses Bacon’s School for Young Ladies and Children. ►j 3 \ 2 l z* u 0 < j a 51 Sjj 20 *5>. 3 l 3 C l'l -•7 a 1 C 2 C • • • . * • • 3 :.;j pi *Vf H ® ( £ 37 2 c c 5020 1 *0 :1 :p • y 2 l i* 2 , ^ j -.iTc 33 2P School. Shattuck School . . St. Boniface Academy . St. Mary’s School . . . Minneapolis Academy . St. Olaf’s School* . . . Minnesota Academy . Hauge College and Seminary . cnoo t>- t— 40 40 40 050 rH CM CO tr-CO CO CO CO 40 40 ' 40 40 iO ^ 40 CO 00 C5 00 CO CO OO 00 GO 40 40 40 40 40 40 gr-1 rH X Hi H ^ © © 04 © to rH rH 04 — 04 04 co • oo to O • O IOH t> *00 (No IO • i • o O * • • CO to o r> lo C4 to to 00 CO to to (N • © 04 • • CO Tji T* l> • 04 © to © r^* oi to o Th co to t- 50 25 75 o © r- ^h i © © tJ< 04 • ' co © to to • rH »-H 00 L— • CO CO 0004 LCOWOO^h- 04 H'O^ Tf t.'- CO GO 04 CO 04 © © t> • • CO © rH .1 • to © r- • Tti CO t- CN © CO 04 0 OOOO 'COO * 04 OX 'chrfOOQ • ^ 00 • OOrH OCOONOOX rH to • LQ GO CO rH O to to O rH CO tO CO • rH © 04 00 04 CO co ^ to P- to CO ©to t— © Tf 50 j 32 120 O COO C5 050100WHH *> 04 CO L’»0Q0i>^i|0 OOCO IO d to b- O N to CO 04 O CO 0 04 to 04 Q CO t> to iQ C^rHCOCOOO © t> C4 OCDOXO tOt> r LOl QL_ rh 40 0 rH • O O o o m m p P o o +2 -+o O O © Cp OD P P o o ; © 6 i-© 6 1 • <0rM • ©02 |bs Non -sect M. E. So. • • • 4-> H-3 -4«J H-S • O 1,000 Cl Xfr 1*000 o* . 1 H ffl ffl CO CB • H d B B B : • • ® o o o o • J3 ^ : V c o o o CDO CD O O CD CO CD CD CD P P P P P OO o o o Eugene "W". Young, A. b . Mrs. C. Nolle . . : « : 1 , cc | JH •h: i , £ i i i 04 00 CO © CO co CO • to CO O no O 04 to t> • tr- ^l>- co to 00 00 00 oo ICOOOCOOOQOOO rH H H rH »HrtriHHH 1881 1875 1875 1860 1865 1857 1875 1840 1882 1875 1878 1872 1870 04 © © P— ©©©tOCO H<©t^ CO to P'- © tOI'-KCLON © !> GO GO CO co CO OO 00 CO 00 00 CO 00 1882 1874 1873 1873 0 1845 1880 1880 • COCO toco rH l>» • CO ■ r— ©r^-.ooco « t- .coco 00 CC ° CO CO *00 ° » rH rH rH rH rH rH • rH © CO - © 04 . co • to l> © 1 P- « CO co oo • CO ■ ' © © 1 • © w i • oo w • • rH Bochester, Minn . St. Paul, Minn. (36 Igle- hart street). St. Peter, Minn . Wasioja, Minn . . Black Hawk, Miss . Booneville, Miss . . Brandon, Miss . . By b alia, Miss . Carrollton, Miss . . Chester, Miss . Clinton, Miss . Corinth, Miss . Crystal Springs, Miss .... Dalevilie, Miss . Grenada, Miss . a 1 i is ;C ! e ,a L> i'c lt= 11 i : I2U : ^ ^ ® • v ?l? 3 5 L ^ - IM§ 5 £ J oq cn ^ ) O O C ^ IMM M % 5 TO « r pf p J 2 .J rg T J O <1 IS ^ Mclino, Miss . . Okolona, Miss . . Okolona, Miss . Pleasant Hill, Miss . Pontotoc, Miss . Port Gibson, Miss . Sardis, Miss . . Union, Miss . Yaiden, Miss . ? ® ! i d '4 ? i I i I'd : ; ;> ho : ; hQ i ■ i : §>> i ® : 3 ; si i 5 : a ■ -rd 3 • © :M-9 : be : i a ' "© KJ O d © £r s o d *3cd« ^ §W fl <0 © i !|St O £R O © ® © ®-g ® 3 5 2 o'S S © IdSfH.Sqga &gHS-g -p-® : : : © . © • • bfi • • 3 ’ B • © : § :-rt :3 :© : « : a I © ! 13 I :o : • 02 . B . © 1,3 :3i >*s : a ^ :.SP i 2 © a ;m&1 ;s B (D , d 3 d/d g-j? I © : £>§2£oj*g- 0-2 r©.“ IS o-e M Sh c3 :.S* ^ ^ g © S'-g § 3 ® 2nd o 5 © «3 f,Sd to a., I, © © t >/d dJO d 5 © ®M d^o ©13 5 g^'-l a d o ^ggwasasj'g fl’d . J,4j©©t-,'ddi© 3® O O m S O d ®,2 fl S’o’o'© 5,® a d S'?? © ^§,§.§®fd ^QOOPh So © M © d © a Q is a © a®f^ ©d<_, ^•s d ©.2.2 d 2^ — -2 d t>fcf 3 <£> QQ © QOQCOQO© O © Q OQOO O) O H M M 04 CO CO CO CO tHWO CO CO CO ©©© Prom Eeport of the Commissioner of Education for 1881. a Sex not reported. Table VI. — Statistics of institutions for secondary instruction for 1382, #c. — Continued. 484 REPORT OF THE COMMISSIONER OF EDUCATION. m oq 'o u Q g PS mb9.£ OTurapBOB jeux jo osop 'boms poqos oqijaeioe porejug; QC r O • O • J d O • . . O • rH • •jboA otmopnon jsex jo aeop ooats srSopoo poaojug; i* H 00 d© j j 00 d O T* 1.... 2 "o' 18 1 *■ -oSonoo ui osxnoo otjijuoios aoj Smandoag; V* O O lO • • • CO Tt« S' • CO 0 V co • • «-»* CO « r-. • • O • • ■o.o9{[oa ui osanoo pjoisstqo aoj ^mandaag; «$ H CC CO rH • d » n .??. i) _ •saSenSuex mapoui up H< r © © d H< • r- rO • 00 IP « 0 ip CO d • b- O d ri • ^4 rH r-t •98anoo xroresBp up « TO Cl Nl> d j cp 0 • ip CO CO • HWOO • O CO rl CO • rH rH •oeanoo qsixSug; up « TO O — < O • O • t*< CP b- • b» • 00 IP 00 00 b- O IP O b* O O CD^OiCd 05 O ■aX'Bmgg; iN 0 d T-( CO CO IP ip Ob CO IP 00 © 00 CO b- co 0 O IPOOd CP T* rH •9pK 0 O iO CO L- 0 O — • rH O Ob Ttl i dCObOO • b- CO r-i IP rH • CP CP •m°i I © rJ CO b OMiPHb O t-J IP O O d CO rH •e.iojonjjsuT oxnuiog; | 3D OHr^COH d 1 3 1 4 10 rH O CO d rH IP d rH d •sjojonjjsui axrjy CO d rH CO d CO d CO rH rH j d CO CO d d CO •noi^'Bniraoiiop tmorSixag; © Non-sect Lutheran Non-sect Non-sect U.B.Chr Non-sect • 1 H • .O O • ^“2 3 : gw c fiN i§3 £ ) * Non -sect Non-sect Baptist . M. E.... R.C .... Non-sect M. E. So Principal. L-5 Joseph S. Raymond . F. B. Brown . : . Milton E. Bacon . J. Dielle B. Canton . Rev. C. J. Kephart, A. M., president. T. A. Johnston, A. M . James M. Naylor, A. M . W. D. Vandiver, ph. b., president. J. N. Hooper . Miss Eliza A. Carleton, A. M., president. H- % a & H 0 00 ^ 00 <-> oc 00 GO CC CO ^ b- • © C5 'OOHHd • 05 0 t^O • Ip CP • CP 00 GO b* • r* b- 0000 • 00 00 *00 00 00 00 • 00 00 Location. Washington, Miss .. . Webster, Miss . . Winona, Miss . Ashloy, Mo . . . Avalon, Mo . Boonville, Mo . Butler, Mo . Caledonia, Mo . Clarksburg, Mo . > j_ $ > 4; a § 3 « 3 T i c ; £ Glendale, Mo . & . . . a. . Kirkwood, Mo . Lexington, Mo . . Louisiana, Mo . Marionvilie, Mo . Maryville, Mo. (Meramec street). Montgomery City, Mo. . . . Morrisville, Mo . © a c3 6 H Jefferson College . Beth Eden College Institute . Winona Female College . Watson Seminary . . Avalon College a . The Kemper Family School . i 1 is ■ 2 :1 : 0 • W a a ,m < : © :* ©I 2 g to S-C £S.2 Ay A 1 5 oO © M s a , 2 u c 0 ^ > © + ^ « 0 jSs ® c ■iMM He 3 > 1 £ ! a i 1 ■* < 1 i 2 n A t 3 C > H c c a a 'a Vs : ( V? * rr Si ij l a . Kirkwood Seminary . .’ . Wentworth Male Academy . McCune College . . . t - Marionvilie Collegiate Institute . . Institute of Sacred Heart . Montgomery College* . A. Morrisville Male and Fema'le Col¬ legiate Institute. !T2 co 33 >C5® — 'dCOH< (TJUOIOOIOIO STATISTICAL TABLES. 485 ' O *n * NN05H O m h b- 1C o in i> m in cm c CO CM H O CO c8 «ci £ © e3 © rt'"3s!i ©•§££ 2 > ?h ^ id zx ^ 3 2 ip 9 "5 05 ^ oooteH W a 9 O © © P ci O •rH-^02 <5 ®r©l^ Jl 'o^|» !-|ll! © *5 pi 0«2 II P)C3 bo© W5 rP O P’S (-532 a >,w :so a-s© P? 72 O © -rH KQ ss-S’SfJf g ja ©^”o d^JCOrP g.Q rs s dj tj © «: a!!a2H[di!3fc! a £? • eS I p* i> • cl c3 .2 So ©'S - p *3 £ °,§|3 1 r 40 ^ <3 (3 P MajOort * o :'a a^ >>«» •3,§a>S§ o d a c rd o «•- o «<|§3 ■*a„® fct'32 O © © eS © © -S.2S © P1^ '■p ce CC2«S *1 dd £ g £.0 ■ 0^5 >-} xmfimfr s a 2* : *• g-|w« Is ^|§d| -s 03 ^ r-3 C3 5 o O g| © P © ©Pi o^S-*^ © P ^ eS © “dJ Ph<4oW O i co -rti m co t- oo a© > CO CO CD CD coco cot— > co co co co.coco coco; • J CO CO . CO CO CO CO CO CO’—- * From Report of the Commissioner of Education for 1881. b Number in scientific course. d Chartered in 1880, and organized iu a These statistics are for the year 1881. c Closed for the year 1882 ; to be reopened September 1803. 1881 under its present management. Table VI. — Statistics of institutions for secondary instruction for 1882, CM I rH CO •«o,ot!ur;ai:[ uiopoui uj s O (M • CO ^ LO CM | CO O xfl 00 CO co O 00 CM • '■ •osjnoo potssHp) up M iss • c LO rH » CM rH CO 00 CM CM • CO rH O CO tH LO CM LO O T* CM •9sanoo qsijSag; uj -9< iO • jrf irt t~ t- ■ >2 co ■ c ON • Th ’Hi O rH O CM • CM CM CO LO O CO co co Oi rH 05 CM Tji U5 •apraaj o o i« <£ © m so -9i • o) > ot-ooo (Mt-uoics o co t-oo co co HOJTH^^O'CO^lONlO COCO rHrHr-lT-lr-ir-l09rHOar-lTi1 r-lr-li-UOl HHH j 09 rH •uoijeutuiouap snotihpj •«fS • -4-5 . ©> a © * © ©pi © ■ to tC'w' CC ■ g a ^ g ! o © © o ■ O O Q O • OO O • o> 00 0 • • • 1 T Id H H Q H C5 ?i I- l> CM CM • lO CO rH CO 1 • • • CO OG CO CO CO OC CO 00 oo CCCO iCO CO CO 00 • * * 'H'HHmMHHHHH rH H • rH HHH • « » : : : : : : : : iei ::::«: » 1 • • .ti# ^ • • • • • ■ i • • • • • • © § ®-S .§3 SO ^ ^ Cw Qj ^ ffj Q *“■ * gQ ^ l_j 5 o w n r: Pt— H tc c *•§!££« sal s-j-Sfg-Sfc :W : M © “W w “ i s © ’Wfej T5 o^’o £ g © a -g.S'g 3 t! 3 5oooos -,rt C3J2® O ©."tj < oooOPH^cbctWW MhJSW 6chP4P sn 2 -2 3 1 1 i§iJ&JUt2 . 1J2 'O «* fO © © J % © be ® Mm ^ r^kI S<1 rt n *§§J.s«-£|s3cS §£ J ©s g © i Jj pLo £11^ § ©.gages 3 © o.S S © 2^ 2 «"§ t/jOOP^OPOPQRW *u -.O . = 9^3 2 o O rS — i g §W3 g-23 a'Pjs ©rag- oca's© *“ 'g ? © § S'H -® a ©,3l23rco C~ tot'©® o o o o C~ l> t- o ©HNM t- t* t- t- a M I o!s? jif'W *o o 3«a 5 3 3 cc W ■*t< >o * STATISTICAL TABLES. 487 O O 03 O CO • o LO rH • • • COOl • * O • • • 00 • LO O CO • • • • • ail a OOM O j Hi • t- o i a t t> o • • O • • ■ rH • O O CO • « • i • i • i • CO o ^ o ^ • o o 03 - • i • LOO • • O • * • 05 • OOO i i . CO 1 * i i i i co MOO CO CO 03 LOOO O CO rH 03 00 ?H LO t- 05 5 4 60 t> O CO o co rH O rH D- 00 CO rH o LO LO CO CO * 03 05 H 00 HO* 03 rH • H> Hi rH • rH • O 00 o • LO co o o ca o* CO CO co ^ co 35 LO CO o o 050 05 • LO lOO 05 LO CO‘OlO O 030 0*0 COCO CO * LO 03 05 rH 00 LO O LO 05 H iO Hi • LO • *H Hi rH • rH O id 03 HHO 03 rH OJ CO Th H 26 LO o Hi Hi 03 05 t> lO OO O • O O LO O COO LO O LO rH H1 CO 03 LO 05 03 • Hi 00 03 CO H* LO 03 r-t CO 00 IO ^ 00 CO lO COHO 03 CO rH CO 00 00 o Hi rH CO rH O’ o LOGO • rH • t^O i rH CO»OlO O CO'.lOOO 03 tH • 00 • CO CO .05rH03HN CQ 03 00 00 LO O O I> rH CO Hi H’ HJ 05 0 05 CO LO l> O O rH CO LO O O 03 0 O O LO COCO CO O lo COOl 03 05 LOOt> 05 Hi lO Hi CO Hi rH 03 1-H Hi iH 03 03010 03 03 rH CO • co lo co O CO CO 03 H4 Ot> 03 iH CO OO rH 03 Hi CO CO H H HHl> HHH 03 CO • 03 Hi 03 rH CO O CO b- rH CO rHCOiH CO 03 H< iHrHC5 rH ■+H -H • » SS : § : a 2^ a i o o • s : rO m v^ ®-g (3 O "© "© 9 9 ® 'rt S r§-S^fl 0 « u h2.h 3 cs.2m.2 O O (H fH .S pqpqpqpqoop P . 3 Hs 9 © © .• E>H H o' * S* n O „ !£s GO MH SH r-< p p r^cih^ 2 <0 o O s § LH2 Hd o 2 cj c3 ^ W pH FhW W H 54 :W w . g 03 ■ q 03 • • CO H . r-< '-'< , era . (j. y^. i**i*t**il**§s © pi'ri'-Ea s+3 q'pf^s g o °° -•■^©©©©©©©©©.o ^ ®r3Alr-ril)T;^^reE:®t>3S -j o Oh Oh O Oh © ® © g •&■§.§«§ occ^ •§<§ §?£ VI ©^H teg © o * £>t>i a a 1 § ei^ flvsasu . ^®nw^ .2 ’3 W j§ o^'i ms-3 © a ® § pCC |S ,£3 •a © ~ * 3CC .9 B^I ^.'2-S' k rG • rH H :i o Vr^rp s gs © 3 © Sa 3 g TV ® O td ^3 4H aH S 3 otrPt-sT.-sI-p © 04i bgAS^ O fqwM tePSH ShI W£3 03 (n CO CO O'. -£^t{ 20 M W| •ts 2 . go bl1® S«S| a^-d © © cc«m a © °5 a >>' ? fc--® a 3 w ® | o cj S ,p O O H<10 >>■2- bb 'i © a s I B.o.® Shh M k.*^ ^ GC br^J 3'is^ ||l © bt ^ ® s a © © 3 © ®,a g g£3 p p.a 'S ©<1 o o o 5 3 o Wb W^W L-^ t> t> O l> l> l> l> l> l> CO T* ICO 00 CO CO CO CO CO CO l> l> l>C- t> t> wot> t> t> l> * From Report of the Commissioner of Education for 188L. b Organized in 1877 at Newark ; removed to Belleville in 1882. a These figures are for one term of the school year only. Table VI. — Statistics of institutions for secondary instruction for 1882, $c. — Continued. 488 REPORT OF THE COMMISSIONER OF EDUCATION. Number of skidents. •jb9.£ oiraopBOB jsbx jo osoxo 9DUI8 xoorps opi IU9I0S P919JU3; 2 J J J J i C4 O • • • •JB9A OIUIOpBOB J8B[ jo osoxo oouis 9S9X[00 paaojug; HH • • • i • CO © CD • • ■939X100 ut osinoo OTjTjnops joj SuiJBdaij « yal • CO CO • ! ° ° ; • j ’9jo9[XOO Ul 98JU00 XB0I88BX0 joj Suuuda.id k ; 300 150 230 111 •oxurnaj 3 O 04 04 o o • o ©CO • rH © © © CO© • ^ CO CO l> 00 • •oxbk s O • © • © ^ ^ • © © © © © • CD © © ^ © • rH C4 rH •IBjox © 40 60 22 t'ONO rH t*- rH 300 330 290 113 170 j •gjojonjq.Bm o^urae^ O C4 04 04 rH © -9< IN t- ION eo •sjo^otujsai © 04 CO rH CO 05 ^ CO » • rH M •uoijBuiuiauop snoiSip^x © rO rO a? co o a M f-, Ph Ph Non-sect Friends . Non-sect Non-sect Non-sect Presb . . . Non-sect E.C . Non -sect Presb . .. Principal. 1 *5 Miss Eleanor M. TVraaka 1 « Q p n \ ~ ~ £ ! S -2 | M e* C o > ! 3 Pi £ i -s a s i a a ! a w « i w pt ^ ! t>‘ > > 1 « P2 P5 Charles Jacobus, A. M . Wilmrvr P. Leeds . _ . Andrew F. West . Miss E. Elizabeth Dana - Miss Louise Stevenson . 1 / Arnold Yoget . Eev. John IT. Guenther . Hermann von der Heide .... Sisters of Charity . George Haccius . Joel Wilson . ■ •aoi)BzmcSio jo 9;r(x ! 1867 1810 1835 1882 1855 1878 1793 _ 1858 1860 1856 1869 1858 1848 •j9}jeqo jo ojBd 1 M © o 1858 1860 1858 1858 1852 Location. m Jersey City, N. J. (124 Mer¬ cer street) . Lawrenceville, N. J . Lawrenceville, N. J . •h i*S r a c 1 03 ) b. ® ijjl Morristown, N. J . . . Momstown, N. J . it* f p : £ > G i y. ! c Newark, N. J. (10 Beacon street). Newark, N. J. (35 Morton street). Newark, N. J. (19 Green street). Newark, N. J . Newark, N. J . Newton, N. J . © g & | The Misses "Wreaks’ Boarding and Day School for Young La¬ dies and Children. Classical and Commercial High School. Lawrenceville Young Ladies’ Sem¬ inary. ! ! > • i • > • : b pii i !s“ : to <- ; oz i o a 1 £ ? *J§ Morris Academy* . Morristown Seminary . St. Hilda’s School . Miss Stevenson’s French and Eng¬ lish Boarding School for Young Ladies and Little Girls. Beacon Street German- American School. First German and English Pres¬ byterian School. German-American Elementary and High Grammar School. St. Vincent’s Academy . Twelfth Ward German-English School. Newton Collegiate Institute . CO © © H 'M « in CO h- CO O © HCQ CO tji o lo m m o o in in 10 o c o co © © L- L- L'* L- t> t- L- L- t- C- l> t- fr- l> t- STATISTICAL TABLES. 489 • ym*, O • 1 '* • \ • rH CO o o • • -coo • o rH CM • ' CO ° ! £ a >OH O ' • • ' CM ■ Cl CM H O O 'HCOOHH CO • 1© o • © © I 0 [.?.. CM O • 'OO • • •H'OCO'H i . • • • CM CM 10 " i H • -!#i ■ m •ft* • -h CO OOCO»©i©CMOi©CMt^r- O • 1 U© *riH tJI • • l© 00 CM • O O CM • O rH CO H • I> l© • ©1 CD rH • CM CM • 20 ' 28 M : S W 'tHO t~ CO • 03 *-4 »H (N rH • r-. 2 COCO^OOOiDOl^H^t'WO T^OnCq CM r-l i-l rH rH 7 76 i© • ^5 H • 00 O l© »© ion • CO ^ CM Tf • tH ^ Tt< 00 CO • i© rH o o O O OO CO o 00 • H CM i© «D- uj L— CO UO C^ (X> • CM r-1 rH 44 7C0 29 20 a ... o l© *“J t>* i© O CO o o CO CM CO 1-H CO 1—1 CM l© OOr-»OOOOOOOOOl©OC5 hH O Tg CO CO O CO rH © J CO 16 375 23 29 _ O O C5 ^ CO CO VI • »© oo r- i©oco n • CO CO rH CO 26 O0 CO O I© «*Oi©OOOl©CDCOlS _ HOrj | CM CMCOCMH^CMCOr-iTtl 35 425 i© • i© S1 CM • h* i© O i© CM 1© I>- O t^- CO l© T}1 l© r-1 t— i i© ©1 OOCOt>lOOiOi©DOOOHHX© ajOrr^dODClt'HCHCJ CM CO r© H CM -HOCOOOIOOhH th i© O CM CM CO CM co oo CO rH O CM CD CM CO CO ^ CO 'HCO’#NOH' --p-p-p ; ; |4^-p5 ; OCBOOO © O© ; ©qcpcpcc ; co r ' cp ro ; a ® a a ao^ a3 a a • O'S OOO .*0^00 1 ■g . o © i o a> • © © • © tc • ra w ,0 © aWg g © g 0.0 O ph O 'A Pm 'A Non-sect B.C .... Friends. ■ansferred Miss Emily A. Nice . Charles W. Stickle, A. M - Kev. Joseph. C. Wyckoff. . . . Albert B. Wiggin, A. M . Miss M. Helen Burrows - Cornelius W. Larison, M. D.. Anna M. Kiefi'er . H. Page Davidson, A. M . Abigail Paul . s' a < < '© V© s 1 M ^ 2 ° ® •Sw.a > w > © © « M M. D., I’H. D. Alfred Newell Fuller, A. b . . A. C. Norris . . . . A. B. Watkins, A. m.,ph. d. James M. Cassety, A. M . Lucy A. Plympton . . Brother Leontine . H. Isbell . '. . George H. Ottaway, a. b _ Bev. C. E. Hawkins, A. M _ M. H. Bowman, a. b . Charles K. Hoyt, A. B . . . . James E. Williams, jr . Flovd M. Crandall... . . William C. Joslin, A. B . Lillian M. Craiar . Lewis W. Hallock, A. B . Stephen G. Taylor, A.M., pn.n Mrs. S. C. Baker . Bev. Wm. A. Stamm, A. M., and Madame J.M. Stamm. Mrs. E. C. Stacker _ _ Bev. Levi Wells Hart . Mother Superioress . tc .9 p> c8 r=3 s 00 i © © m ' .9 CD O O t> c- CO 00 00 GO 00 'lO^COlOCiMHOOOSlXMlOO 'HHOC0«l0^05O»D(Nt-CD 'OOGOOOOOGOOOOOb-CX)COCOOCOO ; o ' ^ £ u 0 M : O » o J3 o « : J • rd ^ ^ {H : kI o o o pp CO 72 O gfc OooSo o'© CO oT^^m ,.SScj Jutgs® - „H fldLuEasooaau *ig WJa.2 M o » a © © 9 S3 >5 a © © <1 ® © O -© ,=) ESS^lS p?a g J§ ® ‘be . a . © >5^ II © rS Q£ to J5 © tpico^ g^ -© a:-£> *H © Pm a js.a^a fiillii «l§ar p>j :®-a:©as • | : ^ A" "5 © £?rf Iho^®^ sb -s a "]ro§^^2©'3',^®>-. frag1^© c} "© g S'H * §“ 3 a S cs-^ S cjrf 9 B*‘3 © M m a 1=2 jl as a£^: +"“ a © a ‘So ® © -h § ^ rf rf xn P„©^sa§|^|^'gg§‘©© §-®<1Ph ©■ -+-> t4 p. d r» ^ C 03 S ^ HVjh g © © rrisnBfl^a 2r/3^ ..•?|8^ ? > E w ' j-M *<5 «a fl'H fc- i *, n r-:-j2< .age® ES ® ^ n a ga • - j So 3 pi ® a -2 72 -r1 ® © a rf Si a ft © § gjjrc §|g ggg£ s.2 y-a ©- EH^WHHo .2 § ■g I a cc 3 +- C/J 'T “fc 0 ^ 3 r3 h n fl Mh fix ] ^ 2 S * ffiEsS S.S ^§73 g <§ COC50 ’ t'- l'- (X) 00 CO CO 00 CO CO 00 CC CO o - t- l> t- C- t> t> C- L^ t> C- I> L- C- Oi o o> o> l> L^ t> From Eeport of the CommissioBer of Education for 1881. Table VI. — Statistics of institutions for secondary instruction for 1882, (M IO ■ o © ^ rH • ri • IO CO H< O CM •9SJU00 qei^Sua; ttj ■« 1 w © N IS C^l t-H CO O O • O C5^ • Tf 13 31 •9p?ai9£ 1 H ! O 8 o 00 • IO Tf IO HHO^i • CO LO CO • rH © CO IO Th t rH . © CO •Fjox | e. | iO CO Tfl IO C5 i—< t-i SSSHS t~£J©-H"©©© © r-4 IO CM © t- © HT © rH OO CM CM CO •sjojoujjsui opinio^ | aD | 00 rH rH *H ©Hji© Hjl CM O * CO 00 • CO • ^ •siojouajsui oiuj^; ** 1 (M rH rH CO 50 rH CM CM rH rH CO CO CO CO CM HU - - - « •uoi^mraouap snoprpa; o o © CD GO CC p a ® y • © © . © nz cd • © © - .© -4W GO CC #® a : j *:*u j§ ©J ◄ 2 era s wj a nm. «ej ..rH 0f*-i © ©r O ^ '® ’s c ^ ^ ^ "o "S rs ^-ss^iNsgggg rd'3°g6gOO^Mfl g I g So fe.» > fcAO © © • © © ® iSStfKHEci c •uotjcziuuSjo jo ojhq; • J9JI12qO JO 9JR(J > © © t~oo io •— 1 oo • © t~ w © _, rH oo © ioo ao co oo 5=1 oo oo oo a 2 . © B ® jj © 'o S) © 5 p -*-1 PQ h h .Sf^h .s- . «s © © „ o © o © ©'©^'3 .cj geSleS 2 ® 2 S I § S S JJ ® H p 3 hh Hlii^ 4 a ■sg geg R fl «« ce cs „ -ooo 3 re c. 0.13 br © c|cctc.^8 lllllll jlasas? ooooouo t.*. gag* o o n ® Sj- .gH c© to rt ° ftp „ * ' « ©<2*. « •rH ^ rj r2 S-sgS a a rt i”Si * illt I ©H a ci 3 O h1 PR a 2 ci © : » p. . o ■PR o72 Ojb '© 3 72 « .si o o aw ■* . © Pb . fej a :H © ^ 'S >--3 <}.§>> HI cS O © 'V ©72 §.2 £ a as oo ft i >> g : © i-s HI il^ogf ’•g'Ec S 1® : % £ 5 © ® i p -2 ^l8 §5" so •2 ® 2-^ 3s.it{ §i|ll|I|§!l llllllfltp Jill- §£*§><§ oooEhoHw o o STATISTICAL TABLES. 491 C5 O lO W : OWH • in OOOOCOTMOCrO' OGO(NO(MI < CO 1.0 O (M O O lO CO O t> OOlOOt?N 00 H O lO CO H lO OCOCOCO(N»OiO(NiOi < t> t}h lO !>• 'O^ in in cm

C OCO(MiOHC)iO(N^(ML- OiCLO^.N OOnOO^N' CO T-H rH CO 00 o CM CO • ' O CM O O O © iH 1 05 m m cm o co a ■ ft ftft&ftft ft ft o o o o o> O 0; CO r pQ GO CO rH CO CO CO CO • CO ^ 0Q a a g cS a>g a ; -,a3 M • . ®s ® O HPhPh^PS a a 5 ^ ^ Ph §“2 ^ < o^Ph^. 3 ® © PhsSpSBrh > J> CM > m h< ) CO 00 a co i r: © CO 00 I i m co c h n t> ; 00 oo co co < O 00 C ! lO H ( ; co co c t* fc :£!* m cm o co i H » • . IiOT. I'S.-N bn ^ ' P-i P-i v* ■ t* gt* 2^^ cuj'a a^ft^1^^*^ a f* p . U ''t'rt 2 C3 a PfH l* - n ^ &!◄ § I 111 o = pRH&WWHPafafafH ,_, CC CO ^ ° =5 3 tsj£afe.p S J? St-gg-S gJs'H'S u a a a c3 ) oo co co 00 CO 1H co CO co ©°««s°o : : ; :N : i i i* H Jz; -jz;^ M ◄ AS Is ^co •>"| 3w *1 m3 : o . : o ^ : a"^ ill c n S a° m § © - Cd-2 ^<1 o o Oei a, «a ST’W a i3 -a S Haj g ©H'^t'IMWNN 01©®tJ ; ftft \ ft ^ r, s K- ^ p p^ > ®-g ! ©45 1 ■© 0.9 0 0000WWKP >H>H ftft a a HM : : : : ; ; © S •2 a^W®gfe§r 3 a ©S.5 o£ 5 ■ •’at 1 g ® * ^ a : go • >> : >,2 ^ g.-s ®r2 a ^ S a g ^.a-£ 5^2-3 S73 « a ©.9 b.S‘G-aa3M+33 a © »o © ^ 1 PH^ aO J1 OrP //) o J CD ' § I © rp «2 a na K 3 1.1 III ^ : S K .^^>3 -a® 'ill' ^ §*2 p p ■ a m ^ H vn O © ©V- 3 g““9a I ^ +0 43 ' l§ ^|^|.a ifSg 2 g1© ^ © »- 2as a © p a 00O0W3 |lS8ft gg-? ^ofl®?®S®h3 73^^:024^ 3 o EJ a© CiJ rKrK rhrnH H ^ O <© ^ ^ l f>3^<1^ 1.1 a § § crip +3 © © 8 a ©pp ©-•© o. a a HW & iEisi S S S "§ -£ © g ^^a^cc : • : g ggsag^l-b 5 »00 CO io *9‘[x O lO ifl O t> Tf< I HNCO^-^IOi -r*.m rr! cL •sjo^onj|6iti 9‘['ucn9kj 04 40 04 CO 04 04 CO •ejo^onj^sai eiejfc 04 04 rH 04 04 i •uoijBiiiinou9p enopip^j OCJ . '1 0 o o o • © © • © © • • rrj © © © • © © • CCCflrOrOgcflCGCC ' & CQ • g g | ®.2 g g § ; g go Ph 'a'A&&&'A'A'A : 'A Art H g H g £ P J2J MS : a § n-jHis-S p- : uS'o^ ^ o 5 ':3S%°c£% a ® . -^co Jo § t> 20 ®^ ®l2 ©a p o3PWPP3P3 * >-a P § 2 ^5 ds ^ IfS 53 n "§» ^ ◄ ^ § p _n 5 < W | 3 3 e > S © 3 P •nopBzraBSao jo 9Jbq; 00 CO CO CC CO OO 00 00 00 *J9;j'Bt[0 JO 9^(1 ) 00 • 00 w QO lO 00 CO »o cc co n“ a a O r-1 ' ^ j o 9-q-e a p °i3.p.2_» «3 § o'®® ’E C $ £ cs ® © ®p: O eS c3 ffl 333333^6 3>h » 2 g *2 «3 X. M p 3 © 3 ® w te Oh; P tx . t> Oh; © 'ifSieS^ g ©M IB'S rtf r) H 9 So go £ O § S o-S 8 es.ol3oj3^®|>i®cS p3 ®3 ® 3 <■={* a © © © 04 'AA 'A A A 3 9 P >5 -s a •© gj§ • a % g’-P © o.2 ”®a®oiMMTj( STATISTICAL TABLES, 493 *H t-I -J • O 0 i . N • c eo • • O 0 »o • 0 64 100 4o 170 100 120 36 90 75 10 3 13 10 d 10 20 182 O • • O O O CO • • tH CO 3 OOO Cl CO Ci 51 139 160 53 13 61 25 31 90 182 60 64 100 55 200 100 S'EI £ g 1865 1868 1873 1879 1871 1860 co 00 1872 1873 1866 1850 1872 1879 1867 1864 1849 1854 1878 l> 00 rH 1856 1873 O I CO • 00 O ; 0 ! 3 ; ; 1-1 ; ; 1 § §« § .f w S'rt h g ^ g ^ g rg £ g ^ : "S o-g 0^1 O-g S |-g S' 00 ^ £ & 3 |fc S ^(SS & ' CO © iO ©t> ©CO (DHH © ^ Jzs fc fei {a? £ £ i tx - © ! : ® .®- 1 -[H :Sf te ifl ffl- [25 C3 00 {* g^“ is o ®>H era ^ ■># ©. 6 £ W & £ J* £! • t* f{* m ffl r^5 b- f-< 5* g£i ■I* ffl I fc {25 6 t* ffl . 05 £ o ® {25 _ ffl N {25. .44' S ^ 10 ffl < {25 pR **1*1*? +a c.n O C« h 2 .a^ 2 a £ £ g co ffl P- ffl PH ffl -i-i {25 ^ {25 ■si 1 : XH «3 . . co \ £ CO® ; 'A sl^olz; 44 ffl 44 -w 44" o o S o (X ffl.r-l ffl CO ffl h {25 {25 *g P>J cs g o ■Eb | M ffl 2 H Ph E .O O ^ ^ o a o ® 3 ^.a 'g 02 . 1-H C2 © f- « c3" 3 ffl tbffl © 3 ►S'S^S H2-* (> sll|l «S » be § ffl S=tf2 a-r'jq Q H H floo a-ay c3 ®P-i ® >Sffl a a a ©p © £ & Sig 'mdJPn II- ! ® ffl ({X M p!;Pr '.o o ® 1 m 75 42 o ® q ® •S^’SW.Sm^ a w s a O g ® S'cS -§3 1 ffi fii-g Xo “ a ? © fl H .S ffl i'Si •eaSmiSuBi uaapoai uj ”l '98JT100 X'BOISS'Bp aj W o co * I ^ ^ •osanoo qsrpng; uj cs 4 •I 3 * > f* . ^ t* . . 6^| -CD ~ P - • “ - O •» P ~ CD >4^* *f* ^ OriTffloil®rilJ®'g«*r«©^®-H 3?2*ri P*1 O © pH 0 j* pH ^ >H r*< -H rt^l^'C'!3 feS fe a feS feg fe ” fe > feS ^£'39.® :J* : ; •fz? *§ v 6^ |W :1s 0 tfift 6 6 £ 00 o 6 6 6i £ ©CO ©CO © C-J 6 c3 ©Eo ©4t< o o £.3* §"13 6 6 6 6 66000 • • « • ■ • • • • • • • U O • • • ■ pp C+H ! ! • ; ; : g o ipp O O : : - 1 i rP O a : : © • >» : a § <8 o m *xs ; 5- c3 c8 : | G g • 'g 03 rt ■3 -§ •i J5 M 0 : a ^ :’a> L, ® © > 2 3 pH ® © u l, ; •S 'f'** xn x/i x/i -2 © ©’ JjjjoJ- S PO •p,SO, g^-|» ce © u o cs OPhO< o o o a a a STATISTICAL TABLES. 4!>5 o o ioo» IO r-i (N coo m o (M ^ • to CO 'CCtJKMCOW o o oco O0 O O t- OONOO o CO lO CO o o • > ic> COOOOON- o o o (M iO CQ tMO COrHIO o o ococno > ^ CO lO CO OlMCO H omo go OCOIO 00 'SflSo ^ ® S ^ j* (? 5s ’o ®!fie?«pq ~ SS ®4i ti faP-i’A Hi rtmfMc/3^' OOJQ co >not> oo ooci a a a & a o Table VI. — Statistics of institutions for secondary instruction for 1882, ws CO 0 0 05 10 ' IftOOOlfl i i to W t> ' rH III 1 • 04 •9S.inoo potssnp up ST CO l> CO CO o CO O O O CO O C4 O C4 04 • O CO o HCOCUOHHHtMHCq • 04 HO O CM •osjnoo qsqSug; up 3 O’AO IO v 000 OO 'b-XHCOOJHCO 04 04 • O CO WO rH • rH 04 • rH l> (W O uO H t> HHHH r-i rH 04 rH 04 rH — •siojorujsui opcaa^p QC jcq ! H WO WO O 04 04 rH CO O ^ CO rH • 04 rH 'HH •sjopnjjsai oppi CO CO CO COtHO4COO4rHrHO4W0CO • rH • rH rH CO rH 04 'uoijtmiuiouap snoixirppf © -4-2 -4-^ • o o • % ® • g gH o o . Non-sect Non-sect Friends. Non-sect Non-sect Non-sect Nomsect Presb... Non-sect Non-sect Non-sect Non-sect Non-sect Friends. Non-sect Non-sect Meth. . . . Principal. David A. Lowe. A. M . Robert Clark Flack, a. m - Lev. James Starr Clark, s. T. D. T. Newton Willson, A. M . Emily T. Wilcox . Elijah Cook, jr . Mrs. J. C. G-. Piatt . J. Carlton Norris . L. L. Packard . A. G. McAllister, A. M . Leigh R. Hunt, M. A . Oliver R. Willis, A. M., ph. d . Rev. M. Earl Dunham, D.l)., PH. P. Ida I. Griffith . Loyd Crossott . Mrs. K. T. Holbrook . H. W. Spinks, A. M . Geo. W. White . Maj. Robert Bingham, A. M. . Prof. Coldtrain . . Rev. Solomon Pool, D. D . •uoi^Bziungao jo ojbq; * 1838 1859 1867 1835 1814 ! 1858 ' 1842 1856 1854 | 1851 1845 alS27 1819 1841 1876 1875 1840 1793 o 00 CO •■iaj,reqo jo ojt!(p M jo j • Cl O H lO CO O * • . -H COCOCO • H CO IQ 1ft Q H Hh 1 • 1 CO CO CO 00 i GO 00 CO CO ° oo COCO • • • CO H H H »HrHrH?H rH H H » • • rH Location. « Tarrytown, N. Y . Tarry town, N. Y . Tivoli, N. Y . 1 Trnv N. Y Troy, N. Y . Troy, N. Y . . Union Springs, N. Y . Utica, U. Y . Walworth, N. Y . Warrensburgh, N. Y . ’Warwick, N. Y . Wost Winfield, N.Y . / White Plains, N. Y . Whitestown, N. Y . Wyoming, N.Y . Yates, N. Y . t Yonkers, N. Y . Albemarle, N. C . Belvidere, N. C . Bingham School, N. C . 1 . 0 •N'-freO © I 6 Irving Institute . Mount Hope Ladies’ Seminary .... Trinity School . Troy Academy . . . . Troy Female Seminary . Oakwood Seminary* . Utica Female Academy . Walworth Academy* . Warrensburgh Academy . Warwick Institute . West Winfield Academy . Alexander Institute . Whitestown Seminary . Middlebury Academy . Yates Academy . School for Young Ladies anffiChil- dren. Albemarle Academy . Belvidere Academy . Bingham School . 1 Cary High School* . | cocio th CO O CO ' O 1C X lO l> o »o W t lO cc O l- »C CO O 10 t- * CO CO CM < OlOHNOl CO CO rt< Id • IQ M CO O O t- C5 Cl X uo O W IO H W X . O w rr ^ X L'* rl- X t> O X H • O (M M Cl (N ‘O lO O l> LO ^ CM (MOO rH CO MOO o o o CM O O O O ^3 • • rr) » ^ 12 • >U2 « (XX(ZJ .rt ,0,0 • • flirt c.® ! ooiscoooo .'5 j o « o o o « 2 £.; ■ WPHftS : OO 00 ^,,0^ (« COffi 33 • q • X p p p « g p p p aO .©W SSS p p 5^03 Op*® 03 Gp

kdooo . : p © •*? 2 M S'P © w 3 p gf 'CO'S 9 . P-Q £3 ® p3 g g- -^w 13 g-35!l| ip 2 IS* ©t^ s-2 ! !-tP :.s§ : 3 p arP^-rPbd. .« .. • <4 H a • O • ^ r-1 o ®PR a E*- ^ r-H r» r- < ^ > ws-g 9 > S ^'S^k4 ^H^P^gWP^P3PnO>-3tf hi _ be Pe2 © P f* 05 -P •>-< O ®PM fcc'-s iij|*Jj*J ffc'H'S S > | 2 0-S o-p 2^-2 2 J> » p p p p ®,2 ^ourt-pggsp4i®®o r ^ oppp>Po:.2S^'porH • • • © • • • i • O tt Semi'S. 35 a,* ® m^'p'25.2-'£ p OOPh PhP^Ph ® P P S.5 McQtCOJCQ CQ fed a to ■gW c OOP p*a 2^1 O-PCQ g|| as® «6^ a ■* o' : (iHSliJeJ" I Sffi : 1 bf' • • i-i .p p ; t-jp a p . a o p a j p : zi P frH »-H ® P o P £ L. o o 2 p-2 2*29 S pi-s ^aEoPa^JoPoo 3|p^2^S2| © »f-< r3^ o aj o a -m ,2 ?f ? SPS)®^ g 3 sffr.OM ^p p.-e -1-a SJC^fn Hl« ®^3K3 H-c P^frp « 3R^on^ 3 ga^W ■ ° o»5W 2 3^3 p^^os 5 p-3 S^h > p|-cs g’p.e i'ga .1 bs pj o P.2 scQtq >j a a rt , « >, pMi-5cctt0^^3!^fto ® ©2p « OP4P3 \m ■g • © Sal (T. 0"T\ h1^ b %-COOO^MC^T^iftO hOC0OHNWTHO(OM3OOOi ^r^trLr^r^^r^i-oocooococoooco cocoooooooooooooo< • OOOOOOOOOO^OOOQO OOOCSOOOOOOOOOO: CM CO^jUfl CO I ooo OOOOO 32 E * From Report of the Commissioner of Education for 1881. l> Number enrolled during the first term beginning September 4, 1882. a As Oneida Seminary ; rechartered as Whitestown Seminary in 1845. Table VI. — Statistics of institutions for secondary instruction for 1882, — Continued. 498 REPORT OF THE COMMISSIONER OF EDUCATION. •jBajC oitnap'BO'B js«t jo 9sop 9oms potps optjugps pgjgjug; M89.\; OtniOpBO'B JST![ jo 96op goal's oitonoo p9.i9jn[ji; •9S9XI09 Ul gsanoo otjTjngps joj Saxj'BcJgijj •oJfopoo m 9SJ1109 poisscp JOJ 'S nu«d9 J J o © CO CO •egSimSirpj xugpoai aj •osjnoo JGOISSBp uj o co m O CO O ^ O I •uoiprupni opmo^g; •noipiujsni opj\r •aoTpujaioagp enoiStp^i CO . © © .g’Sflfl Woo ®§§s. ^£6Ph CO • o o o o • o o (B 03 • c C 00 G aPn a a o o . c o %%%%% Ph6 a ’ * < S' cd^ Jg w li .po ill §l| « •< •H3 a§ “*iW 2 P P~W ®nj <1 A fi § 123 p, H ^ A hi • *T3 a § p W & -i ~ ;oq > t>-tS gh» >A WWW Atfd d3 S sW o ©; A f. . _ a ? © © »'© 2 2 OQ r«H •uoppazitreSjo jo op(x j «$< O O rH Ci O 00 O CO i JO 9JBQ[ M OCOOOMCJ aa =2 if. P. Vr a ^ W a 3 « - ?OH;1 =ga teg pS § c iOHw © M .g P PraP3 >-£C)0 © « P !>5 | £ IS __ g*3 »jl ® §s a p c^Jl s£; ®fep? gis go P 'S® | o wJ5 t>3 £ CS a S w) ©^ a « c« © o © W5 2 s 2-3 ® si >, ©H ci ◄ A '^Ob- cc a o School . r Cinrinnati, Ohio (15 Mor- - - 1 1881 | Madame B. Fr STATISTICAL TABLES. 499 © • rti • rH t J * o rH • 20 l 0 ; • © ©00 © ■ O ' fH 1— 1 CD LO LO © LO • ! rH CM © © rH 0 6) ho o ■ CO oo CM LO LO 01 i ° t> cm • © r> lO • . 00 | wiO o o ■*+1 (>J O O »-i CM CM CM CM j © CM CM • CO CM LO • © CO T-1 Tt< ' o • • o o o ^ J • 00 o frl CO CO 00 O rH ^ LO © LO • © CO l> CM • CM CO rH . IO • r- © co © • CM ! ! b! o CM © t> CO LO 00 rH O CO rH ■* l> CM 00 fc* 00 • lO tH • 8TX © W © © LO >00 ** : « ;« CO o CD CD CD 00 CM Th lo © CM 00 00 * CO © © LO • © iO © • CM rH © • • LO • • 102 72 24 77 117 £ 05 R Ji a= a •2 be w a 23 0 VS lO W O (N O 00 l> LO © CM l> IQ S^! o o * . M • ‘03 • «3 • 05,0 ® ■ fc> o Uaao o cfl br a 2 a a § '^o . J? o . . o • o . © g ® ® h • u • M PP^P :PP ? : : "gas ’ Eh So Cj m . • © © © • • © • • © .. • • • CO CO CO -£a • 03 • 03©© • Wagg|oa|Sg||H ho a w * .i © -a * a-Pr © -. SM. '.2 ! x ■ a g bt) «C a. 9 I" - v 2 «s a > a p4 C3 X HM O &§ §<3^ =g fcfc PH a H : a ! © : s' j ® . fl , o g ;m : 3 g ©^ s © »i a •© g'S £.bQ«M«riaalg* ^ ►•*8**8.01*81*1 © •’3 • © O o r»5.2 ^ H^I^Opqhj^W^t-icc a O -H w 2 fl | 02 oco w <* So JjP gPH p.g MBH £ fe-2 g a >“3 > > • . . £ ©,2k2 ? ®o • © © !| ! «|j 2 s?a JIM ^i»«2 t~ ooeseom ot'OiOHHsqt'HONOM c- o -< lO ?© CC >0 t~ H- lO ID Kb CO 00 GO CO H- 00 CO 00 00 00 ■ OOOOOOOOOOOBOOOOiOCOCOOOCO 00 00 00 00 00 I Kb 05 Ctb O CO O 00 <35 h- Ub t- 05 CO lO CO : ® l> t" ?l ® ffl Ol (M © TO ® t- CO r- Kb |«JODSOCCOCQOOOCOOOC30,0000 ocoooo ©s o •NiCQi _ _> H* I.— < I 00 1 OQ UO 00 00 C O tO S3 oo .20 aa * o 3 -V>r^ of islgsi 3^1 ® *-3 > oooo € a ■•§ 0-2 a ■o°o^.2 S.O ©x g ef.8 ^-° P,«3^'S © ©v, ftiMlBllHsI ^-/S K!=;pof:©^fabg'..40 10(0000 O lO CO O I' cc ao oo oo oo as „ O O O cT.® • ® as -2 ^ o a o feiO -a CD'S _thB isil sa«§ § j<1 Q<(| W '3*-^ 53 c a m H I . _© © . ! >> 1 2 b : © a' ga^go :.20bpo- a ®-^s3 ®p wig g ^ t*^[8Hfe£rtO « 2®^ „-2 ®7^ 2cm a ® &-2 to 2 *■> a > n o n 5a 9C 2 g aa-« -h ^ ©So ft“;Hrsrb*k® a-i * “ a a cccoaiccMHriHppHN^-^ -^WP ■ be • © bi5 £>;!c 0.5 2 a-0°_ g ^ to S ^ r3 cs a a : .-§ • © >J©^ • if fibeg ;r2 t-g t'o.SlO " O g £ri ® ©• © t^o s\ ^ ts'w ® § &■© Pfr2P El O a3 S © a ®2 a q.-H © « © « -a be ® s a c P as P 1-2 ^ ' ‘ ‘ a S <1 o ^ . wia c'PaS i S-q £,*=5 c^fll - 5 PVEias .® ®H bo h®.S<1 a p® a aS a'a.S ^ c?® *H © 2 g ®5E’i'© P'2 ^ *2 t cS H1® ©ii M t, (j • Poaao©,«a©o+jo coHPOWOoPP^P^IW © L .o .2 .Sh s s ^ tl © ©J © ® g ©-H ©EO-2 ® ^ -h ® § ® fe 'ts ® ra '£ 5 =^5 ?;»c Wl aS.S fla P ca^ ® a 2tt S ® s ^a t« §.2 tc P Or-SCOgcjMg^j’J btj2 _£. •r|!^Ma2®P-2a3©'-2-2o P Bnfl«.,e®s "On * r gP a >a cO O <-3 <1 § 2 < © o ® hliSliKl ?e- - ® a © - g Bjl Sp| fesc5’5 • ■ - ^ g © _r PPP ccaj^ccojof !gO ; C a spp . .1 Tf ^ T^l lO »0) >Ol ooooooooooooo o< o o o o o o o < ' r> c fj- i jjr ' >000000- os ®p a « t?‘3 P a ► S g5 ^ ^3 C/2 oo "S o oo a^ «2 a? be ®<5 © ©Pa P © § 111 Step * e Table VI. — Statistics of institutions for secondary instruction for 1882, $c. — Continued. 500 REPORT OF THE COMMISSIONER OF EDUCATION. •au9i£ oiraspBOU jsbi jo osop gouts jooqos opijuotos poaojug; 18 0 ; O ; j • ■ H •au9iC oiioopooe jsiq jo 9so|o 90018 oifoftoo poaoaug *» 1 o « 1 • o to • CNI CM fH j ■9S9p00 III osaooo opijoapB aoj Saiaodoa,! 1© i 0 CO o • CM lO » • o CM •9Ji9n00 UI 98.1000 Tuoissop aoj Siiuudaj^j; 15 1 _ | 0 ' o o • CM • 00 J • o o o o r>- eo o o o OJOOOOIMOOOOCO^OHO^ ^ WOlOOOH CO O CM L- »0 CO '(Ml-OOMOi-lOO 'COiOMOOHOO © H • lO •iu^ox •s-iojonaput NN(NHOHN®«fIM -I CO •ejojonjjsui oiupj; HHOHM • rH ■ 2^^ §s_r ^ :2-* , .. 5 iSgtfS ' ^ TO M 1 i^ccPhO^ gipq' . > W ®c3 ® oaj^ •iioi^uztnuSjo JO OJUQ _ ■* OOOHWWWH^NlOffl t- h c . . OOt>r^t>C©|^COCDlOt~'H5> p =» a © gSO’H 0 hJ |Ai :S : ;S if! j| j || IlSSSIIlgl'S? S-p I of 13 <1<1 8j ® a3 2 i^llgSlI-g !3ll|-E-Ss§ pq pq pq ^ pq Ph ^ fH iinot-oofflOrtiNnsw! OOOOHNej^lO 00»00 0)00)0> oooooooo STATISTICAL TABLES. 501 O 'M H^O lOWH MO »0 liO too ■ O LO OOWI-'IO TH(M CO ^ CW rh O CM • O CM . fl . CJ . . g © a © a a o ■£ o *C © o CM • rlCM O • S ^ ^ *r rw « © - © X3 a ftp ; ^ ,c?9^ SOa.2 ^ • S .2 © s.25.2.2 2.20 a ©CD * M . O © ^ ~ ^ © o © . •S p. ® 2 9 9 9 ® ► -**6 ®3 a fcS^ ;£'03§g sis^i-3 OM5Sm § § g §3^||'§oh 8§l|fi|W P^HO&it-sfS O of £> -.31:3 s £ « ® ® r-3 © ©£j !wi?| ! o &P . cS ® - i M ^ g lii i*. 5 ii » 5 !■* If si fill §! jfl ^tlp3WBg|||S §s^«tllHSn?0 23 « I ◄ <5 a a ®hS-5 SW felfgfjlS’ to 1-3 a| o sl-g §,l! J i - . ; > £i_: > ^PhP^ 9 - pH ® ®lj . , Si'S 5 5*1 5 S.'S STS S3>HpP3P30P3P3CGCOP4tO bH P E« • d =f : ® £ : s “ll ®gw •?®a t>*p5 ® . F4 iXONOO HC co Minmooi ) oo oo co L'- !^ r- oo < >CClOOOOOOO'^'**OOC^OO OO OO 00 00 t- OO 00 00 C30 00 00 co oo c •Pi „ • ©&4 CS 33 .. o a rH © m kT»— > -S S g^'g. © 0 C S-< {£ ,£3 O c3 c3 © uyRPOi 00 00 00 oo ;p h pis 'ii 3fi£ CLW c3 b c8 „-®P aR -P t. o d .>5 d “ - v K jn t> o =3 ;Ph p :^-cs ® > -Pm b5 - P- .2 S'® ~ i- a HHPh: t> s b2 ® S -5 fe ^ o .a sOR *>^3 =® ■S^IlsSlPlgo^lb n3 ® > 3 ® So Soow Pa tc aa d t> o .SI i c3 *fc„ af»ell ca ^PtaCftj^dBpXJ gso-fi KgM isilsSt ^gfct6fe^fc;S:St:«s Sss'jjmiOOOOK I 3 : a a !S 'do ^.2 ©"d wi 3 ,a d « d o O q «◄! i d Br2 ^ a a ©‘cc'd 8'©^ ® « o o 2 ® tP So' ^g§;ct> M ®4c2^9 fc. t-3 ® O-r ® g © a >=3 |;=“£lH§' . ^ © : s 5 • O J .r©M * Ci tsg-4^£%5 rnU® .'«' irb*q*dnw g P. O’PS CS OT P'P2 ® d P-i © (D n O _ ... ■=33 «J= o2o-* ; © ® ! ^ , O , I :>>8d ■S £?S< § >5 >pd a S g d 2 s.2W ^ 6:3 ® • 2^ o'S •XOC-C1 4n . t— 1>»H i From Report of the Commissioner of Education for 1881. a Not yet organized. b Reorganized in 1879. Table VI. — Statistics of institutions for secondary instruction for 1882, • • 27 4 120 33 1104 i •epaiQd H WQOO OC * • ^ cm cm loir. o * th »co^r • •®l«W © wA • • © © © o • *©coio©t>c9© COCMIOO • • t- r-H © © rH •mox c* coco©© © © J © ‘ ■ t> 1C © L- CO © iO CC t> © O lO • I> CM © CM 00 ^ rH r-H « rH rH •saotona^eut eicaiaj; QC HCMN© © t- C5 CO H *• LO O CM rH rH • CO •saojoiujeui ojej^ ii CO CO > O O • « 00 •uoii'Buimonap snoiihpy; © Non-sect Non sect Ref’m’d. P.E .... Non-sect Non-sect Non-sect R.C .... Friends. Non-sect Friends. Friends . Friends. Non-sect C Principal. *5 1 Francis Orr . William A. Peering, A. M ... | Charles S. Wieand, A. M _ Rev. James W. Robins, D. D., head master. Agnes Irwin . Misses Anne C. Webb and Louisiana T. Scott. Misses Lsabella and Harriet I. Anable. Edward Roth, a. m . Mary J. Hoopes . J. W. Faires, D. D . Lizzie Pratt . Martha Peacock . . . John H. Dillingham . A. H. Fetterolf, a. m., ph. d., president. | •UOIJBZIUcSjO JO 9JBQ; * 1881 1857 1875 1785 1866 1869 1850 1872 1721 1837 1872 1833 1848 ■jajjuqo jo ojttQ ; M OOrtoTO • 09 ° ° C- • rH rH • 0 1832 Location. fit Oxford, Pa . Parkesburg, Pa . Pennsbnrg, Pa . Philadelphia, Pa. (corner Locust and J uniper sts. ). Philadelphia, Pa. (1834 Spruce street). Philadelphia, Pa. (1350 Pine street) . Philadelphia, Pa. (337 S. Broad street). Philadelphia, Pa. (Station O). Philadelphia, Pa. (247 S. 13th street). Philadelphia, Pa. (Girard avenue and 17th street). Philadelphia, Pa. (4th and Greene streets). Philadelphia, Pa. (820 Cherry street). Philadelphia, Pa . Name. H Oxford Academy . Parkesburg Academy . Perkiomen Seminary . . . Academy of the Protestant Epis¬ copal Church. Agnes Irwin’s School . Miss Anable’s School for Young Ladies.* Broad Street Academy* . Byberry Friends’ School . Classical Institute . . . Friends’ Girard Avenue School.. CD • & * M » Ph 0 O C3 © S’ 5 ° o u m «g 5 -*S ® \ 1 s? J dl 3 ® o o « O ! « r3 3 8 g H pH «H 4 fi O 1139 1140 1141 1142 1143 11 AA 1145 1146 1147 1148 1149 1150 1151 1152 Philadelphia, Pa. (Chest- I 1858 I 1858 I Sisters of St. STATISTICAL TABLES. 503 ONO ' CM INMHO • O “ OP q .2£ Ph 3 Pi pSfcpHpnfq -P.'S ◄I cof> q _ .5 g •§ © « A 13 M xfl X ’3 d ba 03 r-i > CO CO X r J r-1 E .2 a *4 M s § a 3 oa AP^ 42 “P O PhS .2 £ 3 £ P. O' r! 0 <1 q a n -C9U •g a ^ -g >§ k2§ ©p^ I^APh -g : < g’W) js’S > i» ©02 ^P-i © a5 .aw-H ^3 * t*- —3 23 03 Oi2 © G .03 1-3 O *a oo 00 00 t-NIOIMlMOONCOCC CO -+ i-H to lO CM i" >» r- «o oc lo t- t- io co to t> w w oo OOOOCOOOCCOOOOOOOO 00 00 00 00 00 00 q 4? q q ^ q . cs Ph © Oj © pH © & 53-fL| _ _ _£ M „£ _ © _ © p2 3 : <8 ^ B . «t»c3©e3'-«c3l3sg^oWc»fL,i!d'f.r^ -■“fca-ss "a-s^a-sB 2* >4 a © es © « |g . f£ i *J<2 g| -3 o|^ ”lo PS .q .q o © 02 02 § 02 ’c 02 02 2 - a . M ^5 O 1/3 tt 02 P 2 © 5 40 02 ^ 2 b § £ £ . q 02 pa JS& ills! 02 fq ^ e3 C3„ O © ~£ |-5 "cE Cf‘l 4 Kb a a <5 © ©H^ inlll 02 i 1 1 ra : © © b.^ ©■ £ I* |t> £ D ©£ •45 rto-S 2-P4y-q © •^sl5 7* © >=§ ®^.2Mf. © -2 ,2 g © >-.2 > PhPhOooooO 2 bfl 'C •*h q q sgafi f-( o\\ CJOrj fl *5 © | gigs! §|s O 02 02 at lO O to IO »o lO lO o H W CO Prom Report of the Commissioner of Education for 1881. a Sex not reported. b These figures are for four months only. c Revised in 1871. Table VI. — Statistics of institutions fov secondary instruction for 1882, -c. — Continued. 504 EEPOET OF THE COMMISSIONEB OF EDUCATION. * Number of students. A mb9j£ orraopBon jbbi jo oeop x 90uie foo’qos opt^uops pgiajug ?8s |. i • i : i ° j j j j ub9.£ oimopuoB ^eu[ jo eeop 90uis ©Sopoo parojug -• mi . 1- > • • rH O CQ H • I • • t t • • • t •oSopoo UI objuoo ogijueios Joj’Snuedojg • rt 1 to • • • • O CO rH • • •oSopoo ut osjnoo iboisshp joj Suuuda.ig VS r O to J. • • O 00 CO • rH • • • •BoSunSuux umpoui uj H r CQr* CQ O HD 15 75 16 28 6 6 •9SJU00 qspSug uj « r 167 46 8 . 10 o • oo oo o o • th tjh . co co co •opmag r r O 00 Oi t- § to to co toil to CO tOTji to rH Oi 00 cot'- CQ rH •0PK s 1 » CO t> t> CO • CO CQ lO lO • i 00 O • O to CO • ’ • CQ • CO rH • * rH • rH *I*WE © Orf C O t> CO O O ^ CO ^ to o o CO CQ rH to to rt< to to CO O O tO rH Cl 00 COO COCO CQ CO *sro}ouj(jsut epsuiog 3D • rH •uoTjeuiraonop snoiSi^a Friends. Presh... P.E .... Non-sec, t Non-sect Friends. ! 05 • ® ■ • © ! 153 • <73 • ■ • © 10 • fl ^ ® ! .2 H .2 S Ha t m . Fh uJ . O i P-i PH Ph Ph£ Principal. VS Hanna M. Cope . . . Edwin E. Quinlan, A. M . Abel Rambo, A. M., ph. d _ Rev. Samuel Earp, ph. d _ Rev. Perry A. Reno, a. m _ S. H. Peirsol . Richard Darlington, jr . Anna Jackson . Mrs. Lucretia M. B. Mitchell Miss Edna Spalding . Jonathan G. Williams, sup’t. Andrew T. McClintock, pres¬ ident. Sophia E. Wilson . Rev. Edward J. Gray, A. m., president. Mrs. Helena L. Gilliat . Charles E. Perry . •uoT^TJznreSio jo H< 1867 1854 1830 1879 1877 1854 1877 1880 1799 ' 1852 1865 1848 1874 1876 •J9!fJBqO JO 9JBd M O • • i lO • • i DO • t ( H X> • • Tjl * 00 « 1 : i ° g ;g ; j Location. « Toughkenamon, Pa . lowanda, Pa . Trappe, Pa . Washington, Pa . vvateriora, r'a . West Bridgewater, Pa _ West Chester, Pa . Westchester, Pa.. . West Philadelphia, Pa. (315 North 35th street). West Philadelphia JPa. (204 North 35th street). Westtown, Pa. (Street Road Station). Wilkes-Barre, Pa . Williamsport, Pa . Williamsport, Pa . Newport, R. I . New Shorcham, R. I. (Block Island). Name. ■ rt i}' -A ! Toughkenamon Boarding School. Susquehanna Collegiate Institute Washington Hall Collegiate In¬ stitute. -V. Trinity Hall .... . . vv iiLcjAiuAjii j^ciuieiDy . . Peirsol’s Academy . . . 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W VJ VJ — cb'cCs^- P* i> d *EJ S 333CCO S 3 c3 3 ^j{z5|Zi^^00P4P^(ii t> a a-§ ffl c3 r-J W -C03’S o’Softd » >itJ-3 2 >=^j ^-S occ ®5 w. w ft o 0 h C; LI rcC SS(5 ^<1 2(3 a 133 ® ^a £-2 ^ 3 -a 3 ^3o[joo at I ^ j os.moo oijijuops .ioj ijujicdaij; I « | O © « " tH CO • =* ! • o •ofiopoo at 0811100 pjOISSBp lOj Snil'BClO.IJ 2 | co tO 00 • c O CO • ^ to 00 300 •SOSbuSuCI TLI9p0UI UJ 3 1 to o> • o to • i i ° « ; 50 •9SJn00 JBOTSSTip UJ 2 1 tO rH o • o § i • ^ to . O ^ ^ CM tH ■oeitioo usiiSug; uj ml tO CM © © • < GO rH • < rO CO ro rH o 00 172 124 • to t— • CM O CO CM tO CO CM C5 CM rH •opino^ ml ml S ©CO • < co • 1 X) to O 00 O to ^ 1 1 Th io • i lO lO tO CM © O O rH tO ^ O C5 tO • CM •OtO'-' 00 00 00 • CO to ^ co ■I«»ox fli o o iO CM to o • < 00 (M • < rH • ro o to o o wh ?C CO to 05 O to rH TH CM rH ^H O to t> 00 CM rH rH 05 CM O O O0 tO rH tH CM CM HH •8Joq.onj^snr » CM CM CO • i rH CO (NHH rH rH • ’ CO CM CO CM -e.iojon.ij.8ui opjj^ Ith H • CD CO a, H 3 ^ & '3 1 Pi ,1 k M. C. Butler . S. S. Munroe . Milton Ragsdale . A. L. Peterman . . . Rev. J. w. Miller, D. D . Rev. Charles P. Westbrooks, b. s., president. T. G. Arnold . j2l. o. ijowier . J. S. Kendall . . . Rev. C. W. Campbell, ph. b. . Rev. Isaac Alexander . W. E. Clark . Maj. John M. Richardson .. Rev. S. W. Culver, A. M., president. Rev. W. H. Davis, A. M., president. Milton Park . A. W. Orr . •UOl^BZIUBSaO JO 9JBQ; 1869 1875 1874 1856 1853 1881 1855 1877 1880 1881 1842 1873 1876 1880 1881 1873 1876 1878 uejjeip jo ej^d » o • • 1 ■ kO . • 00 • 0 1881 0 1879 1880 1882 0 0 0 1882 1880 1881 Location. « < E < 1 1 ( . P < : D • H : i f»E 3h < S| 3 -5 * H o3 < QOC ■ t ■ >• • W ; ; ;S 3 • hH f 85s i ^-1 1 2 gl-e 3 a ee © 2> • • • • • 1 J • t Hg & SH. j M 05 t f cS O t C£3d3 - C x . . . Hemphill, Tex . . . • • • • i i i « i • • : h : : h 5«f f a a g s 1 WWP Kilgore, Tex . . Lancaster, Tex . Leesburg, Tex ........ ... , . maxsnau, xex . . Marshall, Tex...s . . Mexia, Tes . I Omen, Tex . Name. H( ' ! j i i E 1 or. o osepn s college . . Calvert High School.. . . ; Academy of the Sacred Heart of 1 Mary. | Davilla Masonic Institute ........ Fairfield College . Texas Wesleyan College . ii 1 i| i :'-s a : S 4 • H c 1 ’£ t • 7h c p kc © IS s •as - < V C3 c CC© W °5 1 © 2 £ § ‘ 5 • ■ i :§ : : l |W i • i&i fi! m i i5? : :c 3 OH Sb 9 eSj l-sl 3©'© -sa^ iSm-| §p fiiuii Alexander Institute . . Lancaster Masonic Institute .... East Texas Academic Institute . joisnop rsaptisr uonege . Wiley University- . . . 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I'd bc2 • S © Q ® a : dd ! ©fj1® J 9 aw© « 0 £ 0 J S' H © ^ ; r©<5. 5 » W © d d © tj o « oO« O C6 S'©^ S.'p ® fl'd (^'cS'© £ I S § fe M §® §*-5,2 ^ © S S 2 ©T3d3 ©►■ ® 3 © c!^ s-s §3 d I ^ S H • © © u cc>-^0 g?s N 93® Sm© i:fa St>a >5?/2rc3 < a >-..s j «3c5i? < * Zi « § ®^ a g os 5 ^-3 |f® £ s||||l§| H^Oco-^^oj , © t>.=3 CO^lOCDNOOO)OH(Me0^iOCD^OOOOH(MCO^iO C5IC^(MH • WH CO GO • • • • O < • i • co •9X>vVf[09 Ul asanoo ogijuapsaoj Suunda.ig O' O • CO • : CM •9.oapoo nt osatioo pon-vep .ioj suuudo.ij *4 O O • to • ^ CO OQ * 12 12 10 : : : i 3 •saSnns'uiq uaopoui up * OC500 H • 'OOOM CM tH • CO rH CO tO O 1-1 05 •asanoo qsijSug; uj * iCt'ThC'lO • l£} t> lOmOOO . i — i rt to CO • to t* cc »o -tfi CM • CO IO — * t> rH • CM O O © SO CM H O CM rH •9^019^1 w * t- © • O tiO iO G5 1 r-i . QO i-i O HO ' O tO ■*< O ; to CO 02*0 0 • rH O • •appi © j T* O O T*« (M <0 ' O CO O C.iOCl • »-8 O to 'to • • o 00 CO -CO • ; Hf< I> T}1 . CO O ' CM CO •pjox c. | O P Cl O lO 0 H CM O O O CO o CM rH O CM CO •6Jto)on.i!}fitlt aiuraaj i ® i'fO joo N ; O CM ' • CO CM CM CO H ^ • •fuoptupmt aprpj fr* 1 hwon^ ; oh tO CM tO CO 1 CM rH Hb • rH rH CO rH •uoijnatuioaap snoiSipy; » . . . . • o i>- > 00 00 00 00 : >> : « ji £i£££±>£ . ® © 2 ® ® ® .15 © £ _"r-( r r® ® -® rr r® ">> fcC;S £ O ® a © ^ 4444 -2^ ° ® ®olr2 s'o'S -all a sS'2 1 ►‘S'g .H o ,ia ,© .3 3-i © © ® o © fiMOOQHCDBhlizi^ i 3 5 5 « 1 a « a K ® ~ * x H © .2 ® H £ £ <5 > ® : k: a^s1 © 3 2 § u JL « ©-so s-S,, a --st; «H.a a-©! ® pslgac^plg j c s ; © §"©H3 ©Sljija1^©®^^© H«£nHf=qOWt>;3£ CO O'. O H CM CO COOM'-ht^ CO CO CO CO CO CO >c:o»-HCMcc'H • • J 00 » • ■ • • O » • O iii • • tH » • O O • rH ' -H • o . i LO . 1© i ° i - • • . o • » rH • O • • • . co « » CO • • o • CO • o o * CM rH ’H* CM f • lO C5 • O CO K- h- • O ©1 • ©1 r— CM. 'H • rH ° | CM • O rH 1© • ^ • rH lO o O rH : • • CM iC O CO O O OO • *—> CO <© CM CO H . ©1 rH oow o co H CM iH CO rH O 00 CM CM rH rH CM o oo « co • rH CO l© ot>©:: - Co co rH i©kO rH O • <*M CO rH rH 6 3 2 (116) 03 67 70 116 CO t>- rH CM • o o • CO o O CM O OS | •WO CS M H >0 rH ©1 rH • oo co co o co co os cm as • ©1 CM CM r> O »© ITS t- O t- OS rH O t-H O CO ^ * L- CM i© O O • o o o rH CO O o r~- o o o OS iC© 0 67 1 15 .... 117 365’ 105 25 137 68 110 40 39 o CM 40 103 46 OS t>- rH CM o I I • co • • CO • O 00 l© OS CO O i I • rH • O • LO CO O C5 lO rH rr CO rH 00 • • • OS • rH • rH rH O 1© rH * • • • • CM rH o rH O O T* <©COCOL^lO-H OO Tji L- CM ©QHCJIOM COO rH rH CM f-H o r- rH o ©Q ^ O 01©00 COC©»© LO lOrU IHCCOIOCOO co lOOCOCO o CO CO o CM OS C0t-riCCr-O CS CM CO H »— < *H CM rH o co • O CM CM O a • CC T* x*< O CO CM CO CO CM OCOCM j CO • P-j CO i© • CO CO C3 CM • j CM O O CM CO CM • j CM ■ ^ rH i 05 i 5©«lM>-H 05 tq 05 -»J1 > . O <© .2 q M -& • o o 5 M p- 0> o § M^3§h*s2 lL 5 05 • <15 .- HJpS>_-rt>i— !- ^tc®r-i . "p £< © ® -m CQ ro ^ p s> ^ CO ScoPh^oq o ci So H <8 bH © R • -S 3 q : a : ®h :< : S A © P4 : >.g • ^•dd® ® 3 Pi l_j P rq fcJ +S © Wbcc^ “ :P • ■ . P © £ 2« Ph^PP*- P :w i| !► -3 R R & ©7 ^ ® a -S « s £--\_ - _ P 03 ft R © CO .2 P CD © § CD R Ph .ifP R © (A ^ CC p.b P.« fH ■ SO • . " !S rf : : d j ©^3 ; ; tn w oj . . © coScoH-'w as? ^riS Nrii (N O 05 ^ H t- w0Nt>0 CC GC CD GO 00 CO > 5 . O rH 5 CO • 00 CO co co O rH 00 CO rH rH CM O I" CO CO 00 H^Ci iOO0 co oo co rH h- t> CO OO 00 O 5 £«« >%> 'C P'S" q » q O © o S£ 2 © j g Ph P3 ■ c3 > ■ . <3 c3 Sf> » » K P> :> ..© J - flf=H :a:i 0!? .p ® kH R S ^-2 -s ; c? p q lilt -t>: st>r p p U3 'L p o3 ^ 2 cc cP^oH H Ph Ps CD in 2 tnr2 3]3:K *^T3 WM W Sl1r«^JgSH§S in III s oO ^ =J p © ©T! P *rH O C3 O P OP4 0.2.52^ Pfe^ r 5 © - _ R - a ® 3 p 2W CD o 'tS i^-P ^1 ftU r : p | irt p^® <1 ec 5 >.o3 c i P ^ £ <1 r£ O C? M rvj ,5® t fr’S a-g 5^.2 q3 p S+5 w3 ©fc. cc © p g ©3 © ^ CC tip I g ® ta 3 ® i«3 _ r I ©'g P ®4d ° © =d P ®P r_lKl -(J P § © S3 psgs CD « ©^ >> ■ o a :£ © i 0 ^ ;co 2 :fl £ ©■§ |CI°S Hog P © © P P 3 : >s : : ? >* Sq © w-T icP- ^ -/jq ® a i q © © s >HW2 Cjc ■© P 1 Pp ^ Ci J Pi P a © © © it 9 H^HOPPm P^c pp® 3 P 2P 0 >_. tfj'q! jd be itp rh ° © ©-2^ ° n3 n ci 5 itS-ia’g'S ^r13-2 > © © P 'p q .r q d .-; o § PV2 02P 5 0«2*5 OO ccpcop 3 © ° 6o ^ pjI © ^ Ctf Ofl^ CO C5 © O O O O O O rH ^ Tf< ^ ^ ^ r* I (M CO ■ ^ f * From Eeport of the Commissioner of Education for 1881. c The name of this institution has since been changed to Private School. a The Yeates’ schools are about six miles apart; they have the same hoard of d Suspended for 1882 for reorganization; reopened in 1883. trustees and are supported by private endowment. e Date of organization of the academy for young men, a department of Fox Lake 6 Sex not reported. Seminary. Table VI.— Statistics of institutions for secondary instruction for 1862, $c.— Continued. 512 REPORT OF THE COMMISSIONER OF EDUCATION. MT?9j£ OiniepBOB J8T31 JO OSOJO ooms poqos opxjuoxos pojgjag; •JB9 V Oiragp'BOB jo oeop gouts oSonoo poJ9jug; •9391100 UX gsjnoo opt;u9iog J0j.3ai.x-e do jj •oSonoo ux oe.xnoo X'BOiKSB[.) .xoj 3m.i'ecl9.icx •soitenSuBi mopoai uj ‘9S.IX100 X'BOISSBp UJ •9sanoo xi8i|2ua; nj CD O O § : •OPH *mox •Bjojonajeux •sjojorujeax opepf •nomirnnonop enoxSipy; § W 'A P4 « § 'A goo fc 3 3 .2 < 1 1 5 O 3 * u o -2 t £ M Ph * a CD O © m I * O t-s o5 m 3 3 | 3 £ co 3 s r? . M £ a^fi ^ .^d -2 AO . .2 So CO •uoxjbziu^Sio jo 9jB(I ‘O O CO GO o »n> - CO CO 00 CO •JOJIBqO JO 0JT3Q §4^ O g O ®0 r2 d'gd .d (SJiSlfS - > -'d - 8 es 0^3 a bC d bo-® btig bCX bO-g btU o.g a 0 aS 2 ©.9,2.2^ 2 ©pa £3 g',3 .3 S S -T-JfCl .-a . A O 90^ 89 . t> «ofid g8g“ r-t 5 fl ’S ■£ ID >» a © rj ej © 5 jg « -2 « a PB 2 © o pa « d pa o d 03 a H a © CO a © Ph s © c© S <1 a , a . © ii *d 0 c te a .2 M 1? M ?ld a H 0 o § I a O a © t> a o a © © 5 o o fe © © a O -a s Jp o> 6 * d ■g ! rt i © '<1 <1 |o S © a H a SJ ■d 3 s © H ■g 3 O OQ •-S «3 c 50 24 CD o t- oo irto • in co uflo ^ »“« 1 • — — M • -H M M rH H CD O »D O ■** O O 00 Cl “ID ID CO H O 00 OO ID O O iDCDHiDOOO*HMO OlOCONO^OOMHlDh- O CD CD O 00 ID CD COOOCDC-O’HilDOHCD CDMCDCDQOOCDMMCDCDCD *H rH HHM-HCOrH tH HC4H^( rH H CD M CD — • b- l> CO CO CM • *H M OM ID l> O C-M 'CD JiTCMrHat CM CM CM i-i O CO O tH 50 rn r-( ID CO r-i H CD M rf« M rH MM M CD O H 10 1 1 ‘ OMCOMCDCOOMMHrH Non-sect Non-sect Non-sect M. E.... M.E.So. M.E.So. No. Pres M.E.So. Non-sect Baptist . Non-sect Baptist . p, n _ >c !P^ id c id d O • 6 © , © ® • m ) flO PJC .0.0. i^Pn!zi^ »OSgf£ ■ • u u . d i a \ a id l 1 P i £ • ‘fi ‘ ■ • < 'd • • Mrs.Z.D. Butcher and Miss M. C. Douglas. Miss S. A. Lipscomb . MissEanst . Miss Margaret H. Lee . Bev. Levi Tarr, A. M . liev. Joseph F. Thompson . . Theodore F. Brewer . . 0. P. Stark, superintendent - Bev. E. B. Shapard . F. M. English, a. b . A. C. Bacone, A. M., presi¬ dent. B. W. Carter . Bev. J. A. Tren chard, A. m. . L. T>. PallaJino _ _ Sisfcfir 'Rftini . . . Bev. Brother Gabriel of Mary. Sister M. Praxedes, superior Walter H. Ashley, a. m., m. r» Bev. S.Person6, s. J. .president A. S. McPherron . Mother Francisca Lamy. . . . Brother Botulph . . . J. S. Eastman, a. m., m. d . Mrs. C. M. Parks . Miss Ellen M. Thompson . . . Bev. Albert B. Crawford, minister in charge. Sister Francis . . Charles G. Davis . . Karl G. Maeser . . . Miss Lucia M. Marsh. . ..... Bev. G. D. B. Miller, A. M . . . . Sister Superior . . . Edward Benner, a. m . John M. Coyner, ph. d . Bev. Thos.W. Lincoln, a. m. . Bev. J. P. Morris . ^ 00 CD Cl CMiD^Dl (MO O ‘D r-i O^M OOt^DM^ODOO WlO ) OOOODiDHt-lOOOiOOH r-- t- r> 00 00 ^ 00 id cc ^oo t-Oc- r-xr- t-o t-t-t- t-h. 4 coNNt-t>.^bt3b.[>.NN oo oo oo oo oococooo oc co oo coco oo co co ooooooooooooooooooco'ioooooocoaoaoaocoaocoooco rH r—i rH rH nHHH HH rH H H HHH HHHHHHHriHH HHHHrlHHHHHHH 1881 1882 ! M ! oo • rH 1850 1881 1844 1880 1866 1880 0 1879 1874 1874 1878 0 1873 O • »D 0 1878 0 1871 . (1023 . (1537 . (1915 D. C. if * i . . a . • » © • ‘ u ’-b f4 t. ® a . j C? r i « ! • w \ j g j j j j » i b_J a • o . • • « # • i ! . ! !z ! • • • JjJJJJ 1 . ®d J •9 g'dnsJS g • r- ii3w o ~r3 ^ S ® H ■ Ol E SC »® M ® ®'fl J C3 L_| rftd ®G-Krt Cml2 H~ ® p? rs s o c< H ® r^-g ca ca OH u in 1 . , 2 M M M H © © © a aH. f 3| Oflrcflfcsd -g ;§ 0-2* § h' Illlsge^J Of>{>^43_c|J I |PH cScacJ^^dcJOOLj HojM dddrZicotzjaiHH^ 3«3 ^3335. *P?8§II3II rt p n ® ojLjijLjui 'P.'OtS o o£i5ifi2i5 bt'bChl/SS'S'rt'S'S'S1 OOOP-iP-ioQccccaja2 Is 02^ ® !3 *3 S § y a a g i&fc jj • © *V ft© -, o ® § 5 M'S g 4 > 3> ft 02 6o > • "p P tAf=l "1 .cS e3 a t»jCjvE, P as?^&j^ '.,§{>>■ *4 S;® a J O ® ea 03 ® © s’p's'o^5 ca © ■ • pa b bfl : §«*§ 3 . ca ©-<3 biLS be b >c® part > « J5 ca’I rP p^o |'!b • 2!| 1 • ®-g ® p 2?3 ® 3 ©^ |$3|S-gll|CS^U! . fl’d'T? 5 0 « ca ca «s p ,55 ® ©P3 P4hwmih> ^ P 2 tfo btrt'oCS <5-P-ii '£'«’' OcacaWPMPPcacacacac (M CC ^ LO CD h- H H H H H H h h< h h h h* 33 e 513 * From Beport of the Commissioner of Education for 1881. a Sex not re polled. & Removed from Dcahsville to Nelson and suspended for a year for the purpose of erecting new buildings ; reopened in November, 1882, in tbe new building at Nelson. Table VI. — Statistics of institutions for secondary instruction for 1882, $-c. — Continued. 514 REPORT OF THE COMMISSIONER OF EDUCATION. Number of students. •jbojC otmopBou jsr[ jo oeo^o 99UIS {oops 9IJIJU910S pQJOJUg; 1 ® i w j O • © J J i MUO-V otuiopuot? JST3[ jo 9S0[0 oouis 039X109 poaojug; ! s o ; ° ; ; rH •oSoixoo ui 9s.inoo ogijuoios jqjSuTaBdgjj 1 § O • O ID lO j : •9j> 91X00 III 9S.U109 XBOTSSBp -IOJ '3ui.TBd9.IJ IS 1 ^ T* i O O 1 o 1 | CO rH •s9SbuSubx umpoui uj 1 3 j 00 1ft tH 'uox^'Butuiouop snoiSixog; © . 43 . . • • . » • • * a>J£ • ! ! |c gi.O owe o fcwtf wwp; > Principal. *9 Rev. E. 0. Tade, A. M . Daniel H. Felch, A. M . Miss Leoti L. West . Rev. Joseph M. Caruana, s. 8 Rev. P. Poaps . ui > w 1 J i< ;! is | ) 1 i j j i •uoTpziuuSjo jo epd * 1879 18S2 1878 1880 1866 1872 1870 •JOJJXJqO JO OJ-BQ » 0 1881 1881 0 ( Location. Anacortes (Fidalgo Isl¬ and), Wash. Ter. Cheney, Wash. Ter _ Colfax, Wash. Ter . Fort Colville, Wash. Ter.. Vancouver, Wash. Ter ... Walla Walla. Wash. T«r . i ) i ' c 1 > r i lo : a ! 2 !| i * i 2 - d a d fc H Alden Academy . . Benj. P. Cheney Academy . Colfax Academy . Colville Indian Industrial Board¬ ing School for Boys. Holy Angels’ College . St. Paul’s School . St. Mary's School . » CO 1>OOC5 OHN a English and normal. indicates an affirmative answer; 0 signifies no or none; - indicates no answer. STATISTICAL TABLES. 515 •JCoX OTJSBI •oqos hi S3[99Ai jo asquint •S99I uoijtnj uaoaj an9A jsn'x aqj aoj sjdi909£[ •Spunj 9ATJ ■onpojd inojj o'tuoouj •spirnj oatj •onpoad jo juiioray •enjnand -dn pun ‘sSnipxxnq ‘spunoaS jo o’uxba •uoijrnj aoj juapnjs qono oj oSanqo x^nuoy •anajC jooqos jsnj 9q; ui esnaaouj ■saunqoA jo aaqum^j; •snjnanddn pun jouiqno xnoiqdosoxiq jo Tc? — "-+2 <1. ail © c; IJ ^ © s 1 >■© ^5 6" a ^ S-j! si § sl<) IS 02^ 2 S a© H 2 a-s-p^i.ll^ © cS 03 =3 c3 f-i o eS> APSOOhW ® n " • a © 0=3 « ^ ©-©-w d ©-.iS-© d os § o'gWfl gj +- ” 3 , tb 5M © rO c3 g d taSd S a §5 ? ® .£ .2 © a s PP3 • 0*2 Ph goSc/2 •S c3 c3 d ■g tc bc-E? s © © s- 3231 ^hhS m ® t- oo a ® E g ®> © s ■g & d’d! ll-SI ®, © m Wo HI I * Sid w Table VI. — Statistics of institutions for secondary instruction for 1882, ^-c. — Continued. Note.— x indicates an affirmative answer ; 0 signifies no or none ; - indicates no answer. 516 REPORT OF TH & © Kl © 0! ~ a ® '5b V o m E C M M September. g September 1. S October 2. K September 3. 02 September 1. Jan., 2d Monday. O Sept., 1st Monday. 2 September 12. g September 4. September 4. 2 ”3 September 3. S June 8-13. 2 September 4. P September 4. P August 1. August 3. August 1. O August 1. £>$ August 1. • September 4. July 26. August 2. July 26. •JTJOjC Ot^SBj; -oqos ut sqaoAL jo aaqraufj « W oooocoooooo CO^COCO^^(NTj © CO T* o 45, OOO 16, OOO 27, OOO •uoijinj joj jtrapnjs qouo oj eSxeqo pjuuuy *» « lOOOOiOOOlOO °a>a >a>a 33S 33 tJD>s Safi fcCRjja >a p (h U © 4S © © © P ©,©,©,© 2th a a 2 ® J ® ® 5 p4&p d io ^ «o o in io to CO CO c ooooooo oo XO XOO XO X XXX XX X X X X X X X xxxxxxxx S >a w © g 0 ®r— I > J° 3 c4 o !P3 P 0^3 p p; >rs n-r1. > © o O U R _ lit Wm III bD '.r3 a • a s • «s 6a| ^ o . g^Ml •H ©M a^w‘ “Iv in coRW b © a -g • >a SO- - :. on * o^v © O >aP3 s ® "3 O’ ,P « ^ © rP £> 2 © -n _P ^ ^ ^ ;«p ■ p ; © ■ ‘3 • co © © . 2p o « l23 p ^ P3 r" 9 O © . * ’ o q © p a Ot>| a a © 3 3^: a b3 rt © p RM p 3 b : a't» © 2 2 2 2 I ,s a pB“S -S^^W 1 S S£ 3-343*2 P433 p®R §!§ ^ 2r So ©h fe.s£ J g's S 3 fc.-'H.cS O <3. ©.S3 a a3.<1 © <1 O ©S MB'S 2p<1 o a B O S a -2 ®0 saP?„Pt22flS ©’^T^'© ©i£ ?Po Ss© ®-P p^3=3po|a^®cs H<^HO W^WRPOOR CO^iOCDtX in to 10 m 10 « OHdCO^LOCDC^OOOOi COCOCOCOCOCOCOOCOCOt>l I (M CO Tfiuo c * From Report of the Commissioner of Education for 188L ^Grounds and buildings. d Excluding house. a Average charge. c Includes board. e Value of apparatus. Table VI. — Statistics of institutions for secondary instruction for 1882, P P ® © r © ® as S2«q fl © © r © © +i+i-P+J -43 ft ft ft ft ft © © © © © xnvimm m hhh a a a © © © © FH © © & rO JO .O n© rP rO aaaa**aa ftftftftftftft ©©©©©©© mcoco xnxnmui mb9j£ oijsbx -oqos ut S5[99At jo jgqnmft; M O 00 00 o o o uoijmj moij .re9£ jsc'[ ’eqj joj sjdi909jj •epunj 9atj -onpoad raoaj ouioonj •SpuilJ 9ATJ -onpoad jo junoutY •snjeaBd -dB pm? ‘sSmppnq ‘spnnojg jo’ 9U|ba o o O O o o > O o » 00 GO T— I e •uoijmj joj ^uopn^s tjo-bo 6^’ oSj-bho pmmiy § A ± r > CM CM 50 CO •JB9A {ooqos jsbx 9qj nr 9SB9J0Ui •sennqoA jo jgqranjq O © O O O I S § I rH CM •enjBJBddn pan jomqBD x^oiqdosoxiqj •XiojBJoqBx X'BOtraoqo aft elc •XBjugnmajsui *XBOOA •ptreq 99 •IB0im?q09jq A ft • m w ■ i—* m O O £ ho © £ « m S s £3! >3 ® ap o Wl§£« go 4 ,=» .9 -2 S '5b © a a ° ZM s il!|?isga*sg^ ,• y ii • be o : : § o . • o |1 *3 :«2 bC.2 OhQ eJ ? P © mrT, © a tc,j © © ©ajv^WfT £ ' § a H . 8 2.gW a 3. , w 072,05 f rs*'g ® a i’a— i^Sobtrt"^© jrs ©©’©'© app1-3;® lO'/iCQffitcSKa! H STATISTICAL TABLES. 519 Taiile VI.— Statistics of institutions for secondary instruction for 1882, tfc. — Continued. Note. — x indicates an affirmative answer ; 0 signifies no or none ; .... indicates no answer. REPORT OF THE COMMISSIONER OF EDUCATION. 520 Scholastic year begins — S tttti ss§ss' t-5 © >© Hs t-3 < 38 j H j January 2. January 1. September 11. September 15. January 10. January 1. Janury 15. January 8. Jan. and August. October. August 15. January 8. January, 1st Mon. November 1. January 1. July 3. ■JXJO.C oijsej -oqos ui sqao-A jo aaqum^ 8. §88 gS§§8§S§§§§ Property, income, &c. •sooj uoijinj uio.tj aco.'v jsu‘[ oqj joj sjdioooa; H M $600 600 1,200 i 1,000 | 1,000 1, 500 1,750 11° I1I11I1181I § 500 0 © ®°| i00000 •smciuddn pnc joniqao pjoiqdosoitqj 5 o o o © o o X X X © ©OO© X © © © © © •Aio^tuoqui juoiiaoqo *A o o o o o o x o X © © © © © x©©©©© Is music taught ? 1 qBjuoumi;sui 1 8 XXX XXX xx x ; V xxxxx©xx©©x i •pooA X X © I > c X xx x ; o xoxxxox :®o © Is drawing taught? •puuq oo.ij[ 8 X X ! > : ; X X ©© ; ;©©©©©© •Iuo;:toqoDjt © x ; © ; © X © ©ox I X © © o © © & Ft Camak Academy* . Cherokee High School . 1 1 \i ;! i Cartersville High School . 1 Cominomr i . o ii t **© % SI \ 3 . H- H l%\ 1! !«; U if ?Oi Cedartown Male and Female Acad¬ emy. St. Josenh’s Acndemv _ Slade’s School for Hoys . 1 nnn/./iWI A | V,uuiuiu xLvauomj . Conyers Male and Female High | School.* ! ii !1 ; b IS: >© Central Collegiate Institute . Cusseta Acadomv . Howard Normal Institute . Crawford High School . Delhi High School . I Decatur High School . Farmersville Academy . ! Duluth Academy . . . Eastman Hbjh School . ggl HS§§ SSSSSSSSsis STATISTICAL TABLES. 521 HH . ..JCgCO >-hd k>>> RrtncepSS £ c X- 5 £ 3 § £ nnPSesOesR I-? ^ hs 1-3 >-5 O t-2 t-5 "8 kH H U ^ o a> += -OpJ 03 S S S'-1 o a a r <0 C3c° 5rt >; k. k.,a >v2 k> . a lO o Xi‘ -?^3 k-.^ k>kVd u ^-=rP 5 S 2 £ 2 S ® ® cS rc3rt£;»«gc3w . £ g-rt £ pJ?p fe 5 s a A-S p< ph SicanoScikcso cj s« o s s « o ® ® t-3 < i-3 (-3 cc 1-3 hs & *-s w h> ft, fq o h> i-o t-s O xn m ....§, ^ rH 00 CO 03 ^ g U kikiksks-g-o ja cS es « cS ” g $ a £ a p p pn O cs cS CS eS cS a> . • . 00 • rH 05 rH VH ^ >*>*>>>)>) ^ Ph P-( U U H 2 C3 « ci c3 cJ ?,3P933 gd 3399 k rt « cS cS cS ci r © o o © CO Tf NT CO ^ CO OOOOOO OOOOOOOOOOOOOOOOOOH^ rjiTfirf^COTh •^^^'^^•^■Hi'^^rr^cO^^COCOCO'^CQ Cl COOOOO Cl o ooocooo CO-rtfTjiTrCOCO^ -Tf T}1 TT CO H1 ^ t- © O O O *H O © LO o lO lO oo cm tt © cm r-Tcf » O O o 1 o o o 1 to O tO • co'co' o o o o . o o o o • CM I> 00 o • iHCMrHCO • ooouoiooooooooo OOOCOC-IOOOOOIOOO c©ooc©soi^rHO'*rmt>LOco rH to CO CM* 1-r o o o o o o 00 CM O 001 ‘I 000 ‘z 009 008 008 00S ‘l j o o • o o ; o o o CM o • • • • o o • • o o 1 • 1 • ■ • • 1 • • f • I o » o o o o • o • o • o 2, 500 o • o o o • o o o o o o o o oooooo OCOOOOQ Cf ©* Cf cf ^5 1,500 5, 000 15, 000 6, 000 1,000 ooooooooooooooooooo OOOOOOOOOIOOOOOOOOOO OOOOOOCMOOCMOiOOOlOOOOO CO cm o'co'cm'i^^T icT so ^co cm oo cm tjT cm** 1,000 3, 000 400 o oooooo O O o O to o o O O O CM CO O to cf CO* rH* <*Tr? H[M r o IO ( • • • • • O o • o • • i i to • o OO o o • o o • o o » CO CM ° i 200 420 o o o o o o o o o CM i o o o o I o to lO • O rH • CO 75 • o o I o o o • • o • • CO OOOOOO X XOO X o o o X X o o o XOO X X X o o oo o o o o o ; o ©•o o o o o o oo ; o o o o x o o o X O O X X o o o XOO o oooooo o ;xxxxxxxxo XO X X X X X ; X X X o XXX X X o xxxox X ; O © O X o xxxxxxxxxo XOXX I X X X X 1 xo x ; X X o o X x 1 ox ; ; o x o ; o : : x i x O X X o O X o X 1 o o X o O X o X X X x o ; o o o ; © : ; ; ; x x ® x ; o o ; o x ; o o X o X X 0 x ! ; o ; o ; © ; nlHSligsg ■i^'a-5 S|”g5al|i .P 0~-£ g g CS £H»' . aggass !sh a ® »-g «•? p s loo |S| SS2S88 i|s |l I gtlS^.1 mill Sill Ilf § f* i *i I !i|i|t||-ig i?|i| I is ijllitlpijill Cl « ^ 1-0 J5 ^ 00 C5 O LOO^COOOHWMT| c From Report, of tlie Commissioner of Education for 1881. 6 Charge for a month. d Average charge. >, Average monthly charge. c Value of building. e Value of grounds and buildings. 522 REPORT OF THE COMMISSIONER OF EDUCATION. o? CO CD 9s. Si 1 # O ® •xi cs •Si o •2 ’£ cq .g s £ i-3 «< a a © . m o ® UB9£ OTJBBf -oqos trt BJjaaAjo aoquin^; •B99J noT)Tn) raojj jbq^ JSB[‘9qj .TOJ B'jdT909JI •Bputlj 9 AT'). •onpojd raiuj giuoDui •sputlj 9 AT). -onpoad jo jaaotay •snjTJiTjd -(It; ptre ‘sSuippnq ‘spunooS jo’ oh[TJ^ •uoTjrnj joj juapajs qoua oj eSatjqo puntiY *aB9-£ jooqos JBBf 9qj UI 98B9I0HJ •eauuqoA jo joqumjj •snjBJBddB pn'B )9UiqB0 XUOTqdOBOpqj •jCjojBJoqiq XBOiraoqo •)T!)n3umj')snj *IB90A •ptreq 99.1 j 5 t— 1 09 co S f bbbbb 5 S «3 5 H ' IM a a « pj a ,cS « ej « CS ►"3 h) 1-3 hs >*3 C3 d cS 2 3 0 S'S ^ .-43 3 9 9 S 3^9 ena cScScScSOfScSort l-3^^-3t-3Oi-3l-3C0i-3 N « r? r4 O) t4 . U hh P 43 g> oo <19 s 3 § 2 2 “ 3 2 » cs « o r; cj g*g 0^0 >5 <2 OlOO o o 0 0X00 o o ; o o » 1 gg‘3^ * g'-g'-g b§ ^ S11Si1IH1PmsI1|bsIS! a wevM g% «» § S3 a.S|=|J &g a a ® S3 M rO ® cs M 3 * . ■J £4 | 51 4S P-g o r4 2 s ^ s & _ . _ _ _ _ _ _ <(NCO^lOCOl>CO(. COCOCOCOCOCOCOCOCOCO^^^r^^^^-HHr^^J.. CI 0) ©^0 WWCO 00000000 00000 o o o o 10 o 000000 000000 000000 00(M0C©00000 0000 00 0000 00 CM CM (M O OO OOOCOOOO^O o CO 1 — * 10 Cl CO II H« I 1 O CM HO O CO rH ,0 CM r— < OOOOO rH CO rH CM CO s e 1 *iie O O O O CM O CMCOCMr^CMCMrOCM OO HM O 0000 HiOOOH ^7 A T* O s§§ o o o o o t>- co H $3 o o Oh OOOOO OOOOO OOOO X OO 000000 O O o o O O O O X o o OOOOO O X xo O X X X o O X X X XXX x : O X xoo >5 . !§ eS <\ o ^ H-2 1 a is w'g t» • a : © • ■0 ; 0 © . 3 CD a^ al 0 P»J r0 0S © 0 i'S.SW 'W1 \2H © ' »f jSS'fSS*?? c5fg 0O2 0 03 o ^ -P P -rn ci J 1 a IrO-S !«2 © J.dH E*.9 0 0 Hi, C3 0 jj|®© aw B Arp a 0<1 0 9 0 © o £ <5 fiwei 3o ©m:s »“oyO 0 ©O^^Oro' 0 Jj'o O 0 © g © y>0 a^4 ^ ©, © ® *© .a h ^3 ■ OWN^ » ;2'2t0cSs2S0!c:2 «^iatoi>«®oHNco^Lft©i>® 00 Ift if) 10 O lO O (3 O ffltOOO!p!StDI>M't't't'Nh.l' t- 00 NNNWWlMlMM IM(M 03 CO -# lO <» t~ 00 00 00 00 00 00 00 CO (MNNN C4 CO 00 • • t-T O* CO* CM rH t-T \ ! 13 •epunj 9atj -onpojd mojj o’uiodiix © W * i ° j ! s : :i i § O •epunj 9atj -onpoid jo juhoiuy © e» •§■ ; • o to • '• o 000 ‘91 0 000 ‘T 10, 000 i •snjBJud -d« puu ‘sSuipiinq ‘epunojg jo onpcA QB e» O O * O O O O O » O O O O O • O O O ©® •© cooo IftlO 1 lO CM i 93- J 1, 500 20, 000 10, 000 10, 000 200, 000 15, 000 45, 000 23, 320 o o o CM CM •uotjinj joj juapnjg qoB9 oj oitrbqo jenuuy h 9. $40-150 a300 10 32-40 33 to I— to CO CM CM CO OH CM CM CM ^ CM OOOO^OO 'T* CM CO CM-^tOT-tCOCO CM Library. •j;B9^ {ooqos oqj Ut 98B9J0UX © i j° : IO ’• CO CM • . o o • o o »o • O • C-l rr t> • rH • •eonmxoA jo joqran^ OOOOO O O O O TT tO lO tO o CM O ' o to • o r- 1 • CO o o OOOOO O t-O ooooo cm hf oo^h^ rH* CM' 1, 500 •snjBjnddt; pun jeuiquo jeoiqdosopqj ! « X X O O X o x ; x 0 X X X X •AjojBJOqci xtjoimoqo ! n | « © X® O X o X OX ox xxxojx X ! Is music taught ? qcjuaamijsuj 1 « ! * X X O X X X X XX XX X X X X X qBOOA r X X X X X X x x ; OX X X X X X Is drawing taught ? •punq 99JJX © 1 « X X© X X X XX XX o o ; x ; x x X qBOtuBqogj^; ; © } *»i x x © ; x ; x x °® ; ; ; ; x X Name. H < l J ( P ! ; ; 'S : : :g >5 i i O § : la • ,rfl 'c o; :« « 3 . r* w 5 * to y -p © >5 © . ©^ 3" c si. go S : M ® | .2 + § i i ©.2 a c — o t H CS 72 M O c sSiill! >3Cfit/2pP C ! ® . Po t* .2-® '■> 3 o 3 © W 3 C«2 ^ to a 5 5 3 So t= I?|j 3J t. :rw c i33j D ccmP Teachers’ Institute and Classical Seminary. Howe Literary Institute . Elgin Academy . Friendsville Seminary* . Northern Illinois College and Nor mal School.* German-English College . Monticello Ladies’ Seminary . The Young Ladies’ Athenaeum .... St. Francis’ Academy* . St. Joseph’s Seminary . McDonough Normal, Scientific, and Commercial College.* Grand Prairie Seminary, Commer¬ cial College, and Conservatory of Music. ClOrlNM tJOO 50 t- 00 0)OHN»-^ Irt 1 o>e®ao o o o o o ooooo NNMWCM Cl CO CO CO CO MMMMCO CO CO CO CO P5 CO W 8, COO STATISTICAL TABLES. 525 3a xnui ft • • a . iflW qx © ©+i ©CO-w ,© r© *,a ro S 243 3 ® © © .©,© r ^ u r* -s . g g g^r-ift © © © .'ft) r +j +s +s £ +j ftaPcftp. p< comcoc n CO o O *-H ^ O O CO (M 03 o O I r- i CO kO & • P • o ji ail rcJ ^ ^ §B«1 ■ O X® * o® x x : x © 00 ITS C l (M © X X X X X© X X X X © x ; x x x x x® x ; x ■ J >> I >r3 : a^ 02. ®M 03 2 H pH Kyjli B *!>ca£lJ^£ t. ft-c-gs.® is a^® "A6 Oft ft © fcCJ-l'gtn O >2 -^a : rt • © I'd ■ p ! © : & . © ©'P a t© ( M J a .a © © ®c» s,s^|j»S © © 2 ®^H a ^ s®'*3'^®^ 5oS C o C 7© 'V ^ r+~4 r-i 8.9W ag-o'S g g onsSStiiS® rrj © M (V) a P rP W 03^ Ha)ccWfla2c5 Hh^ £ P'SS t© .Saa: X © © © © ; © x I© ;© © ; x© x x X X X © X X © © X© X © o . . >* : a ; 8 >=© >.£3 ® §>!a-sa§a I OJ, >i© 58? © © ^ '•© xxx : x ■ «' • cS 0 • O O >; 0 £1 •'©S! § a >; — f r— 1 _ ft © a a c^,-, o 2 n 1 d 0 7} © bO CO ft ■§N P4£ g g 2 i eft ^<1 )C3 03 ?D^COaOHMWtt< HHHHNCl.-MjqM COCOCOCOCOCOCOCOCO .^l^l J j S S3 a I «4j ®ft= ® £.2c”5 i §,ii is! §'|.§ | § |33 a ^ &bbI^ g |!s’3g ils.s h § ^S: coOWcocococo<1 Pa2 ftft © 03 W2M © © rOP3 a a © © +r +3 PH ft © © COM ^Sri a a a © 3 qrejuaumajsui qreooA •pureq eoa^ qreoiureqo9j\[ © x xo© x x©©© X X © © © o 2 to t-P « g' £2©rl g I rt s a* US £*22 I&3S I'll I a 3 — < H pq * lS "hfc. ^ ^ -ro > ® © d-„ saii-sl a'.s® ,u . *3 o 2co3.2 a b ® .© J §c < p «i &§13h •v © « a ej+s P a a a * a,o sssto "S ©M Wooopp I'M :S a a Sjj Ills*! mt i §111 III f* 5 OHNM uo CO I>- CO Oi o pooo cooococy co^ !>• . _ _ - CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO CO 00 CO CO CO CO CO CO CO STATISTICAL TABLES. 527 •S-S *’£•5 3 S'-1 9 3 © © r © © ft ft ftftft ® © © © © cgcocgcoco a s a a a ftftft ftft © © © © © CC M2CZ2CZ2C/2 fl . o ?a II CD r F* c/2 P2 a a a & © © CO CO ^42 a a © © ftft © © coco 9 . • • . •>* s4 3 t-l f-i U U U (-i ©©©©©© r_i a a a a a a ^r_© _© © © _© _© ft ft ft ft ft © © © © © © © CO CO 02 CO CO CO CO S£ :>> .g^^a iH»j aai-Sibia ©•S ® GS StfLiS s PI Pi 111! §11 ’q3 P-* o S p «s c3 pq pqpqtDpqpq Ovx bn. jd « £ § ® © w .-3fS a ®ft aco^ .13 Po S-3 9,2.2 rP^ h! .2 ©2 -tsg-eqchjmg^© li^lllili! & <1ooooflWH wSwS-;!l^«1 , -^o <3.0 d'S O H W CO cor^oooi>o-^(M ,-i CO rh ^ Tti U U U U U U © © © © © © ,£5,0 ,0,0 ,0,0 a a a a a a 333333 pn p, p, p, p, p, © ® © © © CD mmmxmnm ■*& 3 , r-i OS cJ S P ^ P-4 © .-, © © ©23 © © © ,Q •£ ,0 ,0 ,0 ^ ,Q ,0 ,0 a- a a a 2 a a a © r©©©»©©© +2 Kr-fJ +5 +-> © © © © ©5 © © © u*TT+wuixn<{xjivim U fH U f-i © © © © a a a a © © © © P of ^TrtT 10 O o ■ of cm' * >10000 rcf of 10 irf 000 000 000 icfiefc© •uotjihj joj juopnjs qoB9 oj aSjBqo [Bnuuy owoooo OH CO Csl ^ OOOVOOIOOO OlOrtiW-tlOlCCO o O lO o ^COCO-H o iA >A © Library. ’JTB9S looqos ^sui oq| ni osuaronj | (S « ! loo • » 0 • * ! 0 0 ITS 00 ' 10 I 10 • t- • 1 75 100 •somiqOA jo joqmnj^; ! . Q\ 0000 O 10 CO 0 i 0 0 to • 0 0 0 0 • 10 0 0 • rH >®3 s r-02 .PI 2 ±5 ® a 2 >» k! ' ’S P^rtpo 2 **3^ m*=i | .2 g a 9 3 9 g.ti,o h> t» t> e3 a © ^ p* (3 flrS 3coP: 5 2 ® a.2® 9 ►•PS >■ p hb m *3p S S >>.2 a S3 S3 IsctJ'g 00®l2l2P]®1®®oPP>P£0 Sc © 'g jg 155 .Saco * ® o a®^ 3 o ® § be 3 I §11 I ®8.2“ph>>-P 5-S1H l| ^ W2 © § o 2 1 3! 'S3 J 3a O «3 P * ^© 3 ®eS^ ® O >vS 2 to'S'S £ 5 .2® a §£.g £ «4pS ^L0«0N0005OH0Jrt-^W©l>C005 C mm ~ C>ftOMCO o o CCKMCO^ti CO COCQCOCO Cl CO CO d CO O O O O CM T« © 00 Cd CO T-i lO OO O O CO o <± ti O O O O O O o O O rH OOOO O O O O lO O © Ttf lO ax 'Tji © OOOO 0 1-0 0 0 05 Hio lO — *2 © © © © © © © X X ~X X© X X X © X XXX XX © XX X XX X©© X X ; X X X X X X X XX X XXX©© © XXX X X X X © X X x © ; x ; © © X X X ;© X X S e ■ © ® .9 « 9 9 . >3 : 9 tr ©H 5° .02 'o. ©02^ * cs 9 £ ® «Oj ^ 9 © -3 ©-S >-‘S t> £ ► •Si ©,3 © ><® >1® S'l-S-g S a 9 K ® o-p 0-^2 c«4 5 0,H PP o ^PcgHo ! rtp3 ■ 0 23 :«p ■'3 bO ; p a i b • a 3 iias* :8°* fl S IJ 3g3 l“3 ®~® 03 03’ 3 >> ►s^s©1® 02 ^ © a § © 0 rH o> BS< © © 3 rS°-2 O © 3 . .9 s a •g . £§§ej-i £piii sj tOs ►-• I :P *02 . -4 4S -li 43 ^ ^ CO 02 02 CQ JH p| © a is!fS5!!lllIloll!li! 3tn©®©(P'5|j3£o >-.r3 £ H ‘2 3 « SSgg^cJ^^Sg^ OHoC? < PPIPfci « m a cJ HO C3 GQ ra 2 .§ c #g o O IO O iO lO Cl 34 E 529 *-From Report of the Commissioner of Education for 1881. d Includes hoard. 7i In 1879. a For second semester. a Average charge. % No spring term in 1882. b Grounds and buildings. f Value of buildings. j No instructors nor students for the year v For non-residents. g Iso schools during 1882; to be reopened in 1883. 1882. indicates an affirmative answer; 0 signifies no or none; - indicates no answer. 530 REPORT OF THE COMMISSIONER OF EDUCATION. * I \rB9i! OTJSej -oqof ut sqaoAi jo jeqmnx *2^ i3 . • ... 5? *T! ,io o o HhW(M jg a -5«|aasaa br4^ Er^ ^-m43-p CL> ^j o o HW(N f-l U a) -.■ < u ^ k- ® ! a.o.S &*■ z a s xxx x© x x no eS 72 © s|^« ms'll ,o s - 3.S oS £.2 &S jp § 8 .‘2£* • cf »H • 00 T-f • CO rH O'M OCO t- o |> OlNO o o o o o o o co o o irfco'c^f O CO to eTcvfocT o o o o o o o o O <£> O O lO c> o o o o o (MQOOOO CH- O H ^ »0 CO CM Cl es e OlOOMOOOOO (N^I>Cp^COO (M rH tH lOOOO ^ co o o o o 00 iO o o O to 00 • a ® :'C Academy for Boys . . e Seminary for Girls. . . -n+A for Boys.... Girls . chool . '•£ c3 Hi to 0 3 o ©i •'©) ! 9 . © • •* OB p : Q^g . o c$H ;t=Hg* ■ :-2tf3g,V3 ’TJ 2 S'© 68 m 'ro >* •rH <3 1| -pQ : 8 §£ § sps ©'btfioti ) r-l © : 5 ©LJ cs 2*g w bJCH o >-Sw *=» ’S H 3 © $ §h?c2 a ° i-® j ® b +J o o fto o ^ © -=T M h. ©SJP CS^^P* © tu« HN«r|un©I>CO wioioSidiowin * Fi#m Report of tlie Commissioner of Education for 1881. b Average charge. d To non-residents. a Includes board. ° c State appropriation. e Private library. 532 REPORT OF THE COMMISSIONER OF EDUCATION. O CD UB9./C otjbbx -oqoe ui B3[88A jo jgqton^; •S99J uoijtti? mojj jbo^ qs*B^ 9q? aoj 8}dt809a; •eprmj 9Aiq.onp •oid raojj "oraooui •sptmj oat?. -onpoad jo jimoaiy . © © ® « ■_ _ rO^,© 6 a a a a a — c? © © o © © ©4 ©| © © © ©| ©(©(©I © © © © © © © © © 020202100202 020202 5r a *a H U © © © _ _ .£!,© ,0.0.0 3 . 2.2 a a a a a a a <00000 o o ©©©©© ©© ©S' ©© © © © © © ® © © j © © 0202 020202 0202 02<1 0202 © © aa i5 4S icocoeoeo co co- l o to woooi •enj'BJ'Bd -dB puB ‘sgaipiraq ® ‘spunoaS jo erqBA •aoijra? .toj ?n9pn?s qoB9 6?’ eSjBqo jBtiany & UB9.£ x00lI08 ?SBX 9q? ni 98B9.I0UJ « rP !" s •earanxoA jo agqum^j; « *sn?B.TBddB paB ?9UiqB0 xcoiqdosopqj •ifaojBJoqBX iBOiaigqo c4 bC ij P n a •jejugairujeui qBOOA •pUBq 99.IJ qBoiaBqogjq; O O O *000 *0 CO I o o • o o . o o • OCQ )010 CO o co o ©©©(.._ . ___ M(MIOHON ■ fcO CD •SsJI’SB^ ^ P-i H c/2 P-i S r H< 5 ► * "o rt a § >.h 2^ 2, © ©cp w -g L o ^ ^ CJO'S O Hc ° ~ 55 ^ H-i-r* fl <£> ri w t; u S PHO U$ ftpqfiH SHMS<1 r^coooHM co^icco rji Tfi ^ O O O lO *0 tO *© *0*0 10*0*0*0 *0*0 0*0 hOOOOH wioiocoo 10*0*0*0*0 *0*0 10*0*0*0*0*0 570 | Family and Day School fo STATISTICAL TABLES. 533 •rH CO ©3 O 10 • * • ©®a>o> 23925602339 00«ti©*«)04)0» "3. p"p ft Pi p< p< p< Pi Pi © © © ri ©©©©©©© 7727*sl7272727272t»72 © © ,0-9 2 3 CO 7202 72 72 CO • • • . t- CO WrtH P ©i U P P P P ® © © © © © © ,P ,© £> . X> & & 3 2 2 3® 9 3 3 © © © © ©« ©_g ^ p"p p c 'p'p p ©©©©£©©© 72 72 72 72 (-5 7! 72 72 H* rH rH CO Tj! ^ rH . o © © © © 9 9 3 9 © © © © p p p p © © © © 72 72 72 72 p P p p p © © © © © 3 0 3 3 2 ©©_©©© P, ^L, O © <© © © wwtnww rOr Q s a © a; ££ 72 72 &s1 2,o © d ° p cSj3 © 1-3072 jyiiijfflfigila . C« 0 2o?t>UR rjrM b*)P<>/25H >> © W vh>.r 43 43 SH fl ^ S t> -CIO ^ ^ph I ass SSJj.&SS S !K O ® m W H ^ ^ v ©a « ® HPHPOHw^tfRAPH rM 2‘EhH^ c3 © p ©^® 72 72072 72 PQ Pl^«3 § o * o § g > a 3© 9 pP ©72 •P cS q CC ^ « g p O72O72 ^ 9 • §J& o®W©^ ■S -i'^5 §o| i © ©dflP.Spfli fc^d-ggSg ©5 CM H p o k 2,2 C50C« ^tr-HpP .J U ph ;*►>. ce c$ o£j o w«1>oho3o HtMCO^lOtONOOOOHWM r> i> i> t> t> 00 00 00 00 « _ _ _ _ _ _ _ _ _ O IT) ^ 10 O O ^ O iO kO 10 O O o IQ 10 lO *0 10 ^OiOkTjiOkOiOiOkO OtO«D?D ^(OQ iooNcoooHCQn 00000000* >000000 I * From Report of the Com missioner of Education for 1881. 6 Includes hoard. d In 1878. /Charge for a month. a To non-residents. c To non-residents ; for residents, $6. e Average charge. Table VI. — Statistics of institutions for secondary instruction for 1882, M +* •XBjnonmajsni 'Ibooa dcsj CN S3 g50 p! ^ © r©^P a a CD (M P 00 050 H(NC0^iOCOI>00 HHhhhh:j ci oi oi (M c] im o] ci I CQ CO lO CO CO £3 S2 $2 52 29 S2 ?$ ?? co g cocococococococo STATISTICAL TABLES. 535 %%%% : %%%%% 1112 ; NNHW | ssi i r-ToTcf j iiisi il 111 i j of rfrncf j 001 ‘I 006 ill 1111 i ;t>>“ wcoVri | 3, 125 006 096 008 ‘I in 0 675 • © • *• • .. • • • © © © • . o • © j i o © 1,040 f 0 1 0 j I ill 0 9, 670 10, 000 i ° ' i • © © © j ' © • © © • © © 23, 000 0 o ill! i & \ ! o j 6, 000 5, 000 15, 000 10, 000 5, 000 15,000 3, 000 15, 000 i if ! is t>v/, uuv 5, 000 20, 000 10, 000 270, 000 3, 500 8, 000 21, 000 6, 000 8, 000 10, 000 ill ;3" 20-50 22-42 21 100 8SS88 is NN S’5 je lift Z 7 20-40 20-40 39, 25-45 e200 18-30 30 150 30-41 150 645 100-150 40-80 50-100 24-48 40 30-130 16-37 30-54 CO* • in to 50 10 50 . 42 100 105 125 i°£§§ ig ° • 1—4 0 50 1, 500 0 15 75 0 30 150 70 8 j 50 100 • ! © §111 : ~ : ; 111 .1 if A, \J\JV 0 300 225 5, 000 0 400 0 50 0 2, 000 5, 000 0 300 600 800 600 1, 500 270 400 2, 000 l i 200 500 640 ■tH© x x x x ; X X X X ; © x x x ; x x x © © ; © © XXX XXX X © © © X :©© o x x x ; ; x x ; ;© x© ; ; x ; x :© x ; © © ;© X X X X © X © © © © © ; © X X X X I © x x x x ; : < © X X X X X XXXXX XXXXXXX XX©© X X ; x x x x x x ; © x x x x ; : <©XXXXX XXX XXX ; XXXXX X © © © XXXXX © ; © © ; x ;© : < © X © X X © ©> : ; ; : ; x x ; XXX X X X X X * ! ! x © ; o o ; ; x © ; ;© x x ; X © © > c ! ! : ; x x ; . ; xxx x © x ; ; Winona Fomale Collcgo . . . Watson Seminary . Avalon College c . . . The Kemper Family School . Parrish Colloaiate institute . Butler Academy . Bellevue Collegiate Institute . Hooper Institute . Carleton Institute* . Loretto Academy . . . Classical and English School . jlyu'kwoou oumuiciry . Wentworth Male Academy . McCuno College . . Marionville Collegiate Institute ... Institute of Sacred Heart . Montgomery College-' . Morrisville Male and Female Col¬ legiate Institute. Neosho Collegiate Institute . CoV TK>ln-a FT.-rrli Solinnl* v/cno. xvmnv ►Jvnuui. . Palmyra Seminary . St. Paul’s College/ . . imrir college-' . Peirce City Baptist College . Van Rensselaer Academy . Academy or tne sacred Heart . St. Charles College . | Academy ot the Sacred Heart . I Young Ladies’ Institute . Mrs. Cuthbert’s Seminary for Young Ladies. Educational Institute . German Institute . il I M il drb 31 1! 31 Salem Academy . Sedalia University . The Blake School . Franklin Academy . Nebraska Baptist Seminary . JLL«l.»b L/UUCiiCJ . . . . St. Claire Hall . . bhoenberger Hall . Gates College . Oakdale Seminarv . ligiiiiiiiiiiiiiii §11111111111. liiiisiisiiigii * From Report of the Commissioner of Education for 1881. c These statistics are for the year 1881. / Closed for the year 1882 ; to he reopened Sep- n Charge for a month. d Private library. tember, 1883. b Average charge. c Includes boar A g Value of apparatus. 536 REPORT OF THE COMMISSIONER OF EDUCATION. a © u © * I •J a s# ’c-© © 02 •JBOX OTJ8B[ •oqos ui bj[99a\.’ jo aaqran^j •saaj uoijmj raojj jco^ jsiq oqj aoj s;di9oa^ •sptmj OAijonp -ojd iuojj 'eraoDni •span; 9aij I -onpoja jo juiiotay ' •gnjujBd -du pau ‘eSaippnq ‘spuruuS jo’ enpsA •uoijitn joj ^nopnje qoB9 oj oSaeqo ^nnuy UB9j£ jooqoe ^8*q oqj UI 98B9A0UX •89uiiqoA jo Joqmnj£ •enjeauddu pau qouiquo jBOtqdosopqj •jCiojBJOqiq iBOiaioqo a EO / ‘IBJU9UIIUJ8UX ‘IBOOA %% y ssm- ?, I ! •puuq 99ij; •IBaiUBqoopf fees fc! fn ^ PA ,0 Jj« J)7!>a]£'a,0’a s a ® a 2 a g a ftftftft-w ftSj ftg ft ®®®®©©5®i2® uimTmnOtn-^xn'Am on .M >aps g a ® sp S

t- t-> c- r- t- t- 1- t- STATISTICAL TABLES. 537 C.rj'P.P. m^Amm ®N %% a fce © a Q< OOH t- 1 (-1 t-l © © © -P.PP2 a s a ' © © © 'a.o.p. © © © mmm a a « © p-p. © © mm ©O'' a 8°° ££43 p 0* I ! cT 0 cT o' 0 CO ! • r-T ^ rH m • • CM ^ • • t> CM o' o'er HHCO 0000 0000 »o«oo in 00 cm o © m cm o 000 00 000 00 O CM O O ICi cT Tirin' »£Vf ■A A MO 00 04 VT l’"* O X O X XX O : O X XX :§9 : © © :£* * “2 w? X O X XX o o o o o o 00 O CM •8,3 cc1 PS P) >1 i>5 +4 o © a p ao«2§§ * ©rPr©^ a ^ © © s ^ I1 M^a©ia2« T3®d a ,p cs £.© 1 P rt ca Pi bC P cp _n _P © ri _, P.S^ as s -sglSj • -» M H1 i||l 1 S il1 IS ® - 2 ©3 .2..® © § £ Std i>s,2ffl 2 ©on a J © s a «o |o e & 3 sS* 2.3 a § sw all H >TS ^ m tf! ^bg- _ Qj ©ChS © _g"p3 O-m'© rfeis,a3rS©a_Ho®°©©'^<1 W o § rh.S-g'fjog ^F all wg. © a §3^1 |ij=j « ©W-aS §P CC mHFWWO - - o in O CM o O CM CM I 1A.A8 2S3 000 o o 10 CM CM 00 CM O XOXXOOXOXO X 00 ! xoxxooxo XXX xxxxxxxx x x ; x x 000 000 moo g>» .2 pc b£ P o3 © cSPi C§ O pfp £> a © io • -£ ©a g g\S : a .§ >3 ; o ; t> C- »n oi>co t> t> cjohmco^ r-i CM CM CM CM CM L-» t'* t>» t'* t>- lOONOOOOHW CM CM CM CM CM CO CO CO coT^mot- ^71 ^ ^ i> i> t> fr- ^ . a o co^3 ft 53 O 9 o ^ ft 5 g O feOQri ■Ic ^ 538 REPORT OF THE COMMISSIONER OF EDUCATION. of 00 00 STATISTICAL TABLES. i lO t-t p ^ d) O O CM CON O O © 00 © o ® o o o o o <=> inoiaiooo oxxxxoxxxoxx OOXXX X X X X O X O xxooxxxxox ! X X X X xxoxxxxxoxx P ?n' flglg-g jj'S-nM a ©0^ >. © o Sh g ll|| PhP^H © >13© §3 ,§3 c3 © a « jSJ n >?.s >?n- * ©-^ o«2 « a’p ri ©* "2 ft P p fcfg 9.a^,a as g a - s fl-g, iSiiliiJIf IKI wai >.2o®iSa C3'Srt©ft'0®j»cSqrt" ■ftrP a^ ® © © c3 02002 h| j| a a P go.gl = 02H^H<)^O .2 © © J£ o _'53o©M'P®02Pgp(^g o P .2 © s s a 5 » a :S te ft-S 3^-2 argo<®^=)a.2gr5atPiPg©pp©'Satt3'tcP HwooofHfRO h-;pqW^OOfiOOOpHO Oi O H CM CO ” CO I • xoo t> l> l> l> t> t> 539 * From Report of the Commissioner of Education for 1881 c Also two houses, the value of which is not stated. /$2 additional for each language and $1 for each higher a Includes board. d Rents and interest. study not a language. b Principal’s library. e Average charge. Table YI. — Statistics of institutions for secondary instruction for 1882, qflJC5 0C5 00 00fl5NC}0)05 000) CM Tji X*1 Tti CO CO t* CO CO •*#» CO ^ t* Tj* CO T* CO CO CO t* t* CO Property, income, &c. •S90J uoijinq. uiojj reel jsiqbqj joj ejdtaoojj fH « bx coo o «ooooo»ot^o • I~t O kO »oot>oot>ooo • t> O CO • l> O CM O CO 00 O CM • rH tcT t*T ■ CM* r-i' r-T r-T r-Tr-Tr-T • r-T ■&- • • • • 3, 221 7,136 859 2, 500 460 r 518 •spunj 9ATJ •onpoau uiojj euioouj 30 005 0 0 ZL OSS 0 0 985 1, 750 0 2, 606 0 •gpunj QATJ -onpojd jo juhouiy © • o • • • o • o • © o © o o i o » • • • • o o o © i o • • • • • o o o o • • • • • * irf* cm ccf o 25, 000 0 46, 654 0 2, 700 j •finjeand •du pun ‘eSmppuq ‘spunojS jo o'nx«A OR oo o oooooooowooo O o O OOOOOOOr— lOOO OO O OOOOOOOCCOOrH LO © CM o' CM O to to Tti CM CO td t> © O rH CM CO CMtH CM CM CM CM CM •ee- 200,000 85,700 30, 000 24, 618 10, 000 22, 800 :§ • CM jtf •uotjtuj joj juepnjs qoco oj oifaeqo {many h <•* CO O O OhOOI>QOO^OOWOOOOCCCO^Q^ (M O OCMCOr-lCMrHCMCMCOOCOtOOCOCOrHCMCMOOC T^ lO O I 1 O O rH 1 CO CM 1 Ilf C ^ 00 to ! ^ C 00 © 1-1 ^ S r"1 3 =>CM* => CM H O k Library. •juojC looqoe JSiq Oqj Ut 9BU9A0UJ • ■ i • O CO CM O • • O O • O • • • • O rH • • ^ • l> 0 86 0 50 '• O ■BaunqoA jo J9qumjK[ S OO O O O O O O O O 00 O to o tjio o oooi-oooooiotn t^CO oo COL^COt^CMOtOOOt^CM ~ rO - - r. ~ rH rH r-t CM CM o o o © o op o O O O CO O CM O © © © © © t- rH CM CM~ tC is • IT) •sn^’BJ'Bdd'e pun jouiqno ^otqdosoirqj 1 XO X oxxxxxxxxxx X X X X X X o ! x *i£jo^,Bioqe[ jnoimeqo M & xo o xxoxooxxxx© X X © X X © :© Is music taught ? q'Bjuamnjjeui x© x xxxx© ;xxxxxxxxxx©xx ! x •Ibooa H « : : : XX X XX : X © X X X X : X X X XX :© X X X J* Is drawing taught ? •pUBq 99Jj£ f* « a • XX X XXXOXOX 'XXXXXX ! • O O X X X » • a quoxu'Bqoopj s :x © xx j :©©x :© : © x ; : : © © x : © © S fN Houghton Seminary . Evening, Classes of the Poppen- husen Association. Cornwall Collegiate School for Young Ladies. Cornwall Heights School . Delaware Academy . Dundee Preparatory School . Aurora Academy “ . Friends’ Seminary of Eastotf . Rural Seminary . . Starkey Seminary . . . Munro Collegiate Institute . Fairfield Seminary . Erasmus Hall Academy . S. S. Seward Institute. . . Flushing Institute . > s t^00 050HC I W Cl W M « ( ) CO GO CO CO 00 c & ££ •O ® — a mh»o & . h fi n p a ^ OJ 4/ © © © +3 ® ^ W ^ fi= 02 "N-s a a a a^ r rsooeci r g®'p,'p,'p, p<"p< O©©®®©©® CO Cfi <3 020202 02 02 £ TS fi o 43 © r OiP< g,§ p, g p, ft g1 ft ft ft ft' p/ ft ©R©©5^rj,?:3©'i(^^^©©©©©© 541 w‘ ;fe ® 5 © ,0,0.3 s a s © © © "ft p.ft © © © 0202 02 ©<©fi® +n © K © ^rOrH^ 49” 9 r ® tH s s: • o o o o . rH 00 O • ID ID ® • o o o o » o o o •ID o O o ® [ 160 1 1, 000 300 800 3, 000 300 300 306 O COI>C3® ® O O® ®00® ® ® ® ® ® ID®ID®®®®®®®I>®®IDIH rH rh CO® CO® O3^D3C0C0O3® ID <03 rH i-T CO Of HH ® ® ® ® ® ® id ID ID c© t>lD ® X X X X X® X X ® xxxxxxxxoxxox ; X X X XX X X X ® X X X® XXX X ® X X X® X X X X® X X® ,x :® O ® XX ® ® ® ® X XXOOXXXX O X X X X X X X X X® X X X X X X® X X X X XX ® ® ® « 0 D 0 X Jo® ’ O X X !xx XXOXXXXXX'XXOXOXXXX XX a 9 • a X ® ® ® 1 • 1 x xxo®xoxx ® X X xoxox Jo® :® X X® ;® X • « a • • • XX XX X X X X®®® X® X ® x ; x® x® x :®® x® x®® x® X ! ! x xxx ® ; :fi : frS I 3,_| :|8 * I'© 102 02 >» : s j §** ®*9^|4 re®cn®fi£.'fii7 CQ-H> ©*® C HH Ph © PJ *3 *5 B 2 C3 » a © «o ^ -+3 t.-eri © aMt4_, ,3 § a ^02Mr©^ ®:=fi fi ?, I'g § >4-9 S7r^ © **02 a a n 0.0 © Ht* g * > • Cf © fl lllll fi g *“ “* Xi'Sfi gs^* ^ g® 11-211 ftg... ®^®sl'K§araSrS,p© «2.2oo£3®®oWfifi.a bOboWEWH HWh © fi o.-g _cp 43 o 2 © «2k2'S^ O 3 3 2 ©~3®Mriafifit?®©,fi Infill ggg^ fcfr© ©H^1^ © © rt4o.2 «8 a ^ a © fi .a fi a p a 4 .9 © O-S aS'P'P^'P fi « a a-a^ >r3 c« fi fi « rH ® fi.S a r© ,. . fi fi H* © 3 t>a>--fq O a s © in R •>» :§ rS . © H ^ •? 33 rH ® t! g fi.a<2 U - 05 Orfi . -1 n o ‘I ^ :.S fi • a • © £ ° I ^StSiDfiiBO^ 243k2_j2'® •fi © J I J fi H-g 3-§H02 ® © O 302 H >-.S 21©! » & a © §©,2- sa|i§g.2wb ^ ci © ^ ® ^ o’o'fl 'S f-,f, iSfgeil lull's 'g ©a o~m mm ® fe5©^ fi r- r’Pr-JHf 4^.® S ©02^0 2 !fiO,-rt- ^ ■“ »0 ® fi ©fi ® j ^3 g © g . © fjS k»fi © i © o;HtZ2.H ©„© ©02 a «^a JzH^ ^^Hfi fi H r^_ rr\ ^ ^ -j ai rr\ COCOOOCOCOCOOOOOOOOOQOCOOOCOCOCOCOCOOO ® ® ’ ® tH IH IH oo co co CO * From Report of the Commissioner of Education for 1881. c Average charge. /School closed during scholastic year ending in 1882; a Includes board. d $3,000 of this came from taxation. reopened fall of 1882. b Privato library. j From general fund of Society of Friends. 542 REPORT OF THE COMMISSIONER OF EDUCATION. <3 © *1 C 03 !£ PI 2 ’So •JBOifi OTJStq -oqos ui eqeaM. jo .iGqrim^r uoijinj toojj jb9A! JS13[ 9qj JOJ K}dl999£[ 3T)tinj 9AIJ :u oioj -onpoja raojjauioonj •eptinj 9atj -OTipojd jo jnuoray •enje.iud -de puis ‘eSmpprnq ‘epunoaS jo otqt’A •aorjitij aoj jnapnjs qoBa oj oSxuqo [uuuuy •jb9j£ xooqos jSTq oqj ui 9Bi39J0nj •earanxoA jo joqam^ •enjeredd^ puB jguiqBO pBOiqdosoqqj •^aoj'BJoq'BX pjoiiugqQ fcrP oj on q'Bjaoumjjeax q^ooA •ptreq 99JJ q'BOia'Bqoox^; 00 CO O CO rorz>,a a a a a © © © © •+J-P+J4J PhP)>» O cj (OQ J 1 ® S' ll a F3 Ti H oq 2 ^ - rh T? PH .. OP3-. E <— ( _,03^-~©Cj*O rcirp S3 be© .2‘r- ^3 s SH o bC W § *03 O ® H r=> a a ® ® ftp* a? © 02 02 x x x x XXX X X X x x j ; XXX X X • ! I H • • 1 1 % m u :| i52 ; -5 * rg ■ +3 • § ' 2 I-H 0 ' O : is IgiS ^■3 cs o £■§ §©§“ -a-s-a* * M'S g> a .2-P o *0 h W J "w* ", p-— ^ Q ** g? © a'* hH ~®.2 A'S a PlEj'^P' .Hi ® « © .0 *W'g-'w- a -p _© © .02' ■W g(H I*# 05 e8'„ |fio J^JS ® &J § & « J J |J Ij ui UJ® ^“a^SlSiSglaagp ■!*,§ sstS §3 |Sg ^SPa aSiSa a a 00 CO 00 CO oooooooo tber 4. STATISTICAL TABLES. 543 4=> -4^> O O w oqcqcgggScqqq atai^i i|-ss Ifrg! &€ £r3 G o .2 J2 a 9 00,5 c3 *3 c2 -2 GS .2 fl O P_| ^ PrS ^ G © « §k: is 5-3 1 s ^ § § 'S[z;^a>>,3Q^§'g.9'^'§ *02 o © «pqa |5 « g s a |*g sa a I S£ §p roi<5 o O02fl p ®5 s a 1° |s s-slls § FqOc;a)jjygH'H.2do4it?oS5 go 00 cc og og oo q* ocic&c 1 rfl lO XT’ ^ ^ CO CO CO CO CO TP CO Property, income, &c. i •soaj uoijiuj mojj .reaA jsxi; oq; joj sjdiooag; 31 $4,800 500 10, 000 400 2, 000 700 OOP 000 oo cm o rH CM O P O O O O OOOOOO 10 T~* O 00 CO CM of of iH 10, 000 1 •spunj QATjonp -ojd raojj oraoouj © « • o 1 -60- ■ •■t 0 ! © • O O if} O * • O O t>- • • O r-l • • » • • 1 • • •spunj 9ATJ -oupoad jo juhomy © *» • O o p o CO* • • • O • • 1 • 1 • • • • • ■ ■ « • ■ • > 0 0 O 12, 000 2, 200 0 •su;n.ind •dn pun ‘sSaipjtnq lspunoj3 jo ou[«^ a d a $20, 000 1, 000 50, 000 OOOO 0000 OOOO r-TrjTrf cT 1,000 1,500 O O O O O O lO t> OOOOOO OOOOOO 0 0 0 10 0 0 o' of ccT irf* cf H H H CM •nopxnj joj juapnje qoi?a o; oSabqo penuuy a$50 20-30 100 15 30-55 O lO O O O* £ a a < c £ X t *5 *5 Reynoldson Male Institute . Salem Female Academy . Misses Welfare’s Private School*. \i 14 < 3 ; t \< > i 13 Summerfield High School . Trap Hill Institute . Fork Institute . Warrenton Female Institute . Academy. Franklin District High School. . . . Whiteville High School . Itev. Daniel Morrelle’s English and Classical School. Winston Male Academy* . . Yadkin College* . Albany Enterprise Academy . Grand Kiver Institute . Beverly College . f . Academy of Central College . Geauga Seminary . Academy of the Sisters of Notre Dame. Day School . . . CO O O H (M 00 CSO^1 ©a © ^ >^§ sS1 U H .WrtM •>“( S ® © © © a a a a« a aa © © o ® P ® S r ® S ® m 2 -2 -9-® a s a „ ^03 f^XirO 05 1-1 © a a ' a : X> © ® H-fi © +; -r ■ eo & £ a a © © +3 P-©< ® © CO CO I CO o o o c$ •j'BOif x00lI08 I *8 js^x 0IW UI osuaiouj ! •sonmxoA jo J9qnm& ^ •snj^juddu I ^ ■pu» jauiquo XBOiqdosojiq j | W - 1 r* •Ajox^.ioqux X'KOinigqQ | jg 3 SP ®*S qiqaoninjjsiii quooA qmuq 09.1,1 •X'uomuqooj^; o o o o o o o o o o o o o o o o o o o o o o o o Cl CD CO iO ^ o o o o o t- CO CO Cl CO T*< $ C5 O O CO O 00 to Tji C4 00 O T*< 5 a o 2 a IrS-SS © 2 «^&cos © 2 2 a 3 o o S'? rO O «sl'lg|-|£_ >; i!& ,© rt c3 © © a co^-s 93 >-. © -c ©a 2 J-p 1.2 OP ; * a- a ®‘ tcPco:oP ^SlHbls 5,23,© SS M ; it? ■*? 03 ® -t-i 2 e p a © © >) 1 'S ©.2^9‘w «5 L © r© 2 J? ® pqpqpq^PPFPoSPPoP iN«.)unoNoo©=H _ _ _ J0!ffl0>0®®0i0®0 ■ OOOOOOO O O O O O O O O O O O O rH rH l STATISTICAL TABLES. 54 9 © © © ® a* —f, M ©h ^ • /“J — s i *-( i— ( M *-l r 03©a)-4 l-P P-| r-J ^ H M *T o ® *Z Zi ® OOO_i<5<]t£ S S V o ft ft CM CM O O O O O O — - ~ © © © CD O < CO t> CO cm" o cm" o o o o o © o o o OOOOIOCC^O CO LO CO LO rH CO CM *D Lo S 4< © NOOHiMO^Ot-O^OO CM O LO r-i Mi C CM Tji H lO CM O (M M O »— rH ^ I I I I I CM CM I rH '*f I I o o o • CM CO < rO rOrW O CM CM O o o o o o CO © o o o o o o CD O O b- o o o * rn LO Cl X O X X O X O O O X o o © © © © X o O X X o o x xoo xooo X X O ©X O X X X © © © : © © x © x © © X ©XXX X X X © © xxxxoxxxox X X © x © © X © X >> av O l s a a ^ S M >3® bfi SHg .3m © a|H a ifc ; o a' a o a "so ! co co . - >£ t» <->© -.5 ©' ' © 0 • "§ g <3 .S -a -S % © S o | gp ' ^Jjao © g g 3 g ioQ^-3 ©MH®*-1 d aSW-sH> i p>3 M C! 5- h H ' i]) Ci ^ daSH.2 s.8to a bM ®®,2 3 s g a 2 g" fa|fl®^o fl I’ IS e-llrsJItUS Rf£»I I b ifltl'IIU'8 ° s * 1 ? _ ? £ Ego P,V dSu. 1.2W © 2m «.B ®rbb'E^p© a"®'3^ O'S^^ § 3 « 0.2 S-SS ^ ^3 s.StS-a'S ^ 0+5.9 o ^ g.S®CO'°3 a/^j.a 0 rt.S §+=5 0 ®^k «S gc3 S+iL®'^ X « © ® HcoM^OOPhM dW^ i-;tziP^^i!250HMt2if=HOP4PH^ ;M^s' o _co 0 2"0'43 o tiM O O O O O O i * From Keport of the Commmissioner of Education for 1381. & Includes board. d Convent and school. a Average charge. c Grounds and buildings. e For non-members of the Society of Fritnds. Table VI. — Statistics of institutions for secondary instruction for 1882, t~ 05 © P>rP' MBOif otjetq -oqos m s>[98av jo aaqum^i M a Ph '899J uoijmj tuoaj .1 bo A" JSB[ 9qj aOJ sjdpogjj; •spunj 9Aiq. ■onpoad uiojj oiiiooaj •spanj oaij -anpoad jo jaiioray •snjB.rcd -dn puB ‘sSntpimq ‘epunoaS jo oujba •uotjtnj aoj juopnje qai39 oj 9Saeqo jemmy •JC9.C jooqas JSB[ 9qj UI 96 BO JOTI J i- S £c OOOOOOOOO OOOOOOOOO ©lOOOOOCOOOO OWONMO O o o o © *0 000 000 LO o o 0000 0000 ^NOOO jeoiqdosojiq j •j£aojeaoqei x'BOTluaiIO q B% qujaoanujeax | ^ *I*3°A ! J bB c3 SB 'C cS •pncqoaaj ; £5 qBOiuBqoopi co a ©o 2 « P o - jd: iOOOOOOOOOOO»OOOOOtJHI> it? Cl lO 04 CO ^ UO CO 10 H cc IM C J I C4 I I I cvi I O O O V CO 1 o 10 2 rP o 02 © P P sm i K21 ®® X ® ® X ® ® X®®®®0®®0® XXX®® A O : ® : i : © CG 1 n | * 1 a © n (-1 ci ^ a §;2 ci 0 * O O -h C rj O no * ’o >-.M O.SS © t£ r^“‘ Pu J > ! O A ^'G«2 ■3 t>ia 0 *a.sgg3lfS §?•§*$ 2 S o*2 a o £ « a o w Ph o o * 0 1-3 tf cq bS PoM ® © 2 ^ bo's "S 2 'p ‘rt rP 5 Q M S p -Sr a -2 3 SB 2 0 oa.sw.?-|g^|gs|s o « s 02 © !?1N^ io. &j © :n,3 >■ A p: .P -- ^ '‘-S Bl2 a g'^js.go 2 >l! I-S « t> B^'S 2^ fcflg ® IP B bB^ O ^ Wv3 £ 3= £ a ! n fl ^ ’P u _ _ _.CO^»COI^OOOO . . . . . . XUT9qQ .= r= iM t- -■^+3+3 j 8 d ® ® ^ QJ CO CO •XU^uomnj^saj | •poo A •puuq 991^ •pjoinuqo9i\[ o o o o c^i »o oooooooo OlOOOOOOO OOlOOOlQwJO O HCOOOHO OOOHOIOWO 0(NdCC^H(MCM T4 rittiO CM O OOO XOOO X X xoooo o © o o o o O X X X o o o o o xxoxxxxx X X X X O X . o . . *§ • \n : • -d • g u <£ p a © - m © §§§§ 0 0^0 woo in .Ss •H.2 * m ! 5 . © a 0 a © 5 vIJ O OD © ad » _ _ O G rrs ^ kn i ^ * a © :◄ ; to . ft o oSra ct ee - ja : Ovo^rr sw e s hi mil till pq PM h Ph Ph o & O h) ^ W aa O ^ ^ £h p Ph P P ^ p <“• r,*Ol>GDOOi imcot>ocooH(Mco^iooi STATISTICAL TABLES. 555 . i- I iO f-i U (i ® © © r®r®r® 3 5 9 _© © © aaft © O O xntnm . u H (-> tJ H « ® © © 3 3 3 3 -© © ® ® ® O -P +3 © © -w P.P,PhPh © © © © a OOJOQWCC r-( <0 © © © © 3 3 9 3 r® © © <0 © ® © ccO to Otccotoco f-l ^ f-l f-< rt S-l tH r-l ® © © ® ® ® ® ® r,r®r®r® . r® r© r© ,© r® ©aaa^aaaaa '0®.2.+§:'5.|§.i2.£42.i§ ■jr! ft^P^SjP^Pif^'-^fP ^©©©*T©©©©© Ooqoqgq^moqgqggm CO r* |* 'So O 1523 ?5k = O C.W >v jJ|l ti d£d<1 p o o o o o o o o o O O O lO ^ii5oo o o o o o o o o o =§ a I ;Q r- ! p a § ;f|s ;-2 $tc -a ap g a Jill 1 g §! || s © o © © o © o © © © © © C* CO a © ® as g ©to,. ,~ . Vj' yj © • a © m Q ®H'P d) ‘ll-lliill O (3 W -rH ^ O ; =,2 ® > g g|g © I o o o o o o OOlOCOOOOOCC o o o o o o 3 . U * 7* © © H ,© Ph Ot^OlOOOOOCD iOMCOHCCCOCOOH -rC> I I -CO O CM O O ^ © © c$ ^2^ >000000000000 > O OOIOOO oooo > CO CM ‘Cl lO O ^ CO i — 1 o - 2 St-3 i . j r^3 H : o o o < o O O < l> CO CO c - o .A o 1*0 W) © CO q ■g ® a © e ©«j \>i - M J 1^0 O ■ © <1 p 02 n 5 a^p p ■£ g-s ®~ . w U CJ S . Hrn Cj • ct -■ r u-j q q iz3 cc rX ° f Sr® .5 15® §®p a H f-. © C ® bfl g a © a o ©3 5? 2 q-c .2 ; a 0(2 © Sih 0’>H :o ^ ®W£' ,,. ^»r H - a ® © r— £ *=> ■S b £ S a' “Sill!!!' © © fu'Jl * e iCOOCOOOHCQ CO^lCONOOCJOH(Mf0^iOOI ~ ~ HHHHHHHClWlM' Ct'OCOCOCOCOCOCOCOCOCOC )C50H(NfOrf'»COt>COOOi indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 556 REPORT OF THE COMMISSIONER OF EDUCATION. Scholastic year begins— M M August 29. August 29. September 4. September 1. August. September. September 1. August 29. September 5. September 4. September 5. August 29. September. September 12. Aug., last Wedn. September. August, 29. September 14. September. August 28. September 4. September 13. September. •JB9£ otjsbj •oqos ui s qo9Ai jo aaqum^j « M 38 ocomoia 05 O 05 O OOJMIO CO ^110(00000 TfWtOnW CO ^ CO ^ ^ CO CO CO CO CO CO CO TT rjl t* Property, income, &c. •899J UOIJTnj TTXO.IJ JB9A jsb’x oqt aoj sjdioooy; M oos 000 ‘2$ o o • co o ooo O F- 1 • r-T lO 7, 000 3, 500 o co ! I iO * ■ r-T • • ■ t 000 ‘I 000 ‘8 •Spunj 9AIJ -onpoaa uioaj ocaoonj © ee » t • • O O 00 • • • C3 • ooo 0 o o © o O © O © O o CO~ of rH C^f : x ; x x ; x ; x o x x ; x X xxxx xxx Is drawing taught ? . •punq 991^ e « ; o x x x x X oxxx xxxx x o ; xxx qBOIUBqogpi; © H ; o xxx X oii S x o o ; ! o ! © a a Essex Classical Institute . New Hampton Institution . : : I :a : ’ •£* , ■ o a I • 1 i?ij i c ,‘ir~ |r.QOt | .5 u X “ °2 ill'll Newbury Seminary and Ladies’ Institute. Beeman Academy . Caledonia County Grammar School Troy Conference Academy . Villa Barlow Boarding and Select School of tbo Sisters of Notre Dame. St. Johnsbury Academy . Vermont Academy . . OS © <1 m 5 o PH , >a £ ! "2 ~ il : ; g | a iG E- 1 Leland and Gray Seminary . Glenwood Classical Seminary* - School of the Blnestono Mission. . Academy of tbo Visitation . Stonewall Jackson Institute . Alexandria Academy . STATISTICAL TABLES. rlWNTfHH f-i u U © © © . © © © © © © r— I .Q,©,© ,0.0,0 ■_ a a a a a ~ © © © O <0 Or& ftftftaa P.+? © ® © o © © « mmmcgmggO © -+-> ■+- ® © ® © ,0 ,©,©.© a a a a £) <© o p 'pT&P-' Ph CNj ,MC0 q 2 • >> &*■> a" © © 03 o^asSg^ o a « A^faP© es rl ®lrS^5 © rrx) cs £ © © ©•"" - » a ® a*, © o o K® , . a a © g © y ©^ © c3® . ,-U * <2£r5 ?©cbi W s ci , .a q a a S-g coj © £ a © .-g^q -© a ® © .■ fl<1 © ^-x' ! q © ■ © 5 i 'g o : oH • <4 q £ O ci .2 ; g c« ® 13115121 Phcom^Phco<1 a -g -q • b: <1 u • >s S q § a^ ©5®^ q© q-^’a H ® 5 n'S t3'2 g A2 O ^I4ii||o^ §£&°w2S3Mfi*s ffl a. S S qP3 © H « (U o?^ > a3 |i OOHClCO^iOC! (MC0^»COt>XC5O l(Nrt^iOOt>00 > 05 cj cj o o; 0000000c CO CO CO CO CO OD CO CO 557 * From Eeport of tlae Commissioner of Education for 1881. c The Yeates’ schools are about six miles apart; they e The name of this institution has been changed to Pri- a Includes hoard. have the samo board of trustees and are supported vate School. b Average charge. by-private endowment. " f Tuition aud room rent. d Charge for a month. g Suspended for 1882 for reorganization ; reopened in 1883. Table VI. — Statistics of institutions for secondary instruction for 1882, oo-fi O OCX) oo •aroA poqos ;sb[ 9qx ux oscaaouj •saxmqoA jo aoqmn^j o o o o o o o o CO iO LO o NO® CM CM t- O-tf 1-1 •snparddn pun pnxqro poxqdoeoqqj •Aaopaoqn; peoxuoqo qn;it9tnua;sax o o x x o xxxoxx xoxx •poOA xxxxx xxxxxx xoxx •pueq 99aq; qnoranqog]^; £ ; a ◄ &S Si © -2 S’g'&lfi : >» a J gH ftojSsa 9 » W St^OM © ® § 2 JB IlssSt |pg 80 a «,S-® Sc g'gl^cc^G *gfc®2-S ! o 5 .. _ ® £Ph,- pcIS©Jllll So«2^^^ o S acc OO ccHccPhc/jP ;13 . ;go I © a i | I iwlsf alkali .2^ <*•««] .2 §3 >>£§ I®.; ^ c5 0 S-^H ° P O’C'S S »r=J CPs) rt t>>© Si? © © * oCC UP<1«MP ® s se a lissj pa a c a • M.2 o o p a -g g a . o 8 S S o § f~ t> fc> oj £ STATISTICAL TABLES. 559 Tabi.t: VI. — Statistics of institutions for secondary instruction for 1882, cfc. — Continued. Note. — x indicates an affirmative answer; 0 signifies no or none; _ indicates no answer. 560 REPORT OF THE COMMISSIONER OF EDUCATION. 0,2 O EG ,2,2 2 a « o o -99- o o o o o »o lOCsf rH •noTjmg .ioj juopnjs qoua oj oSanqo pumay *» & O Hd 23 Libi ary. •aua^ yooqos ysrq oqy at osnaioaj i © ! * O i o • •SDainjoA jo joqiunyi; o 1,200 1, 300 pan 5 •snyn.inddn oatqno XBorqdosopqj -* e» o •ii.io}naoqnx yuoiaiaqo M « X 5 Tc T. CS CJD qntaanmjjsax ** « X X qnooA ind « X X X •ptreq 99Jj[ © : X qnoianqoojt © 1 * ■ ; © 2 yA H Colville Indian Industrial Board¬ ing School for Boys. Hnlv An .cel s’ Colleen _ _ St. Paul’s School . . St. Mnrv’s School _ 1 1 1 ! STATISTICAL TABLES. 561 List of institutions for secondary instruction from which no information has been reoeivcd. Name. Germania Institute . TJrsuline Institute of St. John Baptist. "Walden Seminary . Searcy Female Institute . St. Joseph’s Academy . Goethe’s German School . Sacramento Home School St. Mary’s Academy of the Sisters of Lorotto. Golden Hill Sominary . Everest Bectory School . Kent Seminary . . . Bulkeley School . Hillside School for Boys . The Selleck School . Boarding and Day School for Young Ladies. Our Lady of Perpetual Help. Saybrook Seminary . Miss Aiken’s School . The Maples ; Family School for Young Ladies. Alworth Hall . . . Academy of St. Margaret of Cortona. Academy of the Visitation St. Joseph’s Academy . Means High School . . Ackworth High School . Bairdstown Academy . Oak Grove High School . Brooks Station Academy .... Buena Vista High School - Peach Orchard Academy .... Lodge Academy . Byron Academy . Paris Hill Academy . The African Methodist Epis¬ copal High School. Wofford Academy . Chincapin Grove High School Plenitude Academy. . . Cochran High School . Conyers Female Seminary . . . Conyers Male Academy . Crawfordville Academy . Culloden High School . . Culverton Academy . Cuthbert Male High School. . Dirt Town Academy . Elberton Female Collegiate Institute. Mt. Paran Academy . Fairmount Academy . Fayetteville Seminary . Fort Valley Male Academy.. Grantville High School . Braswell Academy . Planters’ High School . Martin Institute . Kingston High School . La Grange Male High School . Mount de Sales Academy. . . . Marietta High School for Boys and Girls. Johnston Institute . Monroe Male and Female Academy. Liberty Academy . . Baytown Academy . . Boynolds Academy . Borne Military Institute . Sandersville High School .... Senoia High School . C. P. Boroan School . 36 E Location. Talladega, Ala. | Tuscaloosa, Ala. Littlo Bock, Ark. Searcy, Ark. Oakland, Cal. Sacramento, Cal. I (n. e. cor. I and 11th streets). Sacramento, Cal. I (H st., bet. 13th |l and 14th). Denver, Colo. Bridgeport, Conn. Centreville, Conn. Kent, Conn. New London, Conn. Nor walic, Conn. Norwalk, Conn. Norwich, Conn. Putnam, Conn. Saybrook, Conn. Stamford, Conn. Stamford, Conn. Tyler City, Conn. Winsted, Conn. Wilmington, Del. Jacksonville, Fla. Atlanta, Ga. Ackworth, Ga. Bairdstown, Ga. Bartow County, Ga.(17th district). Brooks Station, Ga. Buena Vista, Ga. Buena Vista, Ga. Bullard’s, Ga. Byron, Ga. Cameron, Ga. Cartersville, Ga. Cass Station, Ga. Chincapin Grove, Ga. Clinton, Ga. Cochran, Ga. Conyers, Ga. Conyers, Ga. Crawfordville, Ga. Culloden, Ga. Culverton, Ga. Cuthbert, Ga. Dirt Town, Ga. Elberton, Ga. Euharlee, Ga. Fairmount. Ga. Fayetteville, Ga. Fort Valley, Ga. Grantville, Ga. High Shoals, Ga. Hollonvillo, Ga. Jefferson, Ga. Kingston, Ga. La Grange, Ga. Macon, Ga. Marietta, Ga. Monroe, Ga. Monroe, Ga. Pine Level, Ga. Baytown, Ga. Beynolds, Ga. Borne, Ga. Sandorsviile, Ga. Senoia, Ga. Sparta, Ga. Name. Location. Sylvania Academy . Excelsior High School . Tazewell High School . Thomson School for Boys and Girls. Fulton High School . Way Cross High School . Wynn’s Mills Male and Fe¬ male Academy. TJrsuline Convent of the Holy Family. Notre Dame Academy . St. Joseph’s Female Academy Misses Grant’s Seminary .... Sts. Benedict and Scholasti- ca’s Select School. St. Mary’s Institute . Bich Square School . Academy of the Assump¬ tion. ' St. Bose’s Boarding and Day School. St. Joseph’s Academy of the Sacred Heart. Des Moines Collegiate Insti¬ tute. St. J oseph’s Academy . . . Iowa City Academy . Kossuth Normal Academy... St. Mary’s Female Academy. Sylvania, Ga. Taylor’s Creek, G a. Tazewell, Ga. Thomson, Ga. Trickum, Ga. W ay Cross, Ga. Wynn’s Mills, Ga. Alton, Ill. Bourbonnais Grove, Ill. Cairo, HI. Chicago, Ill. (130 Dearborn ave.). Chicago, Ill. Quincy, HI. Lewisville, Ind. South Bend, Ind. Vincennes, Ind. (box 303). Cedar Bapids, Iowa. Des Moines, Iowa. Dubuque, Iowa. Iowa City, Iowa. Kossuth, Iowa. Leavenworth, Kans. St. Ann’s Academy . La Bue English and Classical Institute. Ghent College . Holyoke Academy . Graves College . Maysville Seminary . Minerva Male and Female College. Bethlehem Literary Institu¬ tion. Spencer Institute . West Liberty Male and Fe¬ male Seminary. Collegiate Institute . Convent of the Presentation. Day School for Colored Chil¬ dren. Locquet-Leroy Female Col¬ legiate Institute. McGrew Institute . St. Aloysius Academy . St. Mary’s School for Colored Girls.' St. Vincent’s Academy . Beech wood Academy - .... Somerset Academy . China Academy . Lee Normal Academy ....... Litchfield Academy _ ..... Mt. St. Agnes Academy . Steuart Hall Collegiate and Commercial Institute. Mt. De Sales Academy . Academy of the Visitation Day and Boarding School for Young Ladies and Chil¬ dren. Otis Place School . . Dean Academy . . “ The Elms ” . . . Osage Mission, Kans. Buffalo, Ky. Ghent, Ky. Louisville, Ky. Mayfield, Ky. Maysville, Ky. Minerva, Ky. St. John (Hardin County), Kv. Taylorsville, Ky. West Liberty, Ky. Baton Eouge, La. Marksvillo, La. New Orleans, La. New Orleans, La. New Orleans, La. (271 Harmony st.). New Orleans, "La. New Orleans, La. Shreveport, La. Tangipahoa, La. Athens, Me. China, Me. Lee, Me. Litchfield Corners, Me. Baltimore, Md. (Mt. Washing¬ ton). Baltimore, Md. (1028 W. Balti¬ more street). Near Catonsville, Md. Frederick, Md. Boston, Mass. (West Chester Park). Boston, Mass. (5 Otis Place). Franklin, Mass. Hadley, Mass, 562 REPORT OF THE COMMISSIONER OF EDUCATION. List of institutions for secondary instruction , 05 ■ IO 5 1 0 4 24 •jbo£ oimopnoB jsbx jo 9soxo 90UIS eSaxxoo pajojug; « w ':<=>*> - 1 ! ^COHH • CM O CM •sjojonijeui jo joqianj^ h ^icostmooio ^coo«»o a o o oco •uoijuuraiougp snoiStiojj o !oo '"So ~S "S , ^ o o 3 "S "§ a> . o a . o o c; ^ © © © © © © Cp • Op Cp ■ GO CO COCC.rH Qp Cp cp Cp Cp Sp H Cl 3 £j pj 'Sj rt* 3 i ^ m C3 0.0 0.0 0 O O Sc ° ° o o o o Principal. C. M. Walker . Rev. David McClure, PH. D... J. B. McChesney, A. m . Rev. Lowell L. Rogers, A. M.. Joseph Hall, A. M . "William TT. "R.nsafill A. M _ William L. Cushing, rector - Rev. William Hutchison, A. M. Martin H. Smith, A. M . William E.Bunten . George W. Rains, M. D., ll. d., chairman. M. A. McNulty, A.M., president J. J. Schobinger and John C. Grant. Charles N. Fessenden . George Churchill, A. M . H. W. Johnston, A. M . •UOTJ'BZIU'BSaO JO 9JB(J COWOC3 t>oooo CO CO CO CO HHHH 1638 1836 1664 1856 1833 1802 1783 1881 1871 1S76 1838 1869 •JOJJBip JO OJ'BQ « 0 0 1882 O O rh CO CM CO CM a |> • O IO CO O 00 00 i CO ® C5 00 00at> 00 w a CO a a • Location. Napa, Cal . . Oakland, Cal . Oakland, Cal . St. Helena, Cal . Hartford, Conn . "NTp.w TTnArpn flnnn New Haven, Conn .... Norwich, Conn . Suffield, Conn . Woodstock, Conn . Augusta, Ga . Dawson, Ga . . Chicago, HI. (2101 In¬ diana avenue). Chicago, Ill. (312 Chi¬ cago avenue) . Galesburg, Ill . Jacksonville, Ill . © 3 " £ H Oak Mound School . California Military Academy . . . Oakland High School . St. Helena Academy . •Tiir-tHa TTn.ll Hartford Public High School... Collegiate and Commercial In¬ stitute. Hopkins Grammar School . Norwich Free Academy . Connecticut Literary Institution Woodstock Academy . Academy of Richmond County. . South Georgia Male and Female College. Harvard School . Higher School for Boys . Knox Academy . Whipple Academy . . < H rH CM CO rjt C£> t> COOOHN CO t> a Whole number of students. Table VII. — Statistics of preparatory schools, including schools for secondary instruction having preparatory departments, for 1882. * © ! CO tK © ■ 1 1 - -1-1 1 ©- • ■ • CO CO • <2, rfi Students. •gnoijnjijeui roqjo jojua jou pip pUB ,IB9.f OIUIOpBOB J8BI jo 9sop jb 98jrioo pejapftuoo H • • 1 1 CO b rH Tp • • iia rH © © © • CM CO 1C © ! ri CM • rH CM • •JB9iC 0lUI9pB9B JSB( JO 9Sop oouts jooqoe opijuaios paxojug; M H • O • a t i i rH O • © © rH ! CM Tp © • • i i •jb9£ oimapBOB jsbj jo osop 9oms oSopoa po.iojng; & "H • rH rH • e H 1 ’H’ Tp © CM rp lO rH CM 00 Cl « CM rH CO • •uoissuupB joj pg.xmbaj oS y ^ i ! j © ! oo ; j in ___ • _CO I © ^ ^tP © :5?*eH •ejuopnjs joqjo jo joqumjl © ftl9 32 81 371 al50 43 39 63 6! CM H rH H 00 © © Cl rH © rH CO *2 rH *9§9n00 UI 9S.IU00 OIJIJ -U9I0S .xoj fiui.ml9.id jgqumjq © • CM • © • • rH CM O © © © CO Cl • rH OC © £2 rH • H 00 CM •ofiappo ui 98.moo jboib -sup .ioj SuuBdard .laqurujsj; • w -s m ■ co r* in CO CM CM oo © © rH Cl ■uoijBuiraouop snoxSijoy; E v. Lutb . Non- sect. It. C . M. E . Non-sect. Baptist .. P.E . Non-sect. Baptist . . TLvnt.isf, Cl Cl • • -p p-p-P-p • > oi cS +3 CO O O O O o • ifSrX&nc O © Tp t> t-O CO t— © tP © © Cl © CO CD O h- t'* CM GO OO 00° Location. e* Mendota, Ill . . Morgan Park, Ill . Quincy, 111 . Fort Wayne, Ind . Indianapolis, Ind .. ... Burlington, Iowa . Garden Grove, Iowa . . Auburn, Me . Hebron, Me . r| II Pittsfield, Me . Waterville, Me . Baltimore, Md. (Lom¬ bard st. , near Eutaw) . Baltimore, Md . Ellicott City, Md . Rockville, Md ........ Andover, Mass . . . i . . . Ashburnham, Mass . . . Boston, Mass. (259 Boy lston street). Name. f Evangeliscli-Lutlierisclies Col¬ legium.* Morgan Park Military Academy* St. Francis Solanus College . j Fort Wayne College . Indianapolis Classical School . . . Burlington University . | St. John’s Academy . j Edward Little High School . Hebron Academy . J i/X > X !« ; C llz Maine Central Institute* . Waterville Classical Institute.. Friends’ Elementary and High School. University School for Boys* .... Maupin’s University School c . v. Rockville Academy . . . .-. . . Phillips Academy . . Cushing Academy . . Chauncy Hall School* . . 1821 STATISTICAL TABLES. •ft 00 CO CO < (NteuOQiOt* < CO CO CO rH (M OH^OW 0H< CO HI ^ (MO O ^ ^ (M ^ ^ r-(rH H S H H S' ! O CO iQ 05 lO (Mrfl CO t>* CO rji rH CO l> CO ift CQ lO CO 00 C0C0t> IO OO 0 (M lO O rH t> CO -H'CO C5(MOCOrt(Tj(05 r-l r— 1 rH (M +3 -4^ 4^» +2 -& O O O O O c? O CJ 05 O

M £ M fH . _ m ■a M § -2 § -£> CO .2 CO p Sr S g t> BO* H - btffl a #g p,® M ^ h 2 © O © O Id !m • c3 ■ oS \m <4 g •© .9 fl & S a rt © -14 8 • z3 *3.9 2 M-©1© SX, © c ‘-s 2 .2 ocs^ag . CO "1 af ^ © o o *p* © © % fl . c3 np JM * -2 ©o^^2 o- OM^ 125 (Zio cs -q © jj-5 . t; x : a s g • HCOlXMtH ■ 00 O CO CO I CO CO cc CO H« t> 1^ O CO CO lO O CO co r— io .-c o x h io m ccoo CC CC 0C L^* CO CO 00 > lO r-H CO O t'- ) iC x h »o co : cc l— oc co oc C2 ;§|?§? ^lt|3 sg'P o © co cocoP fli tnJZi'f- 2 it) “ M ^r© .S^^bSo © ^ ^ C; ^ H ^ 1 © *3 0^.0 H js3 O-m-hP k. oo d d £> k h*s-i FO oaooMS^ .9 «8 "S3 m® — > 3 m M M M |f © w ■-P © cS to M 3 © 2 M r® •e a : a • © :W • 8 3 : ©M : • : :® rd cl 2 i O d . .d -H !Z2'©^1 © ® 2“ CO - tri-^rr- ©3 «§ V • © >-.3 o5® l|?«2 .8.0 m w O q x - o o P ~ ^ ©W3 to-^ © § 2 'rn a iH z-. *j - dj W j •— ■ w w . ri 2d p ^ o cc oj a' • w. k-H © 2«2 55‘S ® «Mf-M P 005^ MM HHHflCKl^ i 2* ^ II !i^ © 89 -to 2 hr © m £® M 72 © 3C © O.S >5 la rd Q . i | i >>g § h a ©m ® o oc ®©j © ©.^ © 'C CS03 M AH § 2 ®Mh3 2 03M o 0 g OhcsM M r £ M M © .■S ®Mr© go § 8^m-S © 72 •'see MM^ 00 O© »H (M C-5 T IftC© t^OOOiO— ‘(MCO -^<1© C© t~ OOCSO i-l M« •"SMftCOC-OOO® CO co^ji MI M* M< M< Mirr M'M'M'iftiftiftift ift ift ift »ft iftift® ® C£>® co to to to . <3 ■§« 05 M © . ft © fl ◄ ; « ; a ; © ^ bC<) % Eq ri M B 3 ® © o c> § Sa a ©M 2ft. • xl H H* o © a a '■§•§ . © ©X 3 Wflfl H X g d p flW fl > a ^a t> x £ fl > - © f- a ^ oi co 53 t— e- o oo 00 00 00 00 ) 00 CO CO oo 00 CO 00 00 •83^ ©43 © NSK ££ £i O ® O' 55 £ Nil • fl r&*- 3-gS-Sf i ©X ©■ A }2i N : : *| I** ! h . Ag * -PbP ©“td - . h-oJ ^ ^ ^ j-T « O _g fcjj s IS © B ©tA© S.S BP x> 1 123 ^ TO gN cc ©43 •© © Xft. _ © 0 .3 X tn ■’-' £ h xi x ^£^0-0x2 h*- «3 dd -4? 43 P .© © i‘-g ®rP © O g-aslilils- No o o fl Sx © °.o2 2 x S.g S'a © flflS ■ c3 dfl fl _ b£E ’©' U te P ■ l-Sflfl J|JJ ,-i drd GO a a © §) j£^.s ofl W m * X fl b x ©Ato o § B S A © flSS X ©2® §•§ M pC S' > 2 ©ft © © 2 ‘S ,§!® fl fl A fl fl GQ fl — >9 c« © 2 if. fctO ^Ofl r-1 W .r- QO 5.d gM « © !>? x . ..„ «*a.p © s $ -So* ■ in hcd3 Us® SI’Sh Nx© >» ; a “dal : I IP'S ! | IJ^S, © b x®at© 2 | go 1.8.3 ^ flb£§g^ ©2S^-^ ."§►2 © 2 © ^ SI? flflPcc fl fl |> 5 ©3P ©«M^)>=]43 fl HO I . fcJO M ® © 5 5§Po a S'fl^g P 75 2 •cofl a >j ^ a P«S® Qp-i O ^ ^§<1J ®tc © P 2x a 2 a a ip® oO C5C5C5 OOOO INI From Report of the Commissioner of Education for 1881. b For all departments. d These figures are for the year ending June 23, 1882, up to Not specified. c Includes students reported in Table VIII. which time the school was at Brooklyn. Table VII. — Statistics of preparatory schools , including schools for secondary instruction having preparatory departments, for 1882, tfc. — Continued. 572 REPORT OF THE COMMISSIONER OF EDUCATION, \H29£ oijB'Exoqos ui jo joqranj^ H OCJO o o o a> o o tHCOt^ ^ ^ 00 ^ CO ^ CO ^ o o ^ xtl *.£pnjs jo osjnoo unj ui BjeoX jo joqranjNj; H CO l> tO CO ^ O 1 r* CO • t— «s C0rt< Students. •saoxjnjTjsur joqjo J9juo joa pip pue’j'BaA oiuigp'Boc jsbx jo 9S0X9 jn osjiioo papidmoQ ^ ! to cm oo r* i> ! o 1 ! o t> • CO MT?9A 0ira9X)X30'B JB«X JO 980X0 90UIS xooqoe 0IJIJU910S p9J9JU2[ w r4 HOO CO CO • CM CO • CO CM • o •xboK oiraopcon jsnx jo osoxo oouis oSoxxoo poaojag; « ^ CO CM CM Tfl • 1*0 lO rH CO CO • r- •uoissiaip'B joj pojinboj o3y H • ‘OtHOO • O • CM CO O • r-H rH rH • rH • rH rH ^ Is •e;u9pnjB jeqjo jo joqmnjq; © rt oococo O O ! O 00 CO CM CO CM • O CO a to L'- CO CM 'vr C5 rH •aSaxxoo ui asanoo opij -U9I0S joj Surxedojd jaqian]^ © iO OHh tO I> • >0 £2 l£^ rH CO • O CM to to CM ! ^ •aSaxxoo ui asanoo xnois -8BT0 joj S aucdojd jaq’umKT CO LO CO -h< I 00 O • CO 00 o CM CM • o • •sjojonjjenr jo jequmfcj; CO 00 Tt< •<* O CO 00 to 00 h- (M t- rH •uoijBuioiouap snotSqoy; Baptist . . Non-sect. Reformed Non-sect. Non-sect. Non-sect*. Non-sect. Friends.. Non-sect. "S ! o ^ • -4-3 . © • o as Principal. William E. Martin, A. M . W. H. Schuyler, PH. d . .*. Rev. George B. Russell, D. D., president. Samuel TT. Brunner . William Fewsmith, M. A . Miss Elizabeth B. Root, A. B . . George Easthnrn, M. A . Richard M. Jones, m. a., head master. William Ulrich, ph. d . k . ; : fcC a ! -3 t- . P9 ° « J Q U to E : S3 c ! O CO g 1 . a i= n CO ci . ; j a t> m b ; Ww f* Rev. Francis D. Blakeslee, a.m. Frederic W. Tilton . •uotjbziubSjo jo ojbq; h 1846 18G8 1871 1857 1882 1868 1689 1878 1874 1878 1873 CM CO S Si •JOJJBqO jo op(j w 1846 1815 1868 0 0 1711 1881 1873 CM SO Location. e> Lewisburg, Pa . . .- . Lewistown, Pa. ....;.. Myerstown, Pa . North Wales, Pa. (P. 0. box 725) . Philadelphia, Pa, (1008 Chestnut street). Philadelphia, Pa. (2027 Chestnut street). Philadelphia, Pa. (700 N. Broad street). Philadelphia, Pa. (8 S. 12th street). South Bethlehem, Pa. . W est Philadelphia, Pa. (509 S. 42d street). Wilkes-Barre. Pa . York, Pa . •Rria+r.1 T? T East Greenwich, R. I . . Newport, R. I . I © S ci Z ’ University Academy . Lewistown Academy.1 . . Palatinate College . . North Wales Academy and School of Business. Fewsmith Classical School* .... The New Wellesley School . North Broad Street Select School for Young Men and Boys. William Penn Charter School .. Preparatory School for Lehigh University. AY est Philadelphia Latin School . Wilkes-Barre Academy . York Collegiate Institute* . Greenwich Academy* . Rogers High School . rH CM CM J e ' s * s CM CO t* CM T* CM I 01 CM ! rH « 164 24 »D • rH ^ Tf cm .i- chh ; ^ "3 1 SI 00 id ! CO o rH tJH iLOO CO 00 CO CO 5 84 O • rH • CO • • ; ^ lO . o . 00 | CO, • oc ^ O CO CM O 00 CM rH 00 O CO CM 1C • C5 • CO 00 o CO o o ■ Hi co o r> io rH ID * rH CO l 40 6 ^ Tt< ID • -HH »0 ^ CO (M Tft ^ Tjt lO Ttt »0 CO rti LO lO < ID ID Baptist . . •S-S ® <£> <3J If 2 ai & , S gW P iliSs s : e? :n O 1 o o ^ o • CO O lH- SO C^COCO COCOCOCOOO ID IDOIDIDCDHHGONH rH CO CO Hi CO ID HO GO CO t>* CO CM 00 CO 00 00 GC 00 CO OO 00 00 CO 00 00 rH riHHHrHHHHHH rH 1773 1867 C1870 1877 1829 1862 o CM • «lON o. 0 . -LOO 00 ^ • • 00 CO 0 0 1881 1821 1 1881 Providence, B. I. (49 Snow street). Providence, B. I . Charleston. S. C . Winnsboro’, S. C . Manchester, Tenn - McKenzie, Tenn . Manchester, Vt . Waterbary Centre, Vt. Bellevue, Ya . Greenwood Depot, Ya. Norwood, Ya . Petersburg, Ya . Taylorsville, Ya . Winchester, Ya . Beaver Dam, Wis . 7 £ > 4 ■ s II i Milwaukee, Wis . Bacine, Wis . j H !fi- a !| SZ5 r t c '© > s Ph )rl $ 1 § "S English and Classical School. . . . University Grammar School .... Mt. Zion Institute . Manchester College . McTyeire Institute . Burr and Burton Seminary . Green Mountain Seminary . Kenmore University High Sch’l . Bellevue High School . Greenwood . . . N orwood High School and Col¬ lege. University School . Hanover Academy . Shenandoah Y alley Academy. . . Wayland University . . j I >C !C Pd ) c ! c. ■ c ic Markham, Academy . . Bacine Academy . Yankton College . Columbian College Preparatory School. University of New Mexico . -h >D Ot^OOO t^COaOHNMrKlOO CO CO COCOCOCO t* rH H< *H«H O lOWOOOOi O O O O O c O CD CD t— o o cc icT O ID CD 00 < of of of O D> o o o o •eii^u.i'ccld'u puu ‘sSui -ppriq ‘spinmirf jo onp?A OOOOOOOOOOOOO oooo< O O rH < o 10 cd ; lOCOiOlOOOiOlCOo O r-« CO CO »C0«O D 10 0(M O Tji Ol - *H • ^ CO >1 w 'N r-i •ranucin aod Sni ri -Spo[ pun p.reoq jo jsod oScaoAy •noTjin| aoj jtrapnjs qacaoj oS.ii:qo puunry o o o o o w > .o oo-^ooooo 05 CD C'l O O ‘O O r— l O HH H H rH O o o o O 1 >OiOOOOOlCO _ ^ _ _ _ 10 10 So ooooo _ _ _ ... ^OHODCOMCON to lO t> -rr CO CD COCOr-tCOiO^COL-O 7 " oo'.A 7 unaA jooqos jstq oqj at osnajonj ooofooofMin •earanjOA jo jaqcunv^ ioM®ooe oo l ramsnunnCS n jooqoB oqj eng; X O X O X X o 1 8njB icddn put; ijomqBO ! ® Xrotqdosojiqd n [ooqos ’oqj snjx ! * l iC.IOJLM ^ -oqn[ jxoTaioqo v jooqos oqj enjx H x o o x x x a bi» : | 3 -3 bs § w b sa'ooo-Sflo w. . Sl3 3«2 * OH'S * a 'a © O fco % © £ ® ft? *11; -a* ■2ch 3 § 71 3 a . 2 5 jcHP 3 ©f^l 5 ©53.2 i® i :W • rt • 1 : a : j i >> ■ § 25 2 3 b jo.a | s,« • o © o 9 o 4-> ;cQg,3g!g3 J ,2 5C ®n,H rtMU P ‘S’S '2 fl3 53 ^ 'g.’S Sufi ©7:3: fl S o a 3 s; ^co> i ® a . :o © t> I'g c , u cs a. a Orz £<4 a iisS^ 00c STATISTICAL TABLES. 577 00 . CO m iH C_i jL_ f i C— i C— i C— i C_j *5553355. la's al’tl © © © © © © CO P.P +S43 Pi Pt P, P, P( © © © © © mmmmm © © rO^ a a © © -U 4^ P 4^ fcr-W +-4J43 4-* P,P,mP -4-» -U> P.P.P. © © © 02 02 02 o o o o o o o o o o o o O f-l l© 00 o o o CO (M I 04 CO l© CO o wooo & 3 © :g - ^02 rf! £ _© o i oooo o o o o o o o o o o o o T* o H©* XO XO X X X X X X xoo X X O O X X o o o o o 72 Or £l5 .£72, 2 ©’ I" t> 3 2? o'2; -lW72 t be i/.c M © csja » ■-+3 © s g* oi 5 a-S ®A^W£ O' 5 ^ ^ O t> .O © .3 3 «.£ ® u nt>72P0«pH HO O X O O o o ® X XO s x XO OXXOOOXO XO • >> © • * ■ kL ! S : : : s : p : : :^ : .2 os : : :* : 3 a © © © t>s • • • © • t» : H : © rj pP c3 ro^ a o, :a : 3 © P .. Is . k. £ £3 a «®go-SP* «>->>: a ^ 1 1 g ©^is * a ? |'J §,*2 Jf S 2=“ i S»® -g gH gS § . S i-*a g'S.S'S”® o at? “ ®o a-g-g a e3 © ©•- ~a !?°c3pls?sfc’P'«t;v. 0‘H.hU CC ?H rt i K r-« *~* ^ ¥ h> ^ 3 © « ,° ° — . p p +2 ®J3 ©^rh ’■§ *Sr^ *3b § © 2 ® o ^ g^i* § opqo M * ^hW 03 -3o^w ®2^o 72 CO 72 'P 111! g © 42 © S-is •3 S )C0 05 37 E iftOhOOClCHWM^m Ot>» OOOOOOOOOOO OO '.2 © PP3 °«P33 r2'p-+J 2 © ^ 5wW!>H W pa to © p o ® £ © B .© © © beg.. £ p 3 ^ j2 ’3 72 ^ ^ "© ^p’^'S ©_g^ Ei o a © © ©— 2 © =- p ^ « 3 © ^-iO>-W72 * e,o tt'ts <» indicates an affirmative answer ; 0 signifies no or none ; - indicates no answer. 578 REPORT OF THE COMMISSIONER OF EDUCATION. £ r-5 © •Bsoi noijmj inojj jsiq eqj ioj sadioooy; •epnnj OAijonpord nxojj omoonj •spunj OAijonpoad jo jnnomY •snj'B.iBdd'B ptns ‘sSrrt -pimq ‘spanorS jo onje^ •mnnm: .rod Sot -Spot pue pjreoq jo jsoo ogeiOAY •noijtnj joj juopnjs qoco oj eSaeuo pmuaY vreoX jooqos jsbi oqj uiescoronj •BotmqoA jo loqranjsf i ranisnuuL^g v poqos oqj sbjj l siii'CJBtld'i? pnn jontqno ® poiqdoso[tqd v, jooqos eqj snu H S3 © 5 3 © © p.p. © OJ tern © ©^ ■S'0® 8 S 1-1 © © © coe/2M < ID © © © saa © a? $> P.P.R. O © tnmun ^ tn PH g «» © tct^ “2 5^ 8-3 I 85l§a««:g| “o± h'3o « 'otJ S ®T^ SO S fl -r- o _ .2c a >5^ .. o ^ S h W ^ K* w f~l f^A .Za n ^ r+ o L ^ O ^ M ■aas&tg^Nl^sggiigg^ig O 2 2 lcprpt|p S^-s g 2 g~ © g-s § © STATISTICAL TABLES. 579 1^' o. p. Q, Ph-^ p, (S (D 0 5®" > 0^-5 a Ss-Sgl^i .£ ftW'H « 2 :3c g ^ 3 R « 5S 3 J - &"S |H g|o2q lOi^iC iO lO U©> lO •a | p £ fp ® pi ^ a a g.« pa o a| P c3 &> * e §: o C3 S § a 1* ^'Pg> -rH O r] ^ ^ C5 ^ rg bn CS 5 © « g oT’ja'S d ■te.s a ^ o p d ^ ^ © ®s HGPfi&a-fcM d l5 m g . . :« r-i t>*, , cm * 9 ^ ©*^S © ®o2 go CJ ^ .M-g ,02 law sg5§.. "■g|W 1 |I3 1o= d d a gfS^isi ^0300= © s-s 3 " - © t^’g^ CD O O m (p j ~ lllllll ®,P,P ode 6 WooPiHPffl • ^ o ^l|s iSrgOo B >? • ® a pj 02 || J §0 i| tf’ggO t^wpa o S ®h '© o ® ,-*5 !30g£££ Ida a ^§'?o 2 | 2“S-i M -M >3^ g 1 Ufa s-SISa Tablk YIII. — Statistics of institutions for the superior instruction of women for 1882 ; from replies to inquiries by the United States Bureau of Education. 580 REPORT OF THE COMMISSIONER OF EDUCATION. •ediqsjupqos jo aoqninjj; •Sonora -jj-edap ife m jaqumu ibjoj, C5 CO e SONMWO Th O •>* 00 CO CD 111)0 CM 00 'c tJ © a ft a ® •- ® 0^ -§^2£Wft r.ft fto p o-2l^ - M - S gSsf-0lsB o yft g 2 a si ■< 3w§S<3“3«»J 4 ; © 2 N II H ® . 3 •aoijeztuBgjo jo qjbq; SO CM 05 ) 10 10 C- l >00 00 CO C35 ; 0 © aft ao.Soo >»?.- a ®, © a .a |ft a > . -*r o © ' ©ft a.Sbl-’r'b o a^ ;c33ccftF<100 Oft ; o .0 ! © o 2 ^IrS bC© ®cc o © a ^ §>; © £ a® © 1121 ft ^©^© g g ‘£ '£ ® ^ : 5f ° 1,20 ©'3,2 43 © a •• i ~* d r* * a ®h © * © a ©ft a "’Htas a ® Pft -- « fcfl ssptf 3 fcJD" £ a HW m02 ® ® « aj5ca <3 <3 a © a a S Sftft ® © © © >shDU ftft 2 3 d a a a S 8 g.2£lJJ r© s a a a a a : K cc § |g?J : aft M{ a»a © a a f- a © o. ©ft AMft.§ © * £f2 ® ^3 ’ce 2 c a^a 02 a 2 ® a a 0 §5 ftj.2 -ft ® be© -2 S ^ C3 ^ t* rs _ _ ® H o fi 2” §1^=1 ©«l^?c-£42°a buB a® »4J &c>5 a © 5 2 a ©ft -.©i3a o s'© © ©o lj © g a | a ft © {►ft ® 2 o br£ 3 £a« COtJI © t" 00 © o h w«M|oot'Ooao William Clay Wilkei STATISTICAL TABLES. C5i-<©^ © © O rO iO rH © 00-f HHM tO © CO tH 00 © © © © © T* C^© CO ^ CO 1C H 00 t-©©rJt^ rO * io rO rO 2 4 4 0) 11 CO © © 00 tH t> CM tH O • • i CM • © H © © I (M CO © • !w .Cl a v d • ■ • © oo © T* © © rH © 00 CO CM CO © 00 * © CO © CO © © •© CM • HH i © © t^C0©^CJ • CO ic l> ^ IO 00 © l>- © . CO © lO © H co 00 CO © CM Tti CO 00 00 © CO 53 40 H t> © CM t'- © © H Ift © © O © © H< l> H< to © L- © tH UO 00 © CO © © © t> •©©© © COCO©^d • L- tH CM iO © CO CM 62 60 45 CO © © iOH<©©©©©©© LO CM rr H CO CO © UO CM CO CO 00 00 l> H © © CO © t>©H© rH © CM CO lCOOt>lOOOiOOOlOt> CM CO CO © CM CO CO i CM 03 rH CO CO CM 05 CMC- •© .rH m . w ^ p, ft “ rt 9 go w m ' ^ gH »|sj g dS“SR dogbs & gagagfi^psa a ££a£e; & msm gssgHP^oSriS 05 th GO -j- *i-l 50 •« 02 , ,J© (=3 a § n p,' p, fl a'S O © O J?g O ci P ,® C3F- ‘ : o g *<32 q'© AH ': ;S • -sc •$ fi © /— s * f— J ?H • b» h ! 02 jg <1 © : fi a a ◄ A HJ6 rn r- ^ 1 1 w . r* ^ £ M HAhAHAA^^ -s H r2cq • £ . Ph *<-s 111 g CG-gA O m §^«d=P 5 t>ft > © > c3 © . © a © HAftA ft g«;a Jf^ ii§ E&-4 "1 £.S as o I J llf$! I«atl- p 8 ® ^ | -J : ca « -A ;X&5 •pill © o 2 ■“■ 1H ■ ■ A» jps'sH a^w^i“iip aSdsSfS&l^fe^s >2 2®®-p^ho®P.q^ 2 * mm Ace A c3<)HHt-5ft»-5i-ji-5a3H oococooocooocooooooo ) OO CO 00 00 CO 00 00 c } 03 iH H r-< © © IO © H< © rH H< 5© t^l>.©©**fit^u0LOt>COLO ) 00 00 OO 00 OO 00 00 GO OO 00 00 CO 00 00 00 00 00 00 00 I © © 1 t- © I 00 CO ©Ci©HH -«* © oo © © oo co oo oo oo 00 CO 00 00 00 CO 00 c oo c8 © © CSL rh b£ bJCrk - C3 <3 P ^ q ^ fl S^flrKO S o O n 2 2 S - - 2 y&lo Bio §61 |||g OAA^ftAAHoft H eS © ®r- ©~A rz2’~zl *■ arj ? PA ran aa £ P C O p> q to © r, s^S oHA^N 3 ^sis AA1-! O o Ph 5 ft . >S>5 ft (Jft'M^.&M q q q" bii„-A.S-2 “-S33 MofiHOHHHftftft • w © fctpL >j OCZJ © u 72^5 fl c3 a oo^.S ^ B i S|g|® g-9 g g m | So ^ § ■ © • . a . >s : ® : a • fe ■ © • ^ •■■a • H • CS • o • © ;%• ® : tjo : O , © © q (n • bfjbL« rS; • © © q • 2 m s p © a.p 5 § bC©CC >oA«3 © « P fc£§0 BftO^ hOKO p : o o m—i § .00-30 p ©'S'^® A §^caa^| Sft © © p s o oft A te,® T^pg.sStl •2 § >3 ag ^s2§o£ d M ©^ fiOOPROhl 581 * .From Report of the Commissioner of Education c Since deceased ; figures given are furnished by John / See report of Northwestern University /Table IX). for 1881. Lynch, A. M., B. L., acting principal. g Includes students in music and art. a Includes students in art, language, and music de- d As Southern Masonic Female College ; chartered as h Reorganized under general law in 1882. partments. Georgia Methodist Female College in 1882, i Rechartered in 1870. 2) Includes other students not separately specified. e In academic course only. j Includes students in primary department. Table VIII. — Statistics of institutions for the superior instruction of women for 1882, tfc. — Continued. 582 REPORT OF THE COMMISSIONER OF EDUCATION. •gdiqsjtqoqoe jo asquint « o • • O • • 'CIO • • • • iOH • • o ! ! o J • T— 1 1 1 • •osxnoo xntj -and jo xuioods up M H CO • CM '• CQ^COCOkDC^IrH O O CD CO CO rH ^ S ' CD CM rH i—l •gjaatnjred -op A'jojTUBdojd ut gaojonajsuj ©1 CM H CM ! t>iO ^ '00 UO ^ • CM •oiept QC t>- 03 CO r-t OS CO IM M rH i-l r}( CQ ■ ® y vi O 2 PM' ft C3 : jil'l i s to o55 2 sfB w rt.S ft 3° 2 ? ® to bh a ®“r25-2.-a3^^W .MW > 2 Oi-o = ^ S-S t>'t>02>fPl>.?3>fc>t>O. > ® ® i Q • © i> £ © Jft ® © ® -» ft ^ © ^ aj a 9 > o O Cl ft M «►* •uoijbziubSjo jo q^q; NC5t*^l>if5C5COH'WOOLO«h- OOOOCOOOCOOOCOGOOOCOCCCOOOQO ON CO 00 00 oo uojjeqo jo ojBd ©fflHTft'Ooaoj'iNinco ■ int't't'©x->f©!ooioioio . 00 00 00 00 OC 00 CO 00 00 00 CO 00 CO • ! 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Non-sect . . a -°i <) © _ © pi s&i |3£p ft ^ ft . pH^ t> m e3 ©aft tf3o i§i ®*s © a _ GM'S III o P ft ha ^ 'oil tT gi_Hd ?£>«?&> H O*^ © Ph3Ph ■■ a • © rd a 2 ?L 0) ft cS © &D ^Ta .ggW| 05 05 02 O 333d :s ft H £ fp W > fe S« &1: o o ft)t-= : a : -4 1-S £o r 03 ft "a’ a .§ 4 e ■ .J! £ _• © > t>‘ > > M'S EH ft ;W6 ft to fcrCLH ft ^ftjSiC ©rft © .,■;© . © 3636hm6Hww£ 36 00 0^00 cc co co oo oo oo MflOO co t-ioot*. . _ OOCOOO oo oo 00 oo OO 00 CO OO 00 oo oo 00 CO o 40 cp go o r> oo 00 00 co CD O CO O CO t> lO lO CO 00 00 oo > CM « (N N N O O (M 1C O )*o i n io h- imo ) CO » 00 00 00 CO oo oo CO co m ; ; 03 ' ' ■ • » 03 • - tc s iA ©'3 ® : : § : ^3 • OQ ^ ISl 2 • • 3 i j • 03 q bq c3 E©3 03 * ' ■ 3*1 i |3SI •g|i loft 3^ •.HO g*^PP |3S- § a® ft o'ft « tft§3 W-|§® fti © 6 E © ft ft ll © Wfti6 ooS 66ph |S|| B* a a Um .2d ©jff £ o ^ .1 ,g3 -g pT © ?lla- gaai sill PhWO 3 M • tfSSg3.!^ o o _ -05 ®. . , ft, ft ©ftft -.! cc.s 3a-5S^ CO © S^SoS . . ^©*3 * g g 3 ° atftjfb* O ^ £3 jd§12£ajl_ [3 ,2 © o if d'o ^3 § S © ^ ^ M^C^PHt£t£Ofr r3C0 o 3 o S3 °5o £ S ' M n : a to >2 :=l 03 ■'ft S Jjb- s§§ ill t'-dto >. © s © © s-f g £"*1 a 33 ci (J . o :o £1 jj II* uSsaSg-S t-HH CflH © ad fcC©M ©Es,. r© ftH o ©a © U O cr ft! rt ° c ©■a •a ft 3, Jt> 'a © to © ,C3 a 3 M-Sm s o © '©’© r • © ^ Cd ^ ^ cofrj^o O r3^ a-g S-iD25l| C3 © b£j © © |fr2 ! fcctfA'a.1 I 2StS 3 3^3h S m a _ .. .©'tea M ®.m d©^ ^ 'S r© sli §ft a S^o as60a OOa-a^&O .ft^.w. c3 ci H © c r> sZ hn 0 .2 ® b/j % a a® a w> a e^H ®Q a ©. © ©Eft o')®1 — ' '*•' '■v .£ | a S ^-h o © B © 03 flrd © © Ph ■Jp >.® ® f a 2 St: «^s3 ft ©d ©S © *a 4^ OMcQhPOQHpajzj ft a SSm 3ft a © Ph ft 05 © 13 » 2 3^ ,25s o ^ a _ - rS ^ g O 'ft ft ^.S ?|3-g PQ £H R h-1 3 PP Ph 3- CO C> OHWM^iODI>OODJ OC^O.- OOOOOOOOOOt CQ CO * From Eeport of the Commissioner of Education for 1881. c Number of females in attendance for the year; d For other figures, see preparatory schools (Table a Includes students in primary department. there were also 154 males included in tbe total VII). ... , ,. b Includes other students not separately specified. attendance of 294 reported in Table VI. e Eighty of these are in teachers coLegiate course. Table VIII.— Statistics of insiW10"8 f°r the superior instruction of women for 1882, #c.— Continued. •84 REPORT OP THE COMMISSIONER OF EDUCATION. •sdiqsatqoqos jo joqum^ •sjuora ■jJBdop iju ut joqmmi pjjox 'o'S W Cj P. a ® •3 -a ©.£ . £.53 1 J?1 52? •s^uopnjs 9jen -pei# jo aoqum^i i ^ o co eo •ofijnoo pnj -JBd jo pqoads nj •OBinoo acpgoj uj •jaorajjBdop A!jojBJBd9jd ut J9qura^ -op •juerajiud ^JOjBJ'Bdaad ui siojoujjsuj a ® © as •opjraaj > Ci to l> *®l«H CO CO • CO CO •moi a . © a §a o« Hi Sg £ S s < 5* a4 ►JnS -a p£ CD O P P tT -2 ’-MS ®s« . rt OHJH n be® ® °a a 3 . ® ? 1 o CD I >»._§ 5 « O p ft .2 <1 cb '£ ^ a a .3 . jj o . p £155 ijil fgfi ||ll I. la ?|| p I O •uoijezrtreSio jo 9jB S'cT h1 a |£ M w B . . ©,a *a . © g 'w © H fju c3 u 5 a . 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(6 1864 STATISTICAL TABLES. 585 : : i : : i : : i i rH • • • ■ « a a o oooeo oiftoo^ O WO CO lOC^ryiN CVJ *H tH HHH ON O COOO C- O COOiNOO OCi ^ CTt> IO rH tH rr CO 05 rH O rH -H rH rH rH H Hrt 'c* OOiOH©HOOO ocoooHoo© 05 lO CO O lO CO 00 O IO io CQ O CO Tfi . • ^ ■ a i a a * a 7-1 O • ^ * 12 6 • O • CQ • CO ^ rH a IO • * 04 • • a • i a (M rH ^ 05 rH 05 rH CO a 05 05 a io co lO CO IO 30 O COiOOO OriOlC CO ^ 50 CO CDlOClr-, rH o I tH • • 00 • o oo co rH 05 IO io ^ oo COHiOH 04 10 00 00 rH O CO CO T* 00 rH 36 00 ICOO Ci rH rH GO O H O CO O O rH 00 o (M IO 05 l> 03 05 rt^ rH IO 05 co 00 tH wo 05 rH CO rH O CO rH CO IO 05 05 05 05 37 (M 00 • CO • rH I rH (M CO I r" : CM O'! 1-1 COOS CM t-i0 co 'i#' oo t- co so oo io m CMCO if! ■ m ,H CO 03 t* rH CM CM CM CM CO 00 CM it CO 00 O CO CM >CM t- t-C-t- CMoocococoo>cot> © o • • o o © 02 • :CGGG & h dgg ^ $!§«« pj £66 ; © o . ; © © ■ • Ph Pc ggsi «g s|||f &£fl| p^p^pq © © © : r_^2 «c ® lr-^5^0 «p . . ^2gg«%£2| «H. ^Oh^^PhPhPcPc^ PcPc |HO MPh*« fiig 0 • fr< ; S Q g ! H P H s © ot> % ©ft fcl W) I— I w © ^ 3.9 >WPh > SOM « . • a" .•^ ®M -2H. - fcJO gS^S M? ^1 >H © .. : «w Pjg: i?® © S © - arc < © -JO 1« g-c *§ CCI-5 ©.•A 3W U 2 t>,o.^jR0 I^!a|l&sgrf2 iSlfiSSigwss^* l'i— .•*.■■■# ® » i.* •• .• s&gsgsssassg i 3 • ! ^3 • ! |g ; o © > o 0 -2 © cm i *-lro . h‘5" h? : o w g | SJS ||.s *3g «3 *4 M P « a? io lO co co ©CDCOOlM (M b*C5lO ^lOiOCOt'- T*» io^t> 00 00 00 00 00 00 OOOOOO 00 00 OO 00 00 00 00 00 00 00 00 00 CO oo GO oo oo • 050’ i coiCi > oo oo c CO 05 CO io h< io co . o io m »o o COCOCOCO *00 00 00 00 00 M PhPh IIIhM’S c n — 5 pi0t3 © ©^ ° © ®X] to • >■„ :s • s> ©'a Sh n bS’S 3h 2 |s| £ Hg£-1 I 02 © 3 ®J3 • -g .0^4 CO l^g§§ 3 fiOPn • .£ <*' © - • Sclsg’lb a ££|^Og_ 3.2 es e8 s 3 2 _ © 0 2fa © Sj2-*5 © © „ fi| r® g 3 © © S rr 3 r®’ © =3 _§ © ciPH 3 +J -g P, >- M >2. a 3 ©^ « -a rt g >“c2 § O^rC CJM 0 © ©TO ^aS1 a ph*? &&u gill a 2 2^ ills ccHPP ShI ^.sjd ©' 3 3-». 3S >s : : ^ :3 :E?1 :§o O ' rt h ' cd . » ®.a'§ :5 a a ©.„ m rC -3 os :^©2® !o^ n: © §s © 1.2 © ^■0m.2 ©° ©^-; «n > o 30- 5ps<©,cs3,0a'0®^t( 1 1 © gjar| a lw£>3 ®* ,®(V. •" ' ,H Mfl rt P §p^ 3 © O «5 g gp< a -a g ^5°^; 3 o,e gW ® © t> 0 » ®Ph^ g b° ir-3 © fL,L0'3 ©-^W b P K Clg > ©.2.5m"S g § £>£«} HMM^inoNXOO-HfNr^m oioiciawoiGOL'ioococo O |> ■£> * From Eeport of the Commissioner ofEducation for 1881. d Includes other students not separately specified. g Date of first opening; reopened after several years’ a This is the total enrolled in the various departments; e Includes students in primary department. suspension in September, 1881. the number of different students enrolled is 216. / This is the total number enrolled in the various depart- h Since deceased. b See statistics of preparatory schools (Table VII). inents; the reported total is 105. i This includes 19 pupils in primary department. c For pupils in the Jardin des Enfants, see Table Y. Table VIII. — Statistics of institutions for the superior' instruction of women for 1882, o h lO x co to O 74 CO 00 H CO O O to Hi O LO C'/ rH lO O Number in col¬ legiate depart¬ ment. •sxnopujs o jtm -X>e.xS jo aaqratijj; h H 2 co ! © rH • • rH • i • • D lOOH •CO’HCO co THUD < CM © .COCO© CO 1 . ■jnemjaedop A.iojtuedord ut joqranjq 11 I to o • © rH 00 © lO rH t> (M CO Hi |> © H t- os •oxen ® 8 13 rH^rHCOrH^ rH r-l rM r-l t-i US 03 0 03 © 00 O ID © rH rH rH ©tDHtHt©C0©©© ID rH rH •uotjcaiuiouop snoiSxpy; Non-sect . M. E . Presb .... IMiiljii ! isgll S President or principal. > I a e a £ Cs a b-j Misses M. L. Bonney and H. A. Dillaye. Rev. I. C. Pershing, D. D . Miss N. Sherrard . . Lewis M. Ayer . . . Rev. Osgood A. Darby, p. D-. J. P. Kennedy, A. M . Alexander S. Townes . Rev. J. P. Smeltzer, D. D . Rev. S. Lander, A. M., D. D - Rev. J. N. Lee, D. D., rector.. Prof. D. C. Wester, A. M . P. H. Eager, A. M . . . Rev. John Williams, A. M . Rev. James A. Heard, D. P ... . . Robert D. Smith, A. M . Rev. George Beckett, s. T. D Mrs. M. E. Clark . Rev. A. W. J ones, A. M. , D. D . . N. J. Finney, A. M ............ •uotx'bziubSjo jo ojbq; 1814 1850 3854 1836 © t- © t- 03 03 IO © tK © CO lO © io [— t— © t- © IO © t~ IO CO US >0 00 SO 00 00 CO 00 0° CO © 00 CO C000 oo 00 CO CO •joj.reqo jo eject « 1854 1836 I^H©co ! to © !o3i-t©oqoous©-^ © > US US IO it.® tt-USt>t-.USCOUSTH us • cococo • co oo . co ao oo oo oo co oo co co Location. L Philadelphia, Pa. (1527 Spruce street). Philadelphia, Pa . 1 Pittsburgh, Pa . Washington, Pa . West Philadelphia, Pa. (4111 Walnut st.). Anderson, S. C . Columbia, S. C . Due West, S. C . Greenville, S. C . Walhalla, S. C . Williamston, S. C . Bolivar, Tenn . Bristol, Tenn . Brownsville, Tenn _ Brownsville, Tenn.... Collierville, Tenn . Columbia, Tenn . Columbia, Tenn . Franklin, Tenn . Jackson, Tenn . McMinnville, Tenn... i Name. Ft P h $ t C £ c z Chestnut Street Seminary . Pittsburgh Female College . Washington Femalo Seminary. . . Mrs. Goodwin Watson’s English, French, and German Young Ladies’ School. Anderson Female Seminary . Columbia Female College . Due West Female College . Greenville Female College . Walhalla Female College . Williamston Female College . St. James Hall . Bristol Female College . Brownsville Female College . Wesleyan Female College . Bellevue Female College . . Columbia Atbenxenm . Columbia Female Institute* . Tennessee Female College . Memx^bis Conference Female In¬ stitute. Cumberland Female College . STATISTICAL TABLES. 587 o o o o o 05 Cl Ift o CO Irt ^ Cl CO Od r-*dt> ! 10 1C 00 T*1 |> 1 CDOHLOWOOhCOOlO OCOQOOOiOOHt^t'CO flM lO C5 iO Cl lO 'lO CO 05 i Cl CO CO lO 05 lOOTtiOOOO lO lO iO 00 CO 10 CO Cl C* o Cl to Cld ' ICICI • co I^GOCOCOCOCOCOCOCOOCDI>t>0^»OlOOCl o g « tso« ft* SAifcNri £ A&M ** a| 2£b jP M g© -^a Mg> g.S pd S«£g a > j ® ► S ® ^.2 o bW toM •< :«: if :« :1 • pEj p p • o 0 gAft © *&*&&& ssyjssJS^ias §& ©^ gw ®«jo M . H . .pP . © . A-| . . 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Vi,_ > u o d c3 jS ■p9TflSSB[0 -nn ejuopnj's jo joqniii sr « i* O &170 13 . • o Students. •os.inoo optjua -ios aoj Suui’daaj r*. o Ol O CO o CO o CO o T-1 lO 0 ( p ) •osunoo {U9is 1 -sup jojSuuudojj ; © I CM • CM o 37 17 20 »o CO o o CO o Tji o -^© •opuiod © : : o ! ! co . . co 1 o • o • i-H > r> • • OH • CO •9l«H 80 • co ^ o 05 t> .05 winooo i© ih * ©5 o oo e- -^n • 1© (N t> Ph A A 4 ® A © - rO A c;0 CHd dgl «« d to £ © © a - il^s &S.S S 0^0 :« il bio^I °>1 §D§^ »73 C0 <3 o > > O S © © u MtiKfl .g3t; s> a Q or pflW 30 J3W © k. . +> H-P N f>f3 cT ® H rH © © M S © S 03,2 . H . • . ts . > a >.^3 ! © © © © PhWW t> t> t> > > ©©©©©' flO § oOO O • © u . . OPh!z< PntfPS c i S !D GG +5 H-» s >3K-. ®45 32 OOOC-h S ©OH ® ® t>a •-3 •P-2 C3 O Ph p<£ ^HHPhPh pq^pn OXH t> CO t '- l> OC L>- t- CO CO CO COCO CO CO 00 CO OD 00 OD CO CO OO CO O 00 13 CM O CO Wt ®P3 £> A £ £ ctf O © t-S J J 'A ; hi J4 o % }zjSj A A K~ -Soa Ph<2<1 t* CO CM *3 CO 13 co»or>- LO n LO rf (M T* CO lO coooooaoco oocooo fc fl £34 S| ■3 m S* 6 o pf BfiSs 3* 34^72 O O t-,33 > § 0^3 3 gh B t—l t—* 3 ci pIZ^ »— — ( O © pqpqpqpqooHHO H . . lf£ m5 ® Hhi-1 © be © © bCJZj 75° go cjjj B CZi pH a © O 3 fee — o 2. §M © © te o ®A3 be© ©Q 'S g o£ to 3d pp O ® O © JT w Vi> CW k/) ^ © fciL;^ © © © Or') jrHrH bf] o OSLO'S C5 o © ® ® ®o SOA3 l'S-"°:g,ln|.»o .sSSgsfeScgS-^ sS *i o ® o A'A.a ® S ga cSt-s'g^H^ 3 g^rA "2 g A-(-3'(3La,—'-*3 ^2 ^ ® bL >3 > S © §g; a © c3 0500 OOO I CM CM CQ- CM CM CM CM CM CM Ol CM STATISTICAL TABLES. 603 Table IX. — Statistics of universities and colleges for 1882 , fc. — Continued. NOTE. — For statistics of the professional schools or departments connected with any of these institutions, reference is made to the appropriate tables. G04 REPORT OF THE COMMISSIONER OF EDUCATION. •p9piS8Cp -nn sjnopnjs jo aoquinj^ « H • • O ID iOhO • »CO O • CD l Tf H (N t'* * CQ HDOHt>COC10HH CO CM H H CO Oi lO CO CD CO® © CO ©4 CO CO >© *© •9PK £ 104 115 41 04 437 OOUOOC'lOOCiOOCDlO t-(NOCDCM|CDC5 o ^ ID <.10 Hr •srojonajeui jo aaqran^j i> > k > krj s P P . . _ . * P _ P : < © > . >H ut> ® • o © <1 „ . 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S §A £ o ^ o > > © O © © © PH ftftft 3 >-Sft ;Wft| jOPP 1-a 8 aw d^U PhOPhPh ift ^ 8. £o®ad^ ^ t> >5= © © © ® ft PhWWWF i!!^s " Sla^o'3 jh tP,c p >: t> > ft ©■ O-a ® ® © WWWPPPhPh 0 • 0 . CO CD • O in • o o co • • CM rH • • t CM CM rCi in o CM » ; ; 107 22 O O in • O b- i ^ l' ^ \3 CM co o • r-H ftf • OO t- CD o ! I CO ^ CO T* CO iH ^ 05 O Ol r-C o co o oc m ^ m co ’ ^ : w :s . | 35 77) o CM Ol O O CO m “ 56 O CO 00 in 0 ^ CM 05 O CM Or-IOOOOO^CMOO b- O CO CD in - CD CO r-C CO ^00 05 CO O 00 in o co CO 00 co L..12. co m o C5 • CM CO TjH CD • rH • Tt< Irt 1-H CM | O CO (MrtfO • CO ^ • j CO CM m 00 «5 O-H* ; CD rH CM CM in • ; : _ « ; ; « : : a d : : o ! ! ) P ” • ; p ® 'jc 0 p a : p . 1 £^s idn'S 1 m aass ine, D. D . , M . . D., LL. D . II. D . >ple, D. D . . A. M . all. D. D . slus Laughlin, i ; i : »fi5 L - a : p : j • p ^ p 03 . U* © : i.w>a * • * < Mic !p J p ;§^ : § ia •is 1ft a * ; >> ; I'S ! • o • :«S : p's : p | : c gap P ©ftp b 1, A. M . 6, A. M.,8. T. D... A.M.. LL.D . b a 3 2 |§te® a ® © ® ©ft © « be.® 3.= H 8 -a ©/ft ©~, fc/)i-H © .j' £8 df||2 p^fc KPhhPh II E 2 ©w ft H oW > > © © PPPh ft CO -o 3ft ® UPn|g aM>ft 3ft 2 > OH-3 * 3 .3 ^ ^ >5 ft-g ®S °a rt +* a ■ 3 1=1 ;.S a -*i © u 8 "£,8 c pftO o ®®H o © © 3 3 lJlJ OQ 43 2 I -■ CP • tie M'S ® P m g I ig©p,cSftSO WSooi t> > ©, cS © cS O . .J 3 . .,© PH -3 ■H-3 ’ .Q -ft “ oft ,®o g a w K *■* • Ul w ^ ^ H TO ^ K,v • Lj H . . w . ^ ^ . fn v W RPPh SWPhPh WHPMWpqWtf SPWWW WPPPPPh^ Hi M Hi ©H o © • © 02 M w a1^ a m ft - > ©Ph P .ft-*i . o 3.3 bp ©hh 5 ®H rt> W fcH&H CPS //, "a L- CC OO CO (MCHMOOWNMH CCV t> CO O Id Tfi lO >0 OOOOOOCXIOOOOCOGO 00 00 CO 00 I'- m — » 10 0 00 00 O CO 00 00 00 t- t> O CON 005 t-WM(MW (MCO^OON^ in : £ Ph A §'©’*1^ ®ll-3 IS WPHhPPPP H 5j eg w ■ JPhPhPh © S -4^5sl||l : 1 g S 0 3^3 : ® ft^'ss « : 3 2^ © g§“ • © © ©+St>00 CO StiHS'-1 ft to ft 3 00 © 1,® 0 ©O M5©.® 3^>"a -gag g g § pft^ ^ O 4J tl.^H O ©“ © o J g> r>.2 oft 3§0® 3 ® ©O O O '?c a? I ®,/3 H ^.-g5 to - Js-Sasi IS'SII?!® Oft x f1 ” 3 r- ft 3 >1^ ,® ft -3 3 3 agP © ^.0^2 =r-ft 2P g ®H 3 §p £ o 2 S.S-® 3 3.5; 3P ©ft 3 o 2 3.3^ PhHW^SPPo2 -3c bD © © ttft c ft « 3P troPn ,® ^ OC; q3 o-g ® a ©£> g .3 bfw ft ft ft "S -IH Cj O bc-g 3ft d IS Mg I >5 1 ft © 3 bt 3 © ■ «e © ! .3 c* i® © : 3 ® :o^ • a a , o « © .-3 oc • 3 ® O 3 ©-be pH Q®r3 3 HCp O .003 ft ©ft,® ft 05 m t£_< q a .||js aft § 3,a -, Sa^&g® Hh "3 - ° a ®b be _ ■TO © o © ., 6;c2 «2 ^ ag^oaft ftobc® tt-§ gft.a‘sr| $ «-9 8-9-g ^ss|§s mob- oocjoh H CO Q • fl • . Q«ao ■ a • r O ifl ft 2.5s d aj’ST. «« r J £ ^ < gr §3 ^ §§- "I Q « P4.dP.fl - o . o “ o © be > > > t> o © © © © O © © 0.5- « “ a B S a g rqrd' ® . H ^ d ^ .fl fl W) S'g&HlJsl - cl S'g'Sg 2 es M S^gg||MO0 j,g ,|| oH | "§ ^ > o > > > > fl® ce®®p®®®®a:©®© (ziMtfPPPtftffnH i(N«H ! 'e B& eS S3 CS ® <» o H fl OC *0 O5kO00O5(NQO5HO> NOCOP- TjlNOO^iAHNCO 00 00 OD 00 00 CO 00 CO OO CO 00 CO OC O ZD CD lO lOOCON OC 00 oo 00 00 OO 00 00 00 jo e)«a CO CO CO 00 OC 00 CO 00 CO oo c 100000000 00 CO oo 00 00 M © § ©“ csHh3 5 Jp ;3£.s3 to . ® a •Sg OH d ‘ d d ’ 'uddd § gsgp^-ggg H gHHJj Ji -.2 <3 rn -fl f-l ® © © =§ O £ g.®t»s B?fc fc & : h d flfl d ®H ©^ H d-2 p~ ^ t-§ ® O C -d ^ in r: p - d d -§*3 m o d a o = tn o, d S e8 © wHFOC5 ■£ £ ' © •d ' a a . c3 d • ^5'J Q) r3 ! ^ <0 *rO b- * <» p : £ « « p © r* rn O 'Qj > 2 ®c® ^HO-S ©w^x -i. . _ p*j.5 'o a^o w,o|® |pag|3 -® H -2 • >5-^5 r . . . © 024^^ aj oo 2 g's g'sog § aox d-g §| l’gj'3 g > ^drd ^’•Sr2 05 -£M ^ .5 § d^ s ® « ^ ® § © ” 3 KcoP OH^o3oUP= OJOHW CO tO ■OOOOHMCO' to ONOOOO STATISTICAL TABLES. m ^ ■^3 O §* f-i -Z g.^ © >5 cS o p<2 © 0 *£][» |§g g Orj ■as § , a ,2 bc^ d W cj tc <{ <1 g PM >5 rO T3 © tS . © czj © g /d ^ g O O w © aj f-i P P.S-S 4h o W3 l^cc 607 Table IX. — Statistics of universities and colleges for 1882, fc. — Continued. Noth. — Tor statistics of tlio professional schools or departments connected with any of these institutions, reference is made to tho appropriate tables. COS REPORT OF THE COMMISSIONER OF EDUCATION. \TB9iC OI^SBpTtOS Ut 63[99AL JO •Oil ft 1 M 1 OOCOOOOC5 ^ ^ Tt CO rf ^ M tSOO«MOHMi»OOOOlO©«(»h.n(» cOTji^cor}<^iTj CO CO rH ^ '• 2 o •3 Si O ° Tfl 3 •9X^019,1 « ^rH j o CO • Cl • j | : j •ep?K ao I « 1 'S'CM CO rH rH CO • HC'lH H • ; ; Fresh¬ man. •axrnie^ ** | « 1 CM o 8 14 2 •eiCR © 1 « | 'S'M CO to CO l> t> h* • rH CO rH • : Students in classical course. Senior. •exurag^ 3 i CM CO • * * O o tH • CM • Ci • • •9 I*K « CM to CO o eo j C© rH C^l ** O O O C5 • • CO CM TH • • OH • t J unior. . _ •exBmox M »o j rH | O H rH CM • 00 rr k 1.0 . •0X«K « « CM CO rH CM . <•> tO • CM rH CO rH 05 CM O O • rH CO CO • i S P«0 £3 *9X^019^ « CJ ; | • O rH • ^ ! ! o 1 JO 0 •9XBR © <;* § CO (M CM tO • CM CO ^ CO 00 O C5 Tt '• r3 5 ®S •oxurao^ 2 1 a o - • O rH • CO • I CM rH • tO • b- • • ^5 • • •9IUR S 1 CO COOOCOCMOCM '00 rH • rH H CM Tjt • £ i r > S- c K t P f- t c cc ■5 1 1 ■ ; C ) c ,c ! £ ! c ; Es !| c b c — /-C ;I ! fc i«z University of Alabama . Arkansas Colleen _ _ _ _ ’C ? Jr * C I <~ ic Arkansas Industrial University . Judson Universitv . > s > "3 b y CJ tf ■o 3 © >g OG s y loQ i ffl a A ; o fU Universitv of California . Pierce Christian College* . St. Vincent’s College . .3 ‘2 "rt O FI 4> C-S 1 "S ;«« =4-1 1 o "55 l ;S « 'a « I'c ;C ,-s F & a; St. Mary’s College * . Santa Clara College . University of the Pacific . Pacific Methodist College . . Hesperian College . University of Colorado* . Colorado Colloee* . University of Denver . Trinitv Colleo-e . W esleyan University* . . . Vale College . Delaware College* . University of Georgia . alG STATISTICAL TABLES. 609 « cc rt< co co co c I ^ Tf ^ ^ lOON^N^ON lO ( (M^OHCOH < CO iC 'MOON • O I O ^ H H 10 O W O L- O M ^ IOHt>.COO)' From Report of the Commissioner of Education for 1881. e For students in scientific department see Table X, Part 1. i Includes students in other collegiate courses. Total for all departments. / Students in the Yale School of Fine Arts. j See Table X, Part 1. Partially endowed. g There were also 40 non-resident students pursuing the k Also 1 professor of painting and 1 professor of music Under classical are included students in scientific Course. non-resident course. with 10 scholars outsido of all classes. Faculties of colleges of science and of letters. h These statistics are for the year 1881. Table IX. — Statistics of universities and colleges for 1882, $c. — Continued. Kote.— For statistics of the professional schools or departments connected with any of these institutions, reference is made to the appropriate tables. 610 REPORT OF THE COMMISSIONER OF EDUCATION. •xb9j£ OT^enpqos ni eqaoAY jo -ojq § O < M • < CO H< • " -<» . seooaosiN®oo«t>xot>t'0®©o 'Maaoffl cfl CO •<* CO CO CO CO CO CO CO Tt< CO CO -O' CO CO CO • Tjl CO CO CO •asanoo a^tuSaqoa at sanaA jo -o^j; 8 H< lO • ^ •Bdiqsatqoqos jo -oj^ W UO CO • o • O rH CM O « • O lO ■ i • • rH O O I •ediqsAioqoj jo ’osj; © i • © • • • i • • •O • O O • • O O - O • • O O • Collegiate department. •sjuapnje ajimpuaS jo -o^; « CM • o coo • O O • • rH O CM O • • • > i i • O O I •ejuep -njs pjuoijdo ao pnoadg § CM O CO5 *CQS- e iO CM rH CM H< CM rH • rj • H< H< H H< CO o o o Students in classical course. Senior. •ojBraaj •ft « • 1 CM •© • ^ (N 05 • © C-l l-H CS r-l : :« ^ ; rH CM ! •oiuh 1 t'Z 1 HCO • I *■ : • CM COOOOHHOWnOCOHNCOH rH CM ^ ^ • CM H< • .2 a 3 •aperaa^ w I « 1 CO •Olr-I^JCOiH • 1C « ■ • • 'tt . ® ^ . . •0IT5K 50 rt CM 05 • • CO ! Hl005 • 05 0QC00aC0t^HCMtOGU^^COCOt^CMiOC>r-iUOCOOOCMlOCOrHw“OrH CO r-» CM rH iH rH rO Corps of instruction. •ediqeaossajoad poAiopua jo *o^ 16 o ■ O !©lOOi ! I IcSICOrHOCO I o o o ! •saaanjoat pun sjqssajoad juapisaa-uou jo ‘o^j; •ft CM 'ocio • iCQ?00l>WHOHlO0505 rH » r— iH rH rH rH H< lO tr • •Ajiuouj jo -o^[ 13 lC5H<<0tr<0O*-<<0l>05U0t>00CMC0rHOrHl005rHt'.Hr ^ 11 Jtf4 fi l I § «* ge j isilg Ph <2 to <1 0 P £> CQ CH P m a) OJ CD H U O P4 O H p to W W E> H C’C'I>f>t>COCCC060CCOOOOCOOOOOC', Ci0505CJCJC505C5C50< n i STATISTICAL TABLES. '© Tji Tf LO O O O O 050 • • o o *lft • OQ CO CO t> CO ^ rH CO I Tt<0(MlOT}il HHH lO i © O CO CO © O > rH © CO © © © t> 10 © CO © lO rH i> © oo » ^t^©T-)t>'l>lO©lOCO !> © Q llfp J* c&^'©,CSiQr-i P 6 g - - P g-’d ®Mn4r25^ £ 2 £ J «wil g 2 «*3 ®hs g-^'g'S-S B g'-a'S fl a ^ lib-jj g bt c ® 3 4 «J n ^ a ® OmFcgWOOQSMOccNWM ii £3 £J £3 2 £2 23 S2 £2 £2 05 £2 £2 £S £3 0:1 co co co eo rx.^ 1 P* rtriHrtrlrtrtrlrlnriHHpirirlrtrtrt iH(/S . r* i-t r* 611 * From Reportoft.he Commissioner ofEduoation for 1881. e Under classical are included students in scientific k Not prescribed. « Humber in norma! course. course, i 27 in classical course and 76 in commercial course. b Total for all departments. / Curriculum consists of elective schools or departments, j Counting none twice, 50. c Partially endowed. g These statistics are for the year 1S81. k Total enrolment, including fellows, d Includes students in other collegiate courses. Table IX. — Statistics of universities and colleges for 1882, Jc. — Continued. Note. — Lor statistics of tlio professional schools or departments connected with any of these institutions, reference is made to the appropriate tables. 612 REPORT OF THE COMMISSIONER OF EDUCATION. MB9.£ OIJBBlOqOS HI 8T[99M. JO ‘OJ-J J ^ <*r m ‘98inO9 9J'BlS9XIO0tHSJn9iCjO*O^; > ® TX T* c,'* •sdiqsj'Bxoqos jo -ojj 1 ! sr j ! 1 G5 118 28 e41 o o _ O H • • : : ^ • • O loo \ CM O •sdxq8as.on9j jo -o^j; 8 • oo o o ; o • o o jo • O •sjuapnjB openpuiS jo *oji 8 1 C5 00 CO 05 j CM CO Junior. •9xnai9^; « « CO ill (N in CM j rH rH * iH CM 1 *c9 O j CM •9i«K « 00 05 I> CO to m ^ Sopho¬ more. •exnraoj « os ; ' * CO CM rH rH CO • bj • co cn ^ : ! •exnn © « 00 t> lO lO O r-t t>- 05 o oo OOt^Ttc •Bjiiopu jb jo jgqumu 9Xoq a\ ' 17 t- ®MHOCOa)W 05 * to io co «nn h g cm m B _ OQOOOWCOCOOOO)CJO*-OOC5 ^05 (Ml>OH(MH'HC >CC ; X )< It j A ^ % >3i> >0-5 3 o § 5.8 i Mt 3 ! £4 11 J r- ii ip o ti y% !o i © > e i g > > \& )H - 7t io Hillsdale College . Hope College . . Kalamazoo College . . Olivet College . .TiVhn’a flnllACTA Hamlino University . Augsburg Seminary, Greek departm’t. University of Minnesota . Carleton College . Rust University l . 1 University of Mississippi . I Southwest Baptist College . ntiHatinn TTni vAraitv* >1 ;c < <2 >4. if !? 1 4J >a 'C 3 T. r. o £ a 4 ^ IS i ^ / ■— ) <0 5 3 . > ;‘3 I to O O to l > CO CO CO CO CO STATISTICAL TABLES. 613 © © co © cr. co" rji lO Tjl d< O HJ* rX OhX® Hi H< L- in - lO o © © ©1 © rH CO © CO rH | 001 © © © © © © CO ©4 © _ rH©^ ©4 ©4 ©1 © ©4 O © © © © rH • ; © © © © © © © © © | - • o • rH CO © • • ©a co lO © CO © • CO CO © CO • © 00 • rH rH • H • • CO 00 j ©4 ©4 rH r-i 00 i r : M'CONHH 3 S3 2! ©4 • • • CO CO • rH i ; ; ; ; (NCOCOH^H • 33 LO ■ • • H< rH ©4 ■ ; ; • uo O® iH50'<^ IM 3 - ; ; rH CO • • lO t>* • rH | : : ; j t- 1 © T*< CO rH • rH ©4 r-i rH 1 3 Ss « ■ j © CO rH • 21 • rH O • • • i i i i :« © i m • • 00 ">X » CO ! TH eg co ©4© n li rH^©! h2 ® • w >c ® • io us in rl eg ©4 ■TP • ^rWC^OOO t> © © H g »H © © © © ".? lO O 00 ® 05 5® 00 05 CO d< dl <® C\| © lO ss e ©H©H(MH© ©O© COO©©^©t- CH> H °°«! rm co © m ©4 h< © co in © © rH CO I © ® HJ CO ® IM (M 8* © © T* ©4 5> rH © © © © Tjl rH r> ©4 © co ©q © © © ! © O i tH • CO © I rH © ©4 © ©4 CO Ifi 00 hX rH CO ■d< Cfl N JO tr- 00 05 H Cl H O . 1 3 16 37 HJIOC4HJ © ©4 t- ioo»ft®Tj(t>?o*t>^}'c H y .9 m rj as © (*5p E o-rt p-^5 ® >-.«'« 2 ® © A|||5|©g^S **&%&*$& Sc ucc «v*i s« r-l © 3d pH _ -[ f-i o ^ . P *j-i © Q 6 o3u © g^'g 9-aS?0od > Sc1 a d0 23 § S ®33°t3^^ » 2 | § E ®E Slab JJ. ig233tj.2fciCo3>5«22?s®?i hr^ 0®®!^rto®c«3 is S| 1*1^1 Bll§S.|Sf|lns>s|MS| = i © ® C.9 c3 fT* ^ • 3 H .2 CO “>00c*50>00000 I ©4 ©4 ©*<©* WWNWN {L® Oz, IB k v c rs «!'£•§•§ S3 I g a 333 O © a> &t&ir * a r© Ci'Q © Table IX. — Statistics of universities and colleges for 1882, — Continued. Note. — Fur statistics of the professional schools or departments connected with any of these institutions, reference is mad© to the appropriate tables. 614 REPORT OF THE COMMISSIONER OF EDUCATION. oijbbjotios uf sj[0oav jo -oj£ | ■98JH0D 9JBlS9jJ00 Ut SJ.B9A JO 'OJs[ CO xfl rf CO CO x*< CO < )MCO^ CO x*i CO xjt x* CO ' tH xft •sdti[s.iO[f>Tps jo 'oyT ** “ 0 OOOO L- ^ rH 00 CM 0 wo ! ! 0 • • 0 0 34 0 * •sdiqsA\0[poj jo ’o^t m 0 j O O CO • « i<0 ; 0 • • • O 0 • O O • ejuapnjs ojtmpujS jo -0j£ » CO CM P tH O i IG, i 10 : ;h 0 1> • • . . 0 J O • • •Bjuop -nje ixjttoijdo jo ^nioodg H eo CO O O pc* • uo CO C* * 00 CO iot> • 0 xH • rH IH CM • O CM CO • 00 Students in scientific course. Senior. •©[Burojj s g O • : : : xf • • • CO rH rH • rO • •9ICJM § 00 x* r£> 00 • xH lO rH tCi CM CM I sO • Junior. •oxnrae^ H M O rO O • : : : iO I • * rH O CM CO •ojcpc 1 O CO • rH t~ CM CO rH CM CM xtf Sopho¬ more. ' 7, •ojuai^ e> « CO O • : : : CO « * • CM • CM CO rO • •9IT3M as 1 « 10 r- HS -*e< * CM rH • CM 00 rO X % d V ci Ph ^ •0XBUI9^[ I « 0 rO 0 • 40 : : i • rH CM uo to ’ rO •9I«M I « 1 52 O 1 rO CO ^ i> ^ CM • 00 00 ^CM Oi 0 co r> co ih rO Students in classical course. j Senior. •9[RUI9^; I 1 « 1 CO 0 • 10 . O • ' Ttt • 0 • • • ns JrH •e™ 1 3 OHOTfl « COC0 5DH • 0 • CO ^ |x ^ ^ -O' ^ a 0 ho 0 CD -C3 CM j CM CO Junior. •ojeuio^ § 1 . O • • IO • CO • • : : : : •9[UK IJL Xj< xf< rH 1C • (NCOOH • • CO 10 Sopho¬ more. •opnuo^ I 1 . 0 • • 10 • 0 • t rH • • • • cc > - * • CO O CM 1 § to Ci CO CO • tji *o r- co • eo • a* -+ 00 t-w — < co co »0 t— 1 • eo 't-v.co co c t-i ■ -C? 01 c x} sC CO x* CO C* HI 4 | £ a ft H •ojeaio^ 2 . ° . .40 ■ CM • • • 0 » • • • • Hfi • • • . 1 . . T 1 rO • CO J rH ; •ojck I Cfj I 1 ^ • • r- 10 0 I> OiC0 Ttu> 00 iO 'HH ' CO V.rH CO H Cd • • rC> ^ CO O CO • CO CM •sjuapujs jojaqumu ojott a\ i i» ft C0C0lC-^C0T-l'^rtooocino V £ c3 o 'Z* o , 'uo 1 fe£S : g ® ® o fc£PPo *ppqQfc$#H££«Hon NHNWNWPlWtnragraraH 'CC«3$0CC^C -*fSO-*1<©©©>0© M eN” CM y I CM —• O •£>ClrH rH CO CD CO ID Junior. •oxnmoj § - •9[«I § 1 3 I r COiDCDOOI>Ht us n 53 co £2 ao © 00 O WH^l>C^OJ^OOWOCO^, CO tH ’-H r-l rH r-1 tH rO ^ 1 dl43 17 141 84 111 106 270 23 P .2 o •sdiqsjoss9jojd poMopuo JO '0J£ © CO • © o ta ID CM H O (M oooo • O » O CO CO ! •SJOJUpDT pun sjoes3joja juepiegj-uou jo -ou '8JOJ9IUJ8 -UT pun 8J0889J -ojd juapieoj jo -o^; •Ajinonjjo *o^[ 00 .®NH .t'Ot'W »o^ot>a u £0 =3 a a^> © ~ u '£ ■&* ?r. © |«3!l |? rags* o . ~w <— > r3 *"4 6 H /e 0!C5a5dici®05050o< STATISTICAL TABLES. 617 c© h< cs ©a t-i cu r-t h< ih< U5 • © © • © © H< © © C- iH © - ©©©© I> © C~ H< CO rH C- 05 ©HI© : p #© I 'a O :os 33 « ‘iq © : p wi ! c3 © . n I •rH O 0 >} g _ 53 bJD'tf r§ =§« &jj5£j‘g2 ■p.-s’0^ &h3 6 £ © P © g|-si3«-& a ’8 i? a "3 § t> p © P © . b, 43 ® © CS © © 5 3W „ © &C’„ •H P © U •gPPl © Pi© o > HO‘3 05 CO C- © t> t- C5 • 00 0503t~t- • 00 05 CO 00 o *® © © -H ^ ^ CO* Hi 4ti 4ji T*l ©,;Ri HI H< 4< CO ' — ' o o MOO o o TH M o co rH rH 3 i ■ o : • CO © 00 ^ HI OOCOOfflOONO T^TjiCOCOC'OThTHCOrti . o ;o : a ■a \B e*v-*= ■ P 43 P ; © £k I pp g® :H| rP O ©§ 1 ■a 5 p-pg'S S 5-2 2f I'd t© t3 oo © s-, ™ S4 © © — © 05 0’«43 ® © © Pi p fl >!=S 2 Us 25 2'fl.S P, ,©n © © a P_g43 a p © rt o hh“ Pp V> 53ji4S ••= «£. 1 h< © © 05 ©a ©co o >,a 43 © •ap > p eS >-p Hp£ pPo s !§ &S3 s's §2 g'| spS-giS's# ss^ ^-pso § o ® © ®-3 §7:03 §Sqh p-S’S^ ^ 2 4» © dH^I ® S ©'Cg1© >43’© P gp © ©p 2rP ig{§ §,*= btS > PO-SJ g».S-g >P § 2 lB o2c® Pdf d3 ©^ ® 'P S3 ®.h ^©^ ^2 o^Qy '~C0 "S § ^ "o '2 o ~S ^3 >5® gP'SO^T'iP^ ® 25 p £ £ © p5 o pp .9 25,2 o vh 5 ^ ,2 52 ^ *-2 *a S ^ >*-arara ^ p § g.S § g-| a oqmPp3m<1p^3P 3p CO CO CO CO CO CO O^NCOrjUCO^OOO IOJCOCOCOCOCOCOCOCOCOCO ICOCOCOCOCOCOCOCOCOCOCO CDrrJ .S3 233 a. s o o © C i-j 2 P pp ■x e Table IX. — Statistics of universities and colleges for 1882, cfc. — Continued. Note — Fc>r statistics of the professional schools or departments connected with any of these institutions, reference is made to the appropriate tables. 618 REPORT OF THE COMMISSIONER OF EDUCATION. ‘.IB9£ OtJ6B[OT[OS t£T S3[98A JO ’OJSJ j || •esanoo 0 jejSoftoo ut screak jo •qjj ® M 1 05 co~ •sdiqsj'ctoqos jo -o^ w ■ 05 05 ■ lO ' C3 i ° i j •oiupi s 1 i CO o> iC C3 r-t t> j oq • Fresh¬ man. •0JBUI0J § 1 1 0 CO rH CO j 00 ; ; : : •op;p£ « « 1 i 10 CO rH CO CNJ 10 o> i • CO T* O 0 j Tjt J Junior. 8 rH '0 • ! i ‘elKM 5* I 2S CO IO 00 HOh ON rH CO CO to • . T#« j CD P C5 U £ ft •opraiojj 2' T* CO CO j 0 ! 0 • • • : : : : ■oi»K ® H lO ^ tO C-l . CO t- CO fr- co 03 rH CO CO to 0 M rH rH • ( I M • i n • s juepujs jo joqttmu otqtt At t* rt OOaCOpOCftOWHN^iOOWHH .( rH rH CO rH CO • O 1 jq to 00 ! 1 NHN • < Corps of instruction. •sdrc[saoss8jojd p9Ai0pa9 jo -oyr © * • 1 • O Tji 03 O ■OONOO : O O 0 1 ! 0 *si9.injo0[ pun suossojo.id juapieau-uou jo 'onj; H O rH ! CO C O rH O eo j 0 ■ • 0 •sjo^ouijs -UI pUB SJOSS9J -0 id juapisat jo -ojq w\ DiHt>CC ! lOOCOO^lOOCCtO^ ‘ c Cj • H ri CO rH r-i | x> to 0 ! ' to •Aj[noBj jo -oy[ m n 10 co ® t> a OHOCOOHlO HHHnrt ■«* <£> K> • C iC tO O • 1 > to I . r 6 tc ! #3 ! 0 il s ® ir-d E § ii II p « 5 « 5 ® ti ® 'o a TS Dd 0 s i c8 rs !’tn 0 ® r-< t;> °.-e 2 ** 0 S p > ftti Bethany College* . . . West Virginia College* . > 0 s > D .5 "5 d‘3 £ n a 0 si bJDg il 8 a ^ 31 National Deaf-Mute College . University of Deseret . s a > a % H.S §1 PTJ 03 COCiOHN«)'rMOCOt'OOC5 0. rt LO lO lO LO lO O tO 1C O C cococccocococococococococococ From Report of the Commissioner of Education for 1881. c Total for all departments. /I is only partially endowed, i Curriculum consists of elective scliodls or departments. d Also a number of alumni scholarships. g 1 is fuliy endowed ; 5 partially. * U nder classical are included students in scientific course. 0 Includes stmlents in other collegiate courses. Table IX. — Statistics of universities and colleges for 1882, ft J-S *-5 I-? hz hj o in © co t> UOOrtNCI o o < o o < O LO < OWOOlOt rH r-T CO © r-T ;*3 :£> • ooo • ic o o • rH CO oooo rf< © iO io -^1 rH 00 l> CO o tt'T'g: cLsJT^ ino g ® , ® ® o ® 2 o fcta3 ■a-o c ft t- „0:g£ S rs W ‘So £ £ fee® CS O . ■ m r^. ^ cv-* ?f T* ® HH O g,Sl-S§£ j? afsts ai .£ u ooo . coco NNWHt>HNHr|;(Mp.t ® ® ® 6 S O o-d S>-5 hs hs hs >-a -5 ’-a •gptroj dtqg -j'Bxoqos jo janbuiB QjKSeiSSy o o •U0TJT3Tjd0.lddB QJBJg toojj aBoA 3SB[ oqj aoj Bjdi909^x •S99j aoi^inj ft raoaj xeo^ jgtq 9qj ioj gjdi909Ji ^ & o t> o o o o o •spiraj OAupnpojd niojj ocaooaj wodono T* CO O CO o 05^0030 OOOOOO OO OOO 00 OOO •epunj OAijonpoid jo jtmoiny o co co o io O tp OO CO H *C CO rH ^ o o o o o o 00 •snjBJBddB pura ‘sSmpimq ‘epunoj# jo 9ir[BA o o o o o o I o o o o .0000 . O CO o o 0000000000000000 0000000000000000 OOOC - - - - - • OOOOOOlOOiOOOO OOOOCOOOOl>OOOi 01*00*0*00000'" ■ ^ > l>< ) T* -4 t- ' c O* CO *0" ' •3[90A1 B pjBOq JO J90Q & *?T «» T?rlfc* 03 CO nco ^ ’ Ol •uoijmj joj ^uopnje qouo oj oSjuqo xemnty >ocooo*ocoooco*oo*oco >COCOCO’**COC*^l>CO’'<|»COTfCO t-T 10 1? ® : © ® t> ®COOOHNCO'^^>COl>OOOOHC3CO^Oc> t'OHOOOOW co cT cd~ -tjT eo t> cf oooooooooo oooooooooo oooooooooo o o o IO o o C'J rH o o o o 10 o O O 1-H o r- o OC3© O o t> o OOhO 00^0 i° o o o o o o o CO o CO l> 05 o o o o o o o • oooooooooo • oooooooooo • oooooooooo o o »o o lO oo o o *• o • . .00 • ■ IO Ot>C5 *050 CO ; rH [** : : : : rH~ : • ^TfH ' i-TtH* • r-T » • r-T r-4 . of « : : : r*r* : ** o o *WO( o o • 05 i© c IO t> • rH , uo >o © oj co c r-Tc5 . S a! S3 g*CJ p| wj8 fecg'-J Ci -t3 Cj -+H o be1 £ p,® «9 ®,Sift &® d ® * && » o o ! o o I o o oooooooooooo oooooooooooo oooooooooooo ■ o o o o • O O ift o • T* o H CO © o , o o ' oco: © o o o < CO o o o <_ _ _ _ _ _ ^r>kOOOOUOOOi-Hl>ocoooooooi © r-f ^ -4^> © m r-> r2 © 02 ^ b£ © r© © IslpH-S Jslllll •«* ** g co co co ej^ 05 05 co 05 CO 05 Jc* CO COrH *u CO 05 tH 05 05 CO i 05 05 J 05 CO • 05 CO f Tp CO T* 05 05 HcMaOl '-+X rim 0501 05 05 > O CO o o o Oogfi g d o - 2 -O CD ° t^o-H (S'a-ks S . wj!9a2: ■x «"s Tji ifl >rno ITS in U5 1C Ui >o »o «o •?© to «D ® to ® © «> O t> l> t> t> t- t> t- l> l> O CC 00 00 00 00 00 00 00 03 00 o> Table IX. — Statistics of universities and colleges for 1882, ^c..— Continued. 622 REPORT OF THE COMMISSIONER OF EDUCATION. «h a g © « a "K ^ s a =3 M © p © ©©©©©©©©©©©© BcBRBBOBBaBS SdPSSSSEiSSfJP CM CO 00 O © * o o > iO T*< r^co •epunj OAijoupojd oiojj oinoonj gOOOH O O r- » O 00 O CO O O O O 05 •epanj OAijonpojd jo juiiomy a co C^T r-T o o o coo ot>o o o • o o •snje.rald'B pin? ‘eguipiinq ‘epano.ig jo 9iqBA © © © © © © © ® © © o o o o o OOOQOOOOOOOOOOO ooooooooooooooo OOiOOOOOoOOOliOOOO *f ^doio o' cf ic o' © o' cT to cT CO CO C<1 Cl CQ © >rt to — - m © © ©■'© © t> -*5aoSf P tpB 3 3 © .£ fc) © fc« ~§>s&s kJB W!k® MO| g ®A « b*s«H ?! ®o ©a © , o -* ScS S cfc!foe& c SJb ►.© © g !i5lppif|^PHS «« It! l-ef STATISTICAL TABLES. 623 • co . O O O O K. p q p o o o © o o o o o o o o © to o o o o o o to to • • -£ : : i i 1 1 #<>,>r-r I ©" : ^ ll OrP^W ®Tjr-l

o © CM CM to>% NrtNN« © 1^0 © © pp?p p p t— t 00 00 . t-r-t d N CQ © CM CM © © © © p p p p p P s q h? ^ ^ ^ wooo © © CQ CM CM © © © © . . 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OOOOOOOOOOr-iOOOOOOO OOOOOOOOOOCOOOOOOOO 0000000000t>©0©0000 •89iTOiqiI jtyoioos ui eoanqoA jo joqnin^ o o 3 o o © owo 0»CtJ( •eqooq ut xbo£ qjbi§ -9X100 jS’Bx eqj m es-eo jouj •ejax^draBd jo jaqratijq •souraxoA jo jeqratixq CC O O W h O ; COOOOb*WOiftOW< of 00 ci 00 CQ oo TjT 00 - •5[99AA pi^Oq JO JS0Q i | a |4 ! p|2 slfl jpl ! ! !|l! ! Iain'S t'SS a oJSljjl a'Sll p*ppO c^PPPPSPHPPP<50POWcogcP<1 CTNNW C3 IM -5h)l-?t-3H:3^>-5^t-S^l:5Hsl-5h)l-5h)l-5'-sl-5l-5 h) ra l"3 p- ^ i iigif iiiiiii :S issf is : i ! i ; i ; i i i i i i i i i i i i li i i i : i i i : i j : i sa ii i l i is' j S' : j O I i iiiii i f ill ! . . . . ..... lO «« j • • Is j i j i j | j|| \ i ©jjoojojjjjoj jo • • • > • JH J J j ! o » • o O « * . rH ; :°° S| 3 • • 0 ‘-H (P ! i |s ? : : $ lljllsfllllllll «eo 1-1 1-1 S sssssss iiiii mu ii rHCSCO r-T fff cf ;Mri'lON rg ^ ill! pr ii is siif i|i! 1 -# Linn ini ii ii :bassrf“r : Si' i*-" • • *11 liiriiiiin mu ii rtT cT Ico jioVf NmVefM jr-T ii is ;a ;s ills 111! |g-gS, 1 8 i list i ifs ii ii isflfs i_ssi is is i ;l * | i nil'll ii ill mu n Ss'Ss “'§' ;§' js's s'ss'ss s'a ii i i is : i I i |I 20, 000 50, 000 2;/?, 000 30, 000 90, 609 35, 000 130, 000 (516 3, 000 20, 000 *400, 000 *15, 000 35, 000 10, 000 75, 000 25, 000 25, 000 55, 500 60, 000 10, 000 25, 000 150, 000 10, 000 al50, 000 10, 000 a80, 000 11, 950 41, 500 12, 000 al8, 000 75, 000 100, 000 60, 000 40, 350 ini iisi mi i i i ficjstsi in i i ii i *f jiriwcfcq jeo j ; jcf j i iiiis° iiiii i;i : i rH%* : : e : : i : 5 in § i : ”■ : ii i§ :s j'"' h i 41 ! isii ! ii i i | i ;« i§: g§ ig i°g i|g : : i i i Is ; • ;n is m' 3|m|1 Hill Is if ill i ii i i i ii ; < fff < t> • ; • • ■ < cf iiil ill illii ill : i i i i« ■ j ; 0 i : n iggg !"S" II Jinn i ii is ili j .its • •t>i 5, 000 5,000 1,300 4, 200 1, 000 1, 000 6, 550 a6, 000 500 «500 5, 000 100 220 «800 2, 500 3, 000 2, 500 1,441 16, 000 8,183 1,000 19, -f24 1 10, 000 8,100 4,575 9, 300 330 81. in- CO Cl io c?co co c^Tco jcoc^cocqc^cq^ j CN r— 1 px af co ■ ^ eo eo5 of is j*j: ? § r : - 1 3 3 40 15 29 75 34 21-30 45 30 40 27, 33 30 33 28 33 30 iSSSi S§S5 & g i gg g & ! SS S5|^|!35g5|g 1 Jb ? IS Farmers’ College . . . fllljitilll lllilfilliS xieuieiuerg . Urbana University . Otterbein University . . . W ilberforce University S . . Willoughby College . Wilmington College . . University of Wooster . Xenia College . Antioch College i . . Corvallis College . University of Oregon . Pacific University and Tualatin Academy. McMinnville Baptist College . Christian College* . Philomath College* . p ' j 1 (1 III If 13|> ' >5 ' ! :i • ; ilii ; : .iiiii IJtjfSf Ifpli ill® illisi lil m i Ills 1 J li Uif 3S333ft!ig8S38SSga88B8S88H8.ggGES asslslsllll Table IX. — Statistics of universities and colleges for 18S2, tfc. — Continued. G28 REPORT OF THE COMMISSIONER OF EDUCATION. »sa t - o * * § p a — 1 l-S ►a l-S O © e a a 0 t-i'-i •spun.; dtqs -.icptps jo^trnotmj apjggjggy •nop'KtJdo.idd'B Q^g rao ij a«8^ istjji 9tp.J.oj g^diaoay; & *899J TXOpiTl^ raoij JB9i£ 1STJI oq» ioj s^dpooy; oow O O Cl OOIO spnnj OAiaonpoid mojj qtuooiix o o O r-t cf»o •epurij: OAijonpojd jo ^nnoniY C'lt'O - o o o < o o o < CO IO o - *3[99AA V piBOq JO J603 &c • r S3 ■UOpTip. joj pigpn^s qoB9 6^ eSxeqo pmmvy to 00 <55 O i STATISTICAL TABLES. 629 . © © >,© © s? sg £g§ OOiot-lOr-l _£2'M® i>5§ hh'r>>2^ SO ‘ Q cS.es. 3.3 3 ft3 © © Cl Cl - 3 s 3 3 3 33 g>p 3333 ^33333 ^'WHHNWHIN . C <© $> g <2 ©CM OOO 00 OOO O 00 OHCO OOrHiOOOOOOOO COO 10 OOOOOOOO OO^OO o o 00 o o © © CM © © O o o o o o 000 000000000000000 00^ 000000000000000 oot- 000000000000000 ot^oocaoooooooooeo MICIO OOOO CnH OOOO o 00 00 o r> o o OOO OOO o ^ o ooc-ooooo< CO CM o X cU- eg cm 8H © © to H © © ■ p go >s « I £ g - 3 © ■4J p> CM CM H CM O • 1 CM CM CO OlCOrMOOOTfO fcJO • • to : © : \% : :o -a, - - ** • § •* r3 ;© :£•-§ : 3 in '-r* 3 1 © . 4= © .U ,mo . o> 10 wwoo loci' aTt-^ OOOO OOO O O CO 00 OOOO 2 ® ss ,000 I o o o . 10 o o 00 • o o o a5 . tJ'd 3 3 §D M . ® © ® 'So O , 8o|. i £ S'eM'S rt 3 © 2 Ct £-5 ®,a,a S-g,© ©^5 ©.2 © ©3 •3 t- _j ©-w So 5? s 2 S 3 « § a« . © .© ,© © ® S §* § 3.1J £ 2,5 g-js 3 rl © © g.3 375 3 > X 3 0 © a ,oS "Sgo © © 33 2,3 © © 3+i orp Saj-^g o""1 © Pi ■h m cj ® fca-^g o o o o o o 000000 000000 000000 o o o o o o 000000 >W) Or ?/S ) o o o o » O O O O iO CO „ M l|1§ » ©'-S3 go © rt * . 3^ a S i SQ. <^3 ,00000 woo«oo®o © S 3 ©3 3~ -1 © 2 g P* yp >Tj £ >- fC @^»8,S© ©<3 3? o u 3 3 sasl^ls $ •*s fc-a X X ciX (Mel?**-** 00 > CM CO ^ rH > MW CO p O O o sj> OOOOOiC WiftOOOOOO GO to LQ 10 10 ^ ^t^lOCOlOOOiCt> rH I £ J ©S3 :g -S'® XS glS-S : m 0 »© t'k 3_t pa * © © g*g bt'S.3 >?5 ©<3 ! o :o © ® 2 3 g3® 3 .’•— 1 © H'SO| t£P “ 2 3 3 «* ^rj o W Ma2 M p is^5i;s8:si«-ip?i^gsa r§ & MSwOW o2 3 g1" ®3 ® hP S = S' a =Sf5ll#§li-*l o g® ®P^3 3 2°2. 3-ga« t> © >>g g "S 1 1 g m 23 f-S® 3 £p © S3 §-3 © 8 3^2®-©© >j © ,3 ®^3\i3 g 2^5'© "III ^llglalgllllg^ ? s illll S,K fee M © ©.m g„; 33fl.5rO^ © 5 s 3 P.3W3 > > b£33 3 ° © 12 o Ch © a ® .& ^ < gp O PL ' OiCCR 2mHhh2 iO>OHNCO^»OCOt>COC30r CM CO CO CO TtUOCOt^'OOO OHNW^^O^ co co co co 'Co R) CO CO CO CO/CO co . cocococococococo Table IX. — Statistics of universities and colleges for 1882, fyc. — Continued. 630 KEPOKT OP THE COMMISSIONER OP EDUCATION. Date of next com¬ mencement Vi June 15. June 28. June 14. June 28. June 27. June 21. June 27. June 27. June 27. August 30. June 22. June 13. May 31. May 3. June 1. June 6. Property, income, &c. •spunj diqs -jupqos jo juuouib ojcSajSSy H >3 • $0 17, 000 500 :::::: o ! O 1 17, 997 0 O • O •uoijui.ido.iddB eyujg uiojj juha jsui oqj aoj s}di909£[ © • o o • o . • o . co » . o • I> • 1 • i rH • • « *©■ ; o • 0 MO, 000 o o ! o o ■ IO CM • CM~r£ • • •S90j uotjiuj uiojj au9i£ jstq oqj joj s jdiaoay; © & o § ■ OOO^COOC'lO • O rH © »0 O © CD O rH i < lO • CM » © s§ g QIC O CO CM CO* Is •WhV *0 CO CO rH rH • rO CO l> . •spunj 9Ai;onpojd mojjomooui QC o o o lomooicotN * • © co © co to © o • . ^ CO O CO ^ CM CO • © cO 35 o /500 100 • • rH CM • • i t • 1 O •spunj 9Aijonpojd jo junomy a$30, 000 110, 000 69, 000 180, 000 493, 790 12, 000 30, 200 113, 000 1 OOfi‘81 o o o o o o o IO •snjuiHdd'e pun ‘sSurpjinq ‘spunold jo aujGA © o o o o o o o o o o o o o o o o o o o o O CD 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 o o o o o ic'oVrdoVo'io to 10 icT o' © cTccTcT to CO rH O CO OOWiOCOCOMMOQOMO rH rH rl tH rH LOO t-H t Vs4 ^ Libraries. •sotxBjqix ifjoioos ui sauinp)A jo joqumjj Vi H * O • <3*0 O * o • © © © * CM • O CM CO o • o • CD • • o • o ! °° o j o College library. •sqooq ui jbo.C ojbtS -9X[09 js 1 1 9qj ui esuaio uj H * DU 100 150 1, 008 800 o • o . • »o . CD 100 63 / 1,400 126 •sj9[qdun;d jo joqmu^j; » * 0*00 • © • • cr^o • © • • OCOlO < © • • CM* 1 lO • * s : : : (on 000 ‘I • CO • ° • CM* rH O 05 ^ O CO CO GO rH •sounqoA jo joqmn^j; « • c o DOOOOOOO .OOOQOCOO CD ffOr-j-rJrHQO"1® •j[93A!l v pjuoq JO JSOQ H s: 3 3-5 2-4 2-4 3 *3 • • < * i M -11 •UOTjm!) roj juopnjs qoua oj eSauqo jxmuuy © 1 sg fcjrf " 40 0 150 48 27-39 39-48 1 ... . .. . -a H Bethany College* . west v lrgima uonege'' . 1 West Virginia University . Lawrence University . Beloit College . University of Wisconsin . Milton College . Ripon College . Northwestern University . fienrcretnwn College* . Columbian University . Gonzaga College . 1 11 n University of Deseret . University of Washington Terri¬ tory. Whitman College and Seminary . . 331SIS3S1S3SSS88S 1 From Report of the Commissioner of Education for 1881. d Incidentals and tuition. g Includes $5,350 income from real estate. In 1879. e Board and tuition. h Congressional appropriation. Incidentals only. /In 1880. i Territorial appropriation. STATISTICAL TABLES. 631 Table IX. — Memoranda. Name. Location. Remarks. Fort Wayne College . .... Macalester College . . Shaw University . Western Reserve College Ohio Central College . Miami Yalley College . Mercersbnrg College . . . Pittsburgh Catholic College. . . . . Western University of Pennsylvania. . Manchester College . Woodbury College . Shepherd College . . . . . Holy Angels’ College . Fort Wayne, Ind . Minneapolis, Minn. .. Holly Springs, Miss. . Hudson^ Ohio . Iberia, Ohio . Springboro’, Ohio .... Mercersbnrg, Pa . Pittsburgh, Pa . Pittsburgh, Pa . Manchester, Tenn . . . Woodbury, Tenn .... Shepherdstown, W. Ya. Yancouver, Wash ... Doing only preparatory and academic work; see Table VII. Not in existence during 1882; may be reopened fall of 1883. Name changed to Rust University. Removed to Cleveland and name changed to Adelbert College of Western Reserve University. See Table YII. Not in existence. Closed. See Catholic College of the Holy Ghost ; identical. Removed to Allegheny City. Reports only preparatory students; see Table VII. See Table YI. See report of this college in Table III, Part 1 ; public normal school. See Table YI. Colleges from which no information has been received. Name. Location. Name. Location. St. John’s College of Arkan¬ sas. Little Rock, Ark. Concord College . Westminster College . New Liberty, Ky. Fulton, Mo. College of Our Lady of Gua¬ dalupe. Santa Ynez, Cal. Alfred University . Blue Mountain University. .. Alfred, N. Y.- La Grande, Oreg. Murray Male and Female In¬ stitute and West Kentucky Normal School. Murray, Ky. Waynesburg College . Galesville University . W aynesburg, Pa. Galesville, Wis. 632 REPORT OF THE COMMISSIONER OF EDUCATION. j- e $ § sfg S s o § *0$ 3 ^ *2 ’£ ©> ^ •S ss ^ T •e» SI Scientific department. Students. •sjuepnjs ojeupmli jo joqiuuK i s J o ° . C5 O •9SJUOO jBijJBd xn aoqumjq ! § eo © ■** 1 M CO CO Fourth year. •oxuniox 1 s 1 1 Ith i ° •oiuK ! s | in °H 00 W Third year. •oiBaiox 1 5 1 - r i ° in •oiupt 1 s e«s no 1 ^ CO Ch to Second year. •opjuio^ H | o jo • o CO •oi«h rH I rH ca CQ CO rH iH 00 00 First year. •oiuuio^ M rH O • rH i ° • 00 -0IBH « rH CQ ot' 1 N ^ ■ CO 00 w ■osjuoo jejn ■Soj ut joquinu p? jox rH rH rH 00 rH rH H< 00 O CO 00 2 ©H^Sfr 2 MflZj-S j? % o.a-5 °Po S ooyp <1 & g ®,3 2 ©^ i g^-® 1^.2o w <5o 2VM d ®_? © S 4* | 1 o ^ pq g®-® •§ Ml p ◄ pq *2-2 : fcjoji <3*q ■>» . © 53 © c-i” d.2 © ®H bfi> bfi© fe’d © © ©P dl^l 'Wa -^'l © s'S-g ^2 2^ Ppa o tS Pt> © ' bJCrA © So j^2 •32 « ^ ^ rt 9 -+3 P JsteS H ^ 0 ^ a n 'sl2 •S3^t>P ©2S hMBZSr, ^ J « d d ?S o © » I 2 o | O 5 1 1 s a i < ‘E 5 © d dd fl © 2“ ogj ^P© ... .... d f>> ©c^M^P dOo5«H |g _ S °.g.2 d g-2 S-2 br/3 P 2 -S3 |§ &a g p-S ■g& Mj, 'd’S © o .9 t» al a p ■o § o : o • •2* ge to .2 1 : •8 'o Pi S.2S ■f H !2| Hi M d o d a s I if! 3 o ©^ ... jS'o'cS « © H Hi © *s 111 Ia 12 . ©^ .g!Hu,5ia*S’ 11^13-glnls 1-2 S§d gj.3 g © 3 § g <1 <\ ^ & © © > > 'a P P 2 .a © ■4» 64 Hi P o ® d ©Hd PP H tJCrt o'©-4! © .S^H °H 43 o © o p N •SB^ ©art lift d a © ©.So nd © « S« “ « © a "S © ^ ro ®_i g ^a'o'P J g O 43 o "S >H ®°0 5 ^ o d oo ip il !®i &S 7^ 8au T3 C4 C4 C< Table X.— Part 1. — Statistics of schools of science ( mining , engineering , agriculture , CD rH ^ O ^ IOHH io •qsjuoo xejn -Soa ui aoqrann xnjox a © S-J •SJ9JnXOO{ PUT? BJOS •89joad juapisaa-uojij •6aojonajBUT pm? saossejoad ^uapieo^x •©X^taa^ -c PI cc © 'd •9I«K l^L g Qi & © Pnd •saojonajeui PQ d S3 xn r . 0 © Q d s c ^ P-) *. j 2 ^ . ^ © g ©® «® d CO’S 9 .3 |So| ■§ §>3> I 0 0^2 ’o OOcGPh o j.5 • >> feSSI 8l|3 •fi £5 h © .©©^S q.g Eg idlff’loj :p oH © O _ || o © ' US; • ^ Ex; £ q f ©S-Ips gi ©r«g 2^.2 Sco'c IlSll ■g^ © d'of^ O © £ d'g ^O ©W.-B ? d^M.g-d t>,£ fc ©•2 i S-g © §'Sa J, 1© I ^ 2®-§ q C g-g dd'Sr'! Ppsd § fccPig ©^C. OcoPh-< cq O STATISTICAL TABLES, 635 Table X. — Part 1. — Statistics of schools of science (mining, engineering , agriculture, ^rc.) endowed with the national land grant, for 1882, ® to I : o o o o © o o o 1C o o o o o o r-i O O © O O O ^ o' -hT o' o' rH H CM Cl H H r-4 •S09j uotjiuj rao.Tj •tboX jsnx oqj ioj sjdtoosxi H W O O iO ^ >o CD W o OOONO o t>. O O O O GO 05 O O r-4 pT r-T CM*' CM* •spunj 9ATjonpoad mojj ouroouj W M $20,280 10, 400 (<0 HO^tK 000^*0 o o HOOOlO rH O CO CM O >0 O 00500 ^ ^ ^ ^ OOH^O lO O gVoV §, §, js js g o co co oT o' »< ^ o •epunj OAijonpoad jo junomy « « $253,500 130,000 (c) (e) ff6G5, 000 83, 000 121,400 *242, 202 (TO) (to) (to) (to) 319, 000 340,000 637, 806 361,206 165, 000 c318, 313 131, 300 •enj-Bjcddn pun ‘eSur •pxrnq ‘spunoaS jo 9tixnA » $100, 000 150, 000 («) 50, 000 200, 000 («) 1 | 000 ‘OS «20, 000 w95, 000 15, 000 400, 000 300, 000 1, 000, 000 109, 109 110, 000 c350, 000 145, 000 Libraries. •seiinjqtx Aj9io •os ux soinnxoA jo joqumjq © M § IO • • nco s o o o o m o S „r CO 13,000 2, 730 4, 920 3, 500 . cl7, 000 4,200 •uotjmj joj (piepnje qoiee oj agj'eqo xirauuy © « o o fO o o in o rH o' O >0 0 0 0 0 CM o o o o o rH rH rH i-H rH CM rH CM CO *o> ft, •ju9£ oiq.e«xot[oe ut sqeaAi jo aoqumjq « 0500 co o CO*<* rt< CO CO ^ 00 CM O O O 0000050 O O h* Tfi ^ CQ CO CO CO ^ ^ CO •Apn*8 jo osinoo pnj nr sreaA jo aoqnm^ ^ ^ ^ ^ ^ CO T* •sdiqs -anxoqos oaaj ao’qjo jo aequmj^ « i* o o . o 05 O o • o • o ^ o •ediqejrx01!36 ©WSJ0 ^qronjq 5* 0 a661 0 . o o t • » • OtHO • o o o 00 . o rH . o ! Name. State Agricultural and Mechanical College. . . . Arkansas Industrial University . Colleges of Agriculture, Mechanics, Mining, Engineering, and Chemistry (University of California). Stato Agricultural College . Sheffield Scientific School of Tale College . Agricultural department of Delaware College. State Agricultural College £ . Georgia State College of" Agriculture and Me¬ chanic Arts (University of Georgia). Southwest Georgia Agricultural College (Uni¬ versity of Georgia). North Georgia Agricultural College (Univer¬ sity of Georgia). Middle Georgia Military and Agricultural College (University of Georgia). South Georgia College of Agriculture and the Mechanic Arts (University of Georgia). Illinois Industrial University . Purdue University . Iowa State Agricultural College . Kansas State Agricultural College . Agricultural and Mechanical College of Ken¬ tucky. Louisiana State University and Agricultural and Mechanical College. Maine Stato College ot Agriculture and the Mechanic Arts. r-t 03 CO TjlWOt-OO CJ O rH 03 (ft tft 50 t- 00 03 STATISTICAL TABLES. 637 © © © 9§9£1| a a a a O X o ^ r-ot^x OOOOL", ZD M~ o' CO > HH(M O O O O O O ©0*0 O O CO / (MOO (MOO <0 0 0 oc © o © <0 000 CO o o o O Tt< r-T ' § 53 o o o <=> mo v owuooo o 00 o o 00 ' t* a* a* t)< a* a* >> ;.S ® *|®f sp So tog a o 0 ^WO,®^ ®aS cSsn oS a oS-2 T3 O a 'S - C«^ a a o 32 « « .2 a d ei ^as m. ,§ a bas a is a .a.® ®b 5 - ® boa>-' ®a^aS 6 -9 s o®§ 'sa oq £ 8 £ .!« » s 0 250 ’ ,© ©~S3S©g,a 2s3o 5 §3 © a s ©•s*^ ®-Sd"y mi'&ila-|g|isi: rt aj_i a o C >5 9 3 ,9 3 <4 ® ©S 2lS-C MiS-genO $2 g 2”'g 2 a=M »H £02 °h 02 9 ° ©3 0u2 e3 ^ 2 2 W)?-h ? ® d IfllilfHIM! f eaaaaS T3s 3 a ©^ 2 s Sj* .fe«H 9pd bp> p) ® b af &yis5 © © ^as .3 ^ rt A ®rS " 0 3 0+302 ® SOt! © ® 53 _ <1 cd 3 _ .« g oi’Etg a *2 -a a.® .© rab © ?! 19? _ &*& >i'o ® p 0 ® o'SQ^.S 4s ^ a'33,_i © © A-irq c3 to o ® £ ■8 Sffl 3 B R M ® © (-1 ii H © ii gfe > m 3 a ® ft® £- O ffl^S 1^:2 0 a a © 3 =2 a -g -r-2 3 ® 2 P<®t: 3 3 J§ © <3 ft 5 o« 2 •a«.a © o ® £ ■ 00 (3 . «■ S g o gS o ^3 c3 ■■» § 5> a x S op H_ ci 5 rt “gi‘a •a ■a I •a "! 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CO CO CO CO CO mji e X. — Part 1. — Statistics of schools of science ( mining , engineering , agriculture , cfc.) endowed with the national land grant, for 1882, Sfc. — Continued. 638 EEPOET OF THE COMMISSIONER OF EDUCATION. •^nomoanoonnoo peon jo qjbq; •noijETjdojddB ojuja mojj jteeA jsbx 9qj .ioj e^clioog^j; •899j uotjinj thojj jsiq oq’j .toj ejctioosy; •epunj 9Aiq»npojd mo.ij graoonj •epnnj 9Ai;onpojd jo janouiy •enjujuddu pui; ‘eSni ■pimq ‘spnnojS jo oiqBA •S9i.re.iqix ifj9io -os hi soraiqoA jo aoqran^ •sqooq jooqos JSB[ 9qj HI 98E9J0HJ •sjojqd -mud jo aoqmnj^; •89raiqoA jo aoqaxnjvj; •uoijinj joj juopnjs qoua oj 9S’juqo ^unaay MH9X »$ otjsiqoqos m sq99AA jo jgqmnfl; £* 5s?g -h ao c<5 © o © © © o © © . © .-H © i-l © © ^ o'e-"S. © c~ ^ © co M'S- •ifpnjs jo 98J.H00 qnj hi sjtjoiC jo aeqain^x •edtqe -j«loqos 99.ij jo’qjo jo J9qam]£ •sdtqeiBxoqos ejeis jo joqum^r oow o co ■s*3 .© o ©•rH be a © p U ® o.2 u b 02 w-S So - © c3 g a 0-2 a £ |h © S3 ©' •1 £h w> © ® a SIS .oM^> 32© !!► ®9<4H S.2 ° oj 2+i a “fa ga| a a ^ 6^ -a. ® Sk £ .0 U £■ or. * fcf.a o - C" fl 4J O ^ H © *5 .S P* O *-0 a a « a ©|H aO.2 S Scta-g ~ |3 02 P O a^-g 1 1 2 a &fco ®rd'2 a d 9 a §42 2M So® CS JS a s Ofl 3 2® ga s a .a cS oo s s ^ § «§ , fl . . os »«: .s © fcfi . °5 © a S a go a-g Rl-g Sl! •« cS -SI Ill g*Q>§ ^"S to •o a a a o <^•^3 e&< 1£® || a ® © E3 "od tD ^ *— < a a 'a a° 4s 83 O eo ff ad ®2 a13 O rO fl. •SS^a.® :§] CG-t ^ o ^ - m+= oCG *gV go®® H WcG « -8» ■g-c S« •I © P S ci on •S5 a 5«2 bfl _j* ® g § 2^ © **-» fl fl 02 ^ ^ g ’a a 9© h1 •■E p o * o.®( COOrr- §S‘S.2.S a/ 26 ea» Table X. — Part 2. — Statistics of schools and of collegiate departments of science ( mining , engineering, #c.) not endoived ivith the national land grant for 1882 ; from replies to inquiries by the United States Bureau of Education . STATISTICAL TABLES, 639 Scientific department. Students. •sjuopnjs QpmpmS jo .iaqran^r [ s | j O iO • -P i-Prt : ^ g « a ; ©_ © © cs •9SJ.U00 pujiud ux jgqxxmfl; § 1 § O * o • . : jj-Sg.g • O 5° .. © ns © •esxnoo juingaa ux joqmnu pejox 11 37 20 rH CO & kT03 © ^ CD rr- ,r~* "4^ © © Corps of instruc¬ tion. •sj9jnj09{ pun sios -S9JOjd JU0pxS9,l-U0£[ © H P. C3 © t- w c ft® > g'go.-S 3\ P ® &.g •sjo^oujjsux pun s.ioss9jo.id q.u’opxso'g; © W iH 00 Tj* ^ w © © O > 3 S?©-£'3 053 g Preparatory department. Stu¬ dents. •gjnrao^ © 00 i ; ; §« ® ©-© •9inn | o j : . © © ^ ^ , *r- CS ,,H .If O • 0«He2'HW) •saojoujjsuj © CX | i • 'n . c3 to m 0 JS © £-2 Bb«am President. A. van der Uaillen . Rev. E. P. Tennev . AlbertC. Hale, A. M., E. M., PH. D. B. F. Koons, PH. B., M. A _ Edmund A. Ware. A. M . Charles O. Thompson, A. M.-, PH. D. Hon. Paul A. Chadbourne, D. D., LL. D. William F. Warren, s. T. D., ll. D., president; John W. Lindsay, s. T. D., acting dean, ss establishing c The plat ■om the legisla- Amhe 7 to adjust the tricuh ‘ip.” the h£ privile d A depar e There ar •uoijeziu'eS.io jo ojbq; * 1 1862 1874 1881 jo ojbq; M 1874 1881 1874 <31 35 •UOIJ'BZXU'bSjO JO OJ'BQ 10 1— t>* to o r>- 00 00 00 00 00 00 00 JO 9^U(J « 5 gjss c3^t> h> F 2 a ** 1 1 ^ © o © a g M W Wfl £ -a|l list's Ph ©:Sp. >?o' ■?jio ■gw 3 2 M & © © -a ►*.CO‘g!3 § I fe§ I § a a 0 .2 a ^ 1 3 §^©w||-|| a Q tlf-H P{ ,© ^ r5 O ©£43 o 0'S 'b O'*-1 i-l0 ' O-g fe §5 ©"a Sfg8 ,T :J _L/ *-1 o 43 +- a © © • l ® p ®'2 t> - © rj © U a -P - -3 a 2^ s :£>oh So^ 03 °s •2 a© 2. a O O eg M a >44 a 2 a ^ © © 36 2 3 o -2.-S ^ p.t3^§ © © ■ pq ^ P pL, oH asd-tS-l" g««|g)^«op£®8,s2 2 o n.S ofl^So^M^a aw23r'+so^©w©'~,©1J ^ COt-5 o co co of Civil En; STATISTICAL. TABLES. 641 : « 3 : a P * a £.9,3 |C302 a . . . q rj c3 t> ^ P o So e Ph WHh> (/) (/) 1-1 ; 19 0 ! ; CO CO i i 1 4 10 CO >e3 O s.a| £.S| a br£ P £ a • © bo •‘SIS a +2 a .9 » t>© © M PM a « p ^ U a ’42 © J co 3 ©a ft ®M p, S'SgS 6 ©3© OH -3-2 ©a ® o © ■g^JSS m KOO • SH a ° si Sjj m a .Sl=> Q © H bC © :| !! •-•sSSf ® O B ©,© P O P> -*P ^ £ li*5 a a a H«a a 9'aP 2 a •rp © © .3®.? 2 £3 fcC 0? a 'o • H O m , a © ?b$o® q'g.SM © - bg-S o ©=23 ® bCP a a aP |S*8?S3f 8fflg'SSH-&§ © h oP © a ,2 =53 cs a.S E § Sdo aP 'piH^.SPH'aS §P 2 ► g-gH'S H m m p PmH F=m M > bfaa ■%, °>oB^ S '~'a3 © >j© i a w.Q be p to .■ ap'S | i-l a S Pp |1 g§ s ® >> sg*.S o i*sa =h-9 2^ _ © t--a © S-s-3 2-95 wa atP £2 © iT cc f i © © ’3 -s P § -h a- a -9 H © M « .■« © fta fcr ©•a ©'p 'a.S ak 2 <=»9P §^K2 02 IMCO^ 10 OiCMCM ca 41 E CO CO -CO S-Ssg •k-as © MB x a I « ©”f •42 a..® S « © t’." 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CC CO •spunj OAi^onpoidxuojjoraoDax •epunj OArpnpoad jo ^anoniy *sn^FJ^ddu ptre ‘eSaippnq ‘spano.i2 jo onp?^ CO o C 4 CO O OfNO^ o U^ocT ■t'S'cT'S'S' I 'souuiqn jfqartoos ui saranjOA jo jraqum^; •sqooq ui jb9j£ jooqos qsu[ 9qq ui 98«9ioai •eqapidurud jo jaqumn; •saranjoA jo auqura^ o o >n ifs t- CM O O C4 ^ ^ ti< (M ng ’ •uoiqmq joj quopnqs qoua oq eSxeqo pmuuy a S®©>®® CD •auoX oiqeiqoqos ui bj[99A4. jo laquin^ •jfpnqs JO 9S-IUOO flUJ UI BJB9i£ jo jaquinjsi; •ediqejBioqos 99JJ .iaqqo jo jaqmn^r 'I® H° •sdiqsxep>q9e oquqg jo J9quin^[ : :gA ••So t» •o3 ■ "B ‘“o 2 I'cs >s ■ tlj'o : ©o o^» © >» a .r | o o O co c*_, c5 © CO P -Cc/J §0© coco •3^l’6£2-i«bo g^l 1 © © a >,g 2.2 © ^C1 S g g g i S 2 ? 2 a fti o be o ^ •§ cs a k? © •• a5r„ o S co H ir ri ^'Spga fe: c«PH 002^5 sb p P^H © CM b£.2 ^ ‘Sc.’E ©i° aJ’43 o C Qh CO © O •rH O o o ®«m 5 ©•s s ° a acoP III i!fs« 3 _i-g *, a fto S o o ® o^.2>h^ PhOH 3qi-30cocO CO CQ CO U5 «D t>00 os o . Mrf«Ui Ot-OOOlO STATISTICAL TABLES. 643 pi a ft>a pj P3 p 3 bo *"3 l-s^ f-i PI ft p3 CD (MO if ® Sh © g aS > >.2 g a ,§<2l& «&h SA ©_< c,©.2f ■^OO j© 3<^'® a g § e§ 3 r_ ' cpI £!.-< e?* cj ^ tj - s KtMmtums* 5c S' >s o g >>a ■+3 O 2H £6 O.HCU E? 13 q o 1*1^ £ "tTS 4=~ © ^0 +? g a 9 ®+3 “irfi a © g| § £5^ SP^i3a|,a !b's|i|CcS|l^o|§2§s«! ©||ll!:S.g I tfirtlrflft §o'§£rgaS|i1^l'§^-3© OcHM ft ft ft 02 EH I> m ftco co PM 1 3 H J ^ , jgO. I Pi Wp ® I o ©^4 © sr3-9aa3a 00.0 -0 1 5 •S2"-P,aVa 0 J ng © © -gg'fts-s _ g ® o P g P © £ 2^ © S'aS ^a“2o’^° 13 g 35’43'd b p^ orrj'+H q q q t> q o p cirS ft o Z*n w ® !>,fl O w a § a.2i» ff.s © « g-g.S S.P'g a ” ® 2-a'o ©ns's © s «« a at § © fc£ 2 w> t>j fSJ-Sl'Sf^Jiasssa- 2t|3g5§gr§H^|!||| o o ^ -e QP ^ l©^ S H h *,3,3 af3 O Oh m 'S (O' ^ 4pJ 00 Ip Cu go?) a h a o -§ ® ®rg g« d o q o ^ a? rt ^ ^ © a ©-a aj-^ a J ' a a? M M r i» «« © ,g +» bo S'? •&'W.H.-H 93 a > •2r9-H © a o rP a a a «h S,<1 ® *a g ; .2 ° 043 pit§ ©jp.0 0 g"1- ■c-6»- 4^+3 q cD^ q ti.q a^ 2-Po r=5 ^ trt 02 C3 ■li -2|imi©a§g a a ©^ >,0. li ^!iia!;?|s8i «1 la^isa-inl* S a o £^3' > 0 Ss ®*3 § 2 ©« ® wS a g g«w S-B, ^ga©§g^g‘3^dO S all &p.| a la^|l Sf §s §H§.|i£-B! sisal's! a £<^ gig ««-o ©2 « ® a ^ © ©'a a.a © a^ © * »a5g atH l> a^g © oo a s o EH «1EH SHt>EH 0> ^s*«» •'SrSi'^ a r-i a © © a gg 1-1 t. m U © © O rS bJC a 6 p< ng ‘va'S .o © e*-1 „ © © ® tTj q a,a 'S© ,a M o H o as o a ip 0 ® o a ®'2 S ©3^^ S Og a £ p-S-g ^5s-S «S|o©2^|.J£|®«p§| a 'w 2 -f-5 .fH Jj -+3 0 -rl q^ © p-N CO © ^3 S*q-2£>©T2or-H©q© q,1^ © 2 > 2 q CS P-^43 q o Ord SpS<1 eh P5HH * 0 4b « >0 'K 2 ft •9 2 2 » 3 1 4h P © _ £ M School of Engineering and Chemistry (Western University of Pennsylvania) . Pittsburgh, Pa . Removed to Allegheny. New Market Polytechnic Institute . 2- . New Market, Ya . . No information received. Table XI .—Statistics of schools of theology for 1882; from replies to inquiries by fhe United States Bureau of Education. 644 REPORT OF THE COMMISSIONER OF EDUCATION. •sdttis -aoBS9jo.idp8iW.opna; O t> > t> £? . ©®®©©©+3®-b5®©®©©©©®FA WPd^PdPdt>P^pHpHP^rt«t>PdMMMW <:1P1 a i> £ ><£ ^ © ® ®w A a • : §o® ® © « ; g*»" ^ « £ :m-| ©42 2 • fe; o* CiS — ; ©p; P3 r^1 5 . A3 © iaPh p • a » S-a®^ § pg^®w pj»de4 ©H > > > t>,p:i > © © © © -p> © •uoijumraouoQ; •_* • © ,_, ^_| _i _, 7? 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Vo ' /= © £? ; 2 © retd : I o ° 2P2CH © © O IS j |(H Cj : ©“2 ©^ ; ia“SEl , ©C,H^ a • s o p 2 c ^-5— 03 n© flBflsa i saagai ««>.§. W +3 • © P • S a ■ S£ h 1 Is c « 2 ©. 11111 1151 O © «S •5 ® « a ©t© fc.2.s.a o « © SDOI^ ©^22'? ©^3^5 ^ O QJ q fed ’S’3 as r.o o 22 0)2222- fcp b£ Uj cl. efi ct t(.H © O © O C O O ©0^ 0 0 0 0 o © © 2 ® © © © .^ ©r^ — — -P'-'pP ^ P HHHHd S M p S'o 2H So ©«2 ^ o _© to . W ®P5M^3 s.e=?3Si»^ SMcSoS ©rt C3 m ‘r4 — r- .5 c oSjg »a®s f5 C^J c^i (M(N (MCMCOCO 1 1C O CO From Eeport of the Commissioner of Education a For all departments. cAlso one partially endowed, for 1881. h In 1880. d Also several tutors. Table XI. — Statistics of schools of theology for 1882, o o '•v w w\) m aa>?a a a Jl| o o o o lO o o 03 2 S g|a ^ Lu ^ >*.5 — < o © ° ce g^oa .2 o 1 g!»3 5 -£5 gj§ &© -e ea e3 .© g © O V §£ ^5g-§ §C2 S' © w|-5 2-lg'| a ‘3j-£ ^ 5 ° Tl ! 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List of institutions from which no information has been received. Bishop Green Associate Mission and Training School Theological School of Westminster College . . Theological department of Trinity College . BMical department of Ashland College . Moravian Theological Seminary . . St. Vincent’s Seminary . Baker Theological Institute . Theological department of Burritt College . Dry Grove, Miss. Fulton, Mo. Trinity, 1ST. C. Ashland, Ohio. Bethlehem, Pa. Philadelphia, Pa. Orangeburg, S. C. Spencer, Tenn. Table XI. — Memoranda. Name. Location. Remarks. Theological department of Clark Uni¬ versity. Divinity School of Nebraska College. . . . Bennett Seminary . . . . Atlanta, Ga, _ See Gammon Theological School; identical. Not in existence. Has not a distinct department of theology. Not an organized department. Removed from Marshall. Nebraska City, Nebr Greensboro’, N. C . .. Tehuacana, Tox .... Marshall, Wis .«... 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B B • is «; ® d °o sfl!& ~®0 9 ^-Wo &B o ag-a 00 t- 00 00 00 00 00 00 00 o •r-~C3rB ■Sfi£* III rt r> d fl O n © 3 §: as. d g* H^ B B£ coo fififi d-s^ Q&BtTW) 00 ogflgflflfl fl | ® S.2333 3 A c fj-rt 02 CS 02 02 .Sdfl O ©« .« © b- OWH Ohl^i kiH fe WO -S3 b a D <° S °c kS -efe: ..£ « e fl.fl ©M.S 2 >> ©+- _> 02 | j- fl fl © H'-h'S q ww H ;H c-g* as © d ri .fl ftft © © © W'd'd WPP 3 £ rt © SO flO^ a© 1 'S'o If Ej§ % ©o S* aSII PPP ©*5 1 ®* ►St B sS S £ 2 s § © "gp.fc g Sbsoflw- 3-3- a at> a a © © 2 d "2 b 2 2 « 03 d eS g rB-B ftft'd ftft © © © ©r© © © ajM^nd g'dr© ^ ^ t ^ ^ d c3 c3 id O c3 d d h ® ® © el a ©■a ft .Hi? © PHpffl * drO 42 E Table XII.— Statistics of schools of law for 188*2, K k- k W W W S:g5£:OP3P3flflfl 555 a a a 3 a a &!!& •saaj nothin moij A^a^ jsiq aqj aoj ejdiooa^i •spnnj oaij © ■anpoid uioaj atuoanj o oo ss§ o o o o o •spuuj eAij ® -aupoad. jo jiinoaiy n •Boutppnq p ptrB spinioaS jo atij^A ■sqooq ui Aua.£ pooqos j6tq aqj ’ ui obuoaoui © o ;s> © 'cT© sjaiqdui'BCI jo Aaqtun^ •eaairqoA jo Aaquin^j O O ss O CO O Tj< t> CO o o o ifD © O nOW •uoijmj .xoj auap -njs qouo’oj eijauqo pmuiiy aJB9£ oi^sbx -oqoe ni 65[99av jo J9qum& •i?pnjR jo Qejnoo Iinj ui eauoA jo joqmnjj; O O no O O © LO 1 IOO • o o io > o © © © © © OOlOOCtOOOH I (M rH l> h- 05 O W | CO CO CO CO CO CO CO V ’3 » t3g ! =9; io §05^0® ? *? CO'S >.52j.fc-M p-,.3 a o a a <2S*B£ M o«w .S1 ® * *d 8.g jh 5 F3-& “i- tc ^ •r- CC Ci_. k— M ■ C3- ,SjE ® « fe» • r- L_i v o A ? ^S^'S-nS'S k SPfct ©•^tHP^o 3 |>_S te a cm f pA^f'o dP •a o'S.S'S^A o ohP o S'-a^^P |A *- h SR.-*3 S3 2 I +3 ‘5 •+= +3 -f3 «W M -*3 c! A ® M bC.3 ®®4)(SI-l©»0©oO!p' h©®®fe.J ®M'Ha O — * - ©Hfe1 M-aa9|g®s°s|sfe®id ® o a|| g gjllJjl te S-* H ^ H H “ , ig _ _ T-S -S 43 a s A -S - •r*'°'§bbA'3 ® P 9" h4P dpO| ffll iS £ i* !!? ***§*§*£**,§■§** I* J fcj2 g* cS'2cSrtc3®0rtdcScS5c3Oc3c8(dc8oOt9c9®c9^5§>-;eao® HNn^iowt'Otiaoi STATISTICAL TABLES. 659 ©®©(-^'^®®®®®®®h^® flaag'fapflPiflaaS'pi 0aaiSk.2a2aaaoa.2a C3frJr-(5 W53 ;1 § | a : :-S © : 5 a. 2* ••2po-a g.t. .£ CO ® !s!s3ES>8S'S :.s © „•§•§ OO ®.fc‘S E^|2 g,E£’2 O'® it) rt 1 © zl ©*rtPri ^ _Q - .2*h 0 l3es2i®l^liiil22* -J&TzPn** +* a a) a a a .3 'a a a.p a a 5 «w ® © ©tw © © ucatj ® © a © © $ 2|Sa o fj?1S,3'S hA’o’S'S h a"£ pt pi a © {> "§ ©iH'S’S'o'SiHf-l'o’o'SiH a "£ "p P ce©rtMrtOcSrttt.©Oc5(S§c3c«f~ 3-,g & ^ ©<-2 <2 P^ o pp -© ft Pva Pm £VS *®©©©©©© ©©®®r®©©2 ui’W'^viwrS'v § £ £ £ £ & fct pS £ 2 £ £ £ £©£ ci ci 3 3 es <3 <3 ci’o 3 ca c3 ci O ri 3 3 PPPPP^^^COPPPPOPPM >.© pa © P 3 Gt© 43 •9S a 2 pi 1 rj O -e >03 (2. 3 <«3 ©3 §® ■gfet? ®pa 5 p.2,2 © a; " £3®°° r£-3j a S*CCH 2 °5 <2 H fc£) a a Ml © o 2 ° c3 © H’g © +5 ©‘.0 NM^OOl>00C5OH«MM'fif5OI rOCOCOCOCOCOCOCO'^rJiT^^T^'^r^ HH W q C+-) 42-3 © PI te p © 5 § a -3 •2 s|,§ QG C3 5^3 CO © P-y. . a ^© 3^,2 h o afg rt 2 o I © a «3 S ^ o ^ «© ® © -g 2^.2 § Org *«°- ©<3r— 5P 15 (5 Sl)-p ©43 Srg O ^ O oS P3C0P3 ‘GMfl- * ^ »■*> 1 P p1 w <2 H giffl & Sfifr "30'^ bTfl-rt & © © © * a s a ^-g-g-g 'g 3 3 3 © ftpc,p. ©^^©^© ^ Table XIII. — Statistics of schools of medicine, of dentistry, and of pharmacy for 1882; from replies to inquiries by the United States Bureau of Education. 660 REPORT OF THE COMMISSIONER OF EDUCATION. 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G'p : : rS * fl fi'g B © . © © © fi © © rO izj'B «Jpr~ Sis 3 3* -gP 9 b5 g 'aSp5 h ;r p B © ^ i2 blft> 22 B h? © PoiP oo do oo oo c :s a ) CO 00 B B a a © © HH ® © © © WW :t> :.3 • feC • u J> t>«H K O b" >. ■S-55 bX)£ OO fifi a a o cm co a> m CO CO CO hH I t- ^ CO CO a « . a s I ft ft * © fH - « ^ _, B © b a a a ©, fn B ft P .« p g «i 2 .o'S'ES'S 3 ggggs « e»-*=> ©a o •§ b W « b Sg ■< ^ pT 3 Is ©is Pft pbp4 ° Ofl »H 00 l> Ci O , r- co • oo ao 00 m co m b- m 00 00 Ci l> Ci s 00 L^» CO lOH H O Cl COCO 00 oooo coco CO t>- t- CO oo oo CO 00 00 2 IL- 00 CP CXj r> 00 m in oo ao rH nH HH rH HH rl tH • rH t-H rH rH s © S b£b® bfi .2.3 .2 33ft ft M © © 2 '3 © © © WP £ r-J > © <3 • UPP a & 9 B4> bfi ©Art ~ ci O a L B P M © rrM © o IfJ. Ph.B B m |5S3 ©^.2 © 3 5 B © © .Hn. i4iS. ©•^rB O 04 1:3 3ps^ O' ©'O ■r< g)bc0o © © ipg 5o 5 © m“ ” ©^ o iB Jc B ^ . © © © fc © © •fc-t3 S a b © po ^ P © _g © ti fec ^ 3 o 3P 2 Sri .■a a a a, © •g.2 U'rS k©s^ © |ag« «•! ofl S’bC *0 © >>>? K B PP 43-43- B B © © a a © © © a © > o « a i P | © © ®-2« ©'©'© B © © P*> !>» § S3 33 t> O GO •&© b fl t> P ^ > | bP P tv* a ^ © © © > 'o -I s §p © P's t© fl B ^ © o O S3 P .2 .2 'S’B © © PP Wg 111 ,3?5 © Q .2.2 © ■SIS' y p o o JPO a © P © © UPP £•«*§, © o © © © btblb p o'©0 Poo^ ,2 ■g.2 .2 © ©©3b3M PPP fl . =3.2.2 © E?© ©"© § ©33 © © 2 w^2 « « S mPP«1 3 co o w .33 il p © © « © §c §• 3^ 1 w-3 § ©Q 3 P P © & % o fl ^2 o a ^ rt «h Ph O P ,-H nj o o S ^ .2 m o p tb o .p 33ftr3 © *-£ o be© © B f 2§ P P 1 ■ 2r3 rl C3 oW g^l W n Zi p I Jft a II © © o 3^3^ © © ©rB ft M ftg 03 o.2 23 8^ SP 9 ^ oflo® W P p 2 -3 eg 4 b C+s a .si 0 ft 3: * § 1 §"3 .2 © HP 3; a |S i •s ® ^ “2 ^ ll#| ©3 ©■*-’ 2 9 P Is B ft © P 9 4* tS ftg O rt-43.£ ft.9 o t> 2 ©i3 < pqPr^pi 04 CO 00 00 00 ^tOCOh- 00 Ci O 00 00 00 00 00 00 Ci in co oo Ci 05 Ci Ci Table XIII. — Statistics of schools of medicine, of dentistry , and of pharmacy for 1882 $'C. — Continued. 664 REPORT OF THE COMMISSIONER OF EDUCATION. ‘S88I jo f}U9in -oouQnnuoo eqj je B9jBtip«j*) •9oa9toe jo bjoj -J9J Ut 99jSep V P9AI909I 9ABq oqAi. sjagpnjs ja9S9J © • O CD c •ejojonxjs -m pa* piossejoad juapieeji OO^MNt- CSI t"* C c © cj f-t r& & g c3 c2 o 1| mp4 0 X . P fi - SQ 02 _• ri fi be H a h fi © <3 CO ^ © © „^3 r fig’" P ? ^ „ rd5 * fi ZR • ^ © <) „• 02 . > -rO rs cSS g£ S 1m|1| ©g££| p'HdM13 rfi g fi “5 fi fifi fi p-i r *£ fi g fi Q a. j * cS . j W fii i ^.<1 dPlptfP KjHHjHsWo firS O 5 o fir«j fi ® * ^.fi be jf .t?‘S ^ b ® 111 PHo •uoijBzmtSjo jo ojbq; MfflNON CO l - CO -rp CO CO OO CO GO c«0 00 00 co CO _ „ . OI> CO 1C 00 to cocot-oocor^ co^t- io - CO 00 co oo • jojujqo jo 9j«d £ * . . => CO ^ « 5$ l"- © '•T • W 00 * 00 00 00 °00 'ES00 COCO ! o f • SrO > P< O III •3 *9 1 ~ *•' - cs c 9 ^ • Ad I|.tl§ aa|°.f|i|0« . £32 JJ 1 >5o £Oc- OP s © nfi^+s o®.9S fi khhWW pqpq^Ma2M £iOP P ®«w bfiO i & _ o tfO £ &5 b w © oS § &S o cS ww ! ! ^ IS S : ® © • >» a ©'® 3 fi.fi G .+i^r|P ■ g :M-2© £ ;ggfi p bHOHtH Cfi©M^ O log l| I|H! fi S fio g Cj © & ifi ©Q © © © « flsSsfi CP fiS fi § © a © fi ^’r_l ppoeqp •* «M g o © t»5 p®*® ‘M ^ > bC ^ O d p be£®0©p © c3 stt cS © 'fi So © "fi O SPflS a ® l-SlSflo Pcoo^*^ a © I® ® fl 5 ^ o : g fi-g-S ©.Jp © fi fl o © © §pfi P3®-=m O © o Oft- .fi Ad £ ^ c3 cd H t> ® !2hOP £ STATISTICAL TABLES. 665 Cl Cl *0 rH CO 1C 00 t- o rH OOCQO Cl Cl 0500 O CO 05 OO » sM§ I -S®'S csO'o'S73 • ;.a ©"a o © tx a . 05^ s > as S tE s a s § H , afc.S‘3 ^ § ©S © © |§H S ® P a! O a i| PhIz; tn OH[25 HWH U D ' rj 33 B3.fi*! © ©.S^rlq.'B a £ & O HP4£ H !H ©’8 ~ O Oh a © a «M o >5.1? £S *£^11 lgallg^ a « © © QS .sa it s a s 5 ©£ 1 P-l «*_ PH g.'H Oj«m © ®t,_i ©° ~ >J*°S & .3 6 g«2 *30 o _ bpo ^ O W © i>§i ^ I .Sfislgs-sl S'oOj-Sogf O © ftpH p£ os a © 3© c g .2 w 43 h w S 5 2 ® 5w ^ 05 C 2 §3 ® c3 PP OHO ! © ._> : a !fc> : a , o : a >£. § >5 a 8 ©'So OS o © ©o *3 ^ 5 § S ccH O a : a •P s h*‘ 3 f§£ 8 a ir? 8 | H a rP C3 ^ 3 fr;? a 8 •g^l J © ‘S a f4 Jfb^ o p* © © O^ o S' a a* o js-'g-StC: V a Js 3 « © 8 S§ 3."S © > « HHA £ Table XIII. — Statistics of schools of medicine, of dentistry, and of pharmacy for 1882, ^-c. — Continued. 666 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 667 ©t> cc ^ 06 CM m i> . . >5 Wffl H CD &*«© 00 •Mftlrd 06 ^0 rH CM ■go S t> '©©" ,3 H S ca rt 1 9 © © P S a PH- c3 C>5 PH Pft ,ts„=5 3 5 d S-g 0 § 1-3 e3 l 11 aa a Po t-3 a a a aa aa^ aap aa a pa o o o o t> o m CM T* th cm' *-T o © © © m o © © © m iC CO © © CM rH l> CM W*rH © © o'© cm io m io mm mm m m m m © © © © < CO CO CO CO c mo m m m % Jk R3 ©ft 3 o cSM Hw — r3 _p"§ g1 la, P<-3h> "H jL| O H . d Or-? 3 §©» S^g^S^g ^ 0 § o a S -h © © ftft® d M ■*^°s*§.ss a ®-r-^r-?®na2 § ^o'S'l^ft « P)CH ® J © © d © 2 ©« 58 u !j3 00 ,d ."a ■+* to dnsl § © g ©^.2 ^cSd'S^r^-gg® ?.9®s.spta§(aI& o ®3 oft § PHPPOwWft V-j &3< -cf •'V5* '-» g g ft ”d b0c3 1| «H S com comm eo co eo coco wcoh< co , eocoeo >®ft ®— 55 - I"3 * ©5 g^g*; ,2 ft ®«hw'8 f>>®ft ©ftjjoj :3— '"dr-n'd^ k. ci o c3 o c3 Sc? p/3 £.2 -2 ft. 2 ft. 2 2 02 ST k9 a arv®i'C®,s > o ®P .© o © © © © © uW Wfta 3 a f-1 j? dS cc « I £3 - la rrt ©«H _J=1^ a © d) c3 WS3 2 : 3 l&g H ^ a «h d c3 Gcem beg,-* 3 § § *o ©ft o 3 © ^ «oa '1'©'^ ©ft rd" !a ©^ — 9 © ^ "d 3 b£d «i=l &» Ph * $& p . - I/* ©*i 0'S a _.^1 -g <» .2 ’rt -w S 3^.2 § £->Mr© p, ©•p^a ,® © :iaS ! 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M to .9 P (h Pa^5 p .J'd'S <8 ® rt p O &,«« £ o © . *>,= ■gg® liglg ass’siK'j © P .„ ®H ® o CO +*> 3 § I| 02 np 00 S ’-' p« 4* £§ 3 3 txj2 la S3 4i P © P 3 © .2 >> 00 .p p f-i bfl P ft ^ <2^ £?1 tt.p _© 33 'o © o TO © s-l pa © ~ fl g £{p © p.©-! o’gj b%§ ©a 5> m ei_i p 23.S3 ©PSS, ©PI y to =*h SJ gp.pp p'dSSiT .rgo|a|„.^.„b O ©,g © ^3£ 3 © O O o ?■-§& i ‘si,® ,3 © O o . O .3^0 £« p es-*f © ftfcJD • 2 §s|5 ©Jp 0-0 Si-*3 So u p«5 P H Kh cP L'- t> Table XIII. — Statistics of schools of medicine, of dentistry, and of pharmacy for 1882, ,2 © 2 t © g 3 g a ,3 -H © ip S a a a a bh <1 £pJ3 o o o o o o 30 o CO o •spunj eAipnpo.id raojj amooup •epunj ©Ai^onpoad jo ptmoray ■enptuuddu pan ‘s§hi -ppuq ‘spunoiS jo onp?^ •noi?im -ioj pnapn^s qoua 0} agjuqo penany ‘oaj noiiunpujp) ® JD ■o’© S’© PP<1P ©•2 P«2 © 111 P P © PP 1 hi cS.3 £©d c o I* O a W rt §3® ce 5 .gja _3 c3 OP * Is 5 l|il .3 G © o-h'S a © © 8 © ©p © cj 3 pH g P PHiH Pt jS?dSogi SI a a o w - © ©r->©H J ®P< ©-^* & P C>fcj © a&a! iisJ. £ BrP © a o edd PPP »— 1 53 eo ^m to t~. . eo «oh 005 05 OO O 05 C5 0500 STATISTICAL TABLES. 671 aooo o:p © h tn u u u f- h d d d c3 d pi rt O V o add ,3-5,3 « 2 l3 o ^COOCilOO lO o o cc o o CM © CO CO © CD o o gg ccft>* o o o o o o o o o o o o ^ ocTc© 3 a Cm ^ ®& fl SI M ri 2 Ld 9 H ^6- ci M in ct N © © © to © © © © lO lO ©r-icO^O© © © t> t> fl. a r2 ©■ |l«a s g g g^S .2 rcJ ^ 9 © © © © © ID IO lO © IO IO IO lO lO.iO IO io io 9 I'S — 2’C “st-E ,2 © d ®«S a, g § a 5EJ.2 ffl ^43 -S © 3 © -r © fn o'C rt O - ® l2 3 rf3~H o O H nj U © ©gs -1 g g © 2 I +5 © 0-2 © 6 E^P es.21 5« £ g .U m w c3 9 _r: P, S2§g£ S 2 © *|s^g ® ef ■ee-c- « « Amount of — •uoi?mj joj juepnjs qoB9 oj eSjuqo pmuay QC O O O O 00 CO CO CO ICO <& •99J UOIJBUp'BJ-0 *» * O ICO O ICO o 5>r"1 ^ *90J UOTJB[UOUJBJ\; © ICO ICO O ICO -ee- rH Library. •eqooq nx jb9j£ poqoe jSBf eqj ux jfaBjqix jo osbojouj *3 sN ICO • « • • (Mil* • * • • • 1 • • • • • • • • t • • •e;9xqdcaBd jo I9qxnnj^ IN Oil* o O • • • o 00 • • • <41 •eauirqoA jo jgqainx M * 450 . 250 •JB9£ OT^ST?[otps nt eqoaAS. jo joqumji « * IMOOOO O NHdN CO o~ .2 g *8* •a re © © 8 e« .'p-g •si g g .V « o S g'j* p p4 ill &ld* a |.9 P!2? 002 © © c3 tJ L ^ fl &£sj % rC " ft ro © '© © 3 O © bhl 0[> tire . p .© o to a ecaj KW © *Q . © ooO o S-a'sS ■3|.S2 ‘S'g’gJ «*2i ®©p2 I a §| 3^P :,q .£» 2 is l 2| p - Is il ■sf sw ^ .-sw ■£f> S'S g., Bachelor of Science; Sc. M., "Waste* culture; B. M. E., Bachelor of Mining: Engineering; M. E., Mining Engineer; C. AM. E., Civil and Philosophy; Ph. D., Doctor of Philosophy; Mus. B., Bachelor of Music ; Mus. Doc., 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. b b ri ®~ m f-i P o o A In course, B. Agr. In course, B. M. E. & M. E. In course, B. Arch. In course, C. & M. E. In course, D. E. Ph. B. Ph. D. fq § S p 8 p Honorary, Mus. Doc. In course, D. B. Honorary, D. D. In course, M. D. In course, D. D. S. In course, Ph. G-. In course, LL. B. Honorary, LL. D. In course. Honorary. In course. Honorary. In course. Honorary. In course. i Honorary. 1© 11 IS 13 14 15 16 17 18 19 2© 21 22 23 ! a 1 25 26 27 28 29 3© 31 1 2 4 4 2 1 1 2 15 .... 1 66 15 1 32 8 .... 36 1 5 2 5 1 1 1 1 2 2 1 1 1 1 5 cl 1 6 1 1 2 1 36 .... 2 dS2 2 e26 1 5 A2 iS 1 23 7 .... 1 4 3 5 2 4 n2 .... 11 n2 1 1 1 15 7 1 o2 1 1 1 3 1 0 3 3 6 .... IS 1 p39 2 q2 ... 1 1 1 1 1 1 3 1 2 14 4 1 6 1 4 9 2 2 7 1 1 1 o9 3 3 2 13 ..... i“ Master of philosophy.” m Seven in cohrse and 3 on examination. n Conferred on examination. o Graduates in theology. p Includes 2 hospital graduates. q Diplomas qn completion of musiqgl course,. r Includes 1 ‘'mistress of liberal aits.” s “Laureate of English literature.” tKine are graduates in theology and 4 degrees not specified. u Includes 11 “full certificates., ” given to special students. 676 REPORT OF THE COMMISSIONER OF EDUCATION. 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 93 94 95 96 97 98 99 100 101 102 103 104 105 Table XV. — Part 1. — Degrees conferred in Note. — 0 shows that no degrees were Institutions and locations. 1 Westfield College, Westfield, Ill . Wheaton College, Wheaton, Ill . Indiana University, Bloomington, Ind . . . . Wabash College, Orawfordsville, Ind . 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, Richmond, Ind . Ridgeville College, Ridgeville, Ind . Iowa State Agricultural College, Ames, Iowa . Amity College, College Springs, Iowa . Griswold College, Davenport, Iowa . Norwegian Luther School, Decorah, Iowa . Drake University, Des Moines, Iowa . Parsons College, Fairfield, Iowa . Upper Iowa University, Fayette, Iowa . Iowa College, Grinnell, Iowa . State University of Iowa, Iowa City, Iowa . German College, Mount Pleasant, Iowa . Iowa Wesleyan University, Mount Pleasant, Iowa . Cornell College, Mount Vernon, Iowa . Oskaloosa College, Oskaloosa, Iowa . . . Penn College, Oskaloosa, Iowa . Central University of Iowa, Pella, Iowa . Tabor College, Tabor, Iowa . Western College, Toledo, Iowa . St. Benedict’s College, Atchison, Kans . Baker University, Baldwin City, Kans . Highland University, Highland, Kans . University of Kansas, Lawrence, Kans . Lane University, Lecompton, Kans . Kansas State Agricultural College, Manhattan, Kans . Ottawa University, Ottawa, Kans . St. Mary’s College, St. Mary’s, Kans . Washburn College, Topeka, Kans . St. Joseph’s College, Bardstown, Ky . Berea College, Berea, Ky . Cecilian College. Cecilian, Ky . Centre College, Danville, Ky . . . Eminence College, Eminence, Ky . Kentucky Military Institute, Farmdale, Ky . South Kentucky College, Hopkinsville, Ky . Agricultural and Mechanical College of Kentucky, Lexing¬ ton, Ky. Kentucky University, Lexington, Ky . . Kentucky Classical and Business College, North Middle- town. Ky. Kentuckv Wesleyan College, Millersburg, Ky . . Central University, Richmond, Ky . Bethel College, Russellville, Ky . Louisiana State University and Agricultural and Mechanical I College, Baton Rouge, La. All classes. Letters. All de greos. A. B. A. M. 6 >> > <8 03 CO u 3 *5 s 3 I 2 1 3 ei o o o o 1 o o O d w a o a o w a S w 1 M 1 O w 2 3 4 ‘ _ 1 5 • 1 _ 1 7 8 5 2 9 1 a5 3 28 9 15 14 10 6 0 3 48 8 33 9 2 5 14 2 9 3 1 85 6 4 4 10 0 11 0 3 1 6 4 3 3 3 1 2 1 3 1 25 0 10 4 .... 5 4 1 1 11 0 .... .... 11 /4 I 0 4 1:::; 6 2 i 2 l 30 2 g'n 16 233 1 20 1 28 4 7 2 7i38 2 5 6 2 1 13 j o 6 2 1 1 2 1 2 1 7 2 2 2 ! 3 i 1 8 8 1 21 1 2 j4 7 4 11 0 2 0 3 0 3 3 0 1 1 1 4 3 1 4 ... 4 r" 17 3 14 3 "*■ 10 6 19 1 1 AT 7 3 i::;. 5 0 6 I 3 3 0 3 11 9 1 5 0 3 44 2 6 0 5 1 2 0 2 ■"i a These are L. A. (laureate in arts). b “Master of philosophy.” c Seventeen are ad eundem degrees.’ ^Includes 2 A. C. (“analytical chemist”). e Graduates in theology. /Degrees conferred in law school only. STATISTICAL TABLES. 677 188:2 by universities, colleges, tfc. — Continued. conferred ; _ indicates none returned. Science. Philosophy. Art. Theol¬ ogy. Medicine. Law. Sc. B. Sc. M. d d •8 d d d © p o © PI M p tc 1 CJ O' p o H © m 3 o © P H £ i © p o H © m P P O © P H S o PI o H 9 3 10 11 ia 13 14 15 1. 31 o 14 1 4 2 7 0 3 .... .... .... 435 4 39 .... 4 2 0 0 39 4 4 .... 5 2 14 0 .... 8 .... 6 8 1 - . - . 4 .... 4 .... 32 o w!8 1 1 7 2 33 0 11 11 .... 9 m .... 14 0 1 11 1 .... 0 o 5 o 1 1 0 0 27 % 12 3 <3 .... 5 1 1 9 2 2 1 -8 1 1 84 15 5 7 n4 3 1 2 .... a Degrees conferred in medical department only. b These are “proficients,” a degree conferred on completion of a select course. e Graduates iu theology. d “Mistress of polite literature.” c Graduate in music. /10 are S. T. B. (bachelor of sacred theology), and 3 are graduates in theology. g Include 5 “bachelor of surgery.” h “Doctor of science.” i “Doctor Of dental medicine.” j Includes 1 “ maator of letters.” STATISTICAL TABLES. 679 1882 by universities, colleges, tfc.— Continued. conferred : _ indicates none returned. Science. Philosophy. Art. Theol¬ ogy- Medicine. Law. Sc. B. Sc. M. •a s N n © co © o d H © © <1 pa © CQ d o M P d © 00 3 o © d P © a o « d H Ph.B. Ph.D. P d © CQ © © d © © ft 05 d a £ c8 © d o H P P ® oo t- a o © a P Q >> § o d o H P © CQ © © d M ifl Q Pi © u O © 6 .4 ft © O © £ Pi PI o' © © A P P P £ 03 u, O d o w | In course. fc* g .§ M © OQ M o © d r>5 O d © H W d © £ © © bJD <1 o' 00 3 o o d H © £ d o © d £ o d o M © d © © d >> S o d o ft 9 1G ii IS 313 14 15 1© 17 18 19 2© 21 22 23 24 25 2© 27 i28 :29 3© 31 3 11 .... 56 9 28 6 2 2 12 ... 2 9 5 9 . . . . 1 2 c4 o 2 2 30 16 24 1 8 .... cl /13 (734 48 M 1 1 5 1 86 73 *23 4 1 1 31 2 1 19 G 1 3 9 3 13 2 107 32 740 170 7 1 l 11 mil 1 1 28 4 c5 10 1 1 3 - 1 1 8 7 3 5 .... 4 5 ol 1 15 6 pl2 921 4 2 7 20 1 ... ....I.... 1 1 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 326 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 p 3 are “bachelor in pedagogics,” 8 “principal of “pedagogics,” and 1 “buchelorof domestic art.” q 7 of these are “topographical engineer” and 3 are “ surveyor.” h Includes 1 master of philosophy. I “ Pharmaceutical chemist.” m These are “ master of philosophy.” a Degrees not specified. o Made priest during the year. 159 1«0 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Part 1. — Degrees conferred in Note. — 0 shows that no degrees were Institutions and locations. All classes. All degrees, Letters. A. B. A. M. Lewis College, Glasgow, Mo . Pritchett School Institute, Glasgow, 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 . Nebraska Wesleyan University, Fullerton, Nebr . University of Nebraska, Lincoln, Nebr . Dartmouth College, Hanover, N. H . . . Stevens Institute of Technology, Hoboken, N. J . St. Benedict’s College, Newark, N. J . Rutgers College, New Brunswick, N. J . College of New Jersey, Princeton, N. J . St. Bonaventure’s College, Allegany, N. Y . St. Stephen’s College, Annandale, N. Y . Wells College, Aurora, N. Y . Brooklyn Collegiate and Poly technic Institute, Brooklyn, N. Y St. John’s College, Brooklyn, N. Y . Canisius College, Buffalo, N. Y . St. Lawrence University, Canton, N. Y . Hamilton College, Clinton, N. Y . Elmira Female College, Elmira, N. Y . . . St. John’s College, Fordham, N. Y . . . Hobart College, Geneva, N. Y . . . Madison University, Hamilton, N. Y . . Cornell University, Ithaca, N. Y . College of St. Francis Xavier, NewYork, N. Y . College of the City of New York, New York, N. Y . Columbia College, New York, N. Y . Cooper Union Free Night Schools of Science and Art, New York. N. Y. Manhattan College, New York, N. Y . Rutgers Female College, New York, N. Y . University of the City of New York, New York, N. Y . Vassar College, Poughkeepsie, N. Y . University of Rochester, Rochester, N. Y . Union University, Schenectady, N. Y . College and Seminary of Our Lady of Angels, Suspension Bridge, N. Y. Syracuse University, Syracuse, N. Y . Rensselaer Polytechnic Institute, Troy, N. Y . United States Military Academy, West Point, N. Y . University of North Carolina, Chapel Hill, N. C . Biddle University, Charlotte, N. C . Davidson College, Davidson College, N.C . Shaw University, Raleigh, N. C . Rutherford College, Rutherford College, N. C . Trinity College, Trinity College, N.C . Wake Forest College, Wake Forest, N. C . Weaverville College, Weaverville, N. C . Buchtel College, Akron, Ohio . Ashland College, Ashland, Ohio . Ohio University, Athens, Ohio . Baldwin University, Berea. Ohio . German Wallace College, Berea, Ohio . . . a Graduates in theology. b “ Engineer of mines.” c “Mistress of liberal arts.” d “Mechanical engineer.” 7 12 28 3 3 7 6 2 14 135 14 5 27 172 2 1 3 /7 26 47 8 12 42 43 82 27 44 387 *10 18 5 273 41 32 155 1 73 18 0 32 4 22 6 13 /10 10 11 i5 7t3 15 e “ Doctor of science.” /Degrees not specified. g Certificate of proficiency in engineering. h “.A. B. nunc pro tunc.” STATISTICAL TABLES, 681 1882 by universities, colleges , §c. — Continued, conferred; _ indicates none returned. Science. Philosophy. Art. Theol¬ ogy- Medicine. Law. Sc. B. Sc. M. In course, B. C- E. & C. E. So © w 0 0 a In course, B. M. E. & M. E. In course, B. Arch. In course, C. & M. E. In course, D. E. Ph. B. Ph. D. j In course, Mus. B. Honorary, Mus. Doc. J In course, D. B. P P oj O a c H In course, M. D. In course, D. D. S. In course, Ph. G. In course, LL. B. Honorary, LL. Di In course. Honorary. In course. Honorary. | In course. Honorary. | In course. | Honorary. © 10 11 12 13 14 15 1© 17 18 19 2© 21 22 1 23 1 _ 24 25 2& 2? 28 2© 30 31 1 3 1 al 1 "2 2 1 4 4 | .... 1 63 1 21 1 a4 2 5 13 1 3 1 2 ... 1 .... 2 43 dl4 5 2 el 3 1 2 3 1 1 9 Q 0 1 a3 2 3 1 2 3 5 6 3 4 1 a'l2 3 40 9 8 3 14 2 1 5 623 25 .... 4 115 jl60 6 2 1 3 213 43 2 4 1 1 3 2 2 7 4 54 ... 3 55 4 1 1 5 Z10 m5 3 11 1 18 3 10 1 2 1 4 3 3 1 1. 1 7 1 7 6 1 1 2 1 1 159 ICO 161 162 165 164 165 168 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 i “Bachelor of literature.” j 22 are LL. B. (cum laude). k Received the Cooper medal and diploma. 15 are “doctor of philosophy,” conferred on exam¬ ination, and 5 are “master of philosophy.” m 3 are “bachelor of painting.” 682 REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Part 1. — Degrees conferred in Note. — 0 shows that no degrees were Institutions and locations. All classes. All degrees. Letters. A. B. Jl. M, o cz> U • © o d H Honorary. In eourse, L. B. In course. Honorary. In course. Honorary. 3 3 4 5 6 r! § 8 1 8 6 2 j 512 0 1 3 1 100 3 1 12 4 5 1 1 l 11 5 6 10 2 53 6 18 25 O 16 9 5 9 1 7 7 0 e3 22 3 17 3 2 24 3 11 1 19 4 6 12 i. 7 2 1 1 43 4 34 ....j 4 /4 — 14 4 .... 4 18 3 4 9 "T 3 2 0 0 /I 0 61 6 24 23 1 /I 6 2 1 11 6 3 2 2 o 0 0 0 0 0 13 4 1 3 .... 11 1 4 3 .... 28 0 .... 17 11 .... 12 2 5 4 .... 33 5 19 8 2 9 0 66 9 30 19 2 34 2 24 8 1 12 9 3 15 1 7 2 4 0 .... 1 1 .... 26 4 23 3 .... 11 3 4 3 .... 18 1 .... 11 7 .... 7 26 4 20 6 3 26 4 .... 22 1 2 4 3 4 3 i275 3 25 15 0 0 0 0 7 o 9 0 5 24 "5 13 3 .... 1 1 48 6 31 11 2 63 9 48 11 3 2 2 0 0 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 268 267 268 269 270 271 272 273 274 275 St. Joseph’s College, Cincinnati, Ohio . . . St. Xavier College, Cincinnati, Ohio . University of Cincinnati, Cincinnati, Ohio . Western Reserve University, Cleveland, Ohio . Fanners’ College, College Hill, Ohio . Capital University, Columbus, Ohio . Ohio State University, Columbus, Ohio . Ohio Wesleyan University, Delaware, Ohio . Kenyon College, Gambier, Ohio . Denison University, Granville, Ohio . . . Hiram College, Hiram, Ohio . Ohio Central College, Iberia, Ohio . Marietta College, Marietta, Ohio . Mt. Union College, Mt. Union, Ohio . Franklin College, New Athens, Ohio. . Muskingum College, New Concord, Ohio . Oberlin College, Oberlin, Ohio... . . Scio College, Scio, Ohio . Heidelberg College, Tiffin, Ohio . . . Otterbein University, Westerville, Ohio . Wilberforce University, Wilberforce, Ohio . Willoughby College, Willoughby, Ohio . Wilmington College, Wilmington, Ohio . University of Wooster, Wooster, Ohio . Xenia College, Xenia, Ohio . . . Corvallis College, Corvallis, Oreg . University of Oregon, Eugene Cityt Oreg . Pacific University and Tualatin Academy, Forest Grove, Oreg Blue Mountain University, La Grande, Oreg . McMinnville College, McMinnville, Oreg . Philomath College, Philomath, Oreg ...1 . Willamette University, Salem, Oreg . Western University of Pennsylvania, Allegheny, Pa . Muhlenberg College, Allentown, Pa . '. . Lebanon Yalley College, Annville, Pa . Dickinson College, Carlisle, Pa . Pennsylvania Military Academy, Chester, Pa . Lafayette College, Easton, Pa . . . Pennsylvania College, Gettysburgh, Pa . Thiel College, Greenville, Pa . Haverford College, Haverford College, Pa . Monongahela College, J efferson, Pa . Franklin and Marshall College, Lancaster, Pa . University at Lewisburg, Lewisburg, Pa . Lincoln University, Lincoln University, Pa . St. Francis College, Loretto, Pa . Allegheny College, Meadville, Pa . . . Westminster College, New Wilmington, Pa . La Salle College, Philadelphia, Pa . . . University of Pennsylvania, Philadelphia, Pa . Wagner Free Institute of Science, Philadelphia, Pa . Catholic College of the Holy Ghost, Pittsburgh, Pa . Lehigh University, South Bethlehem, Pa . . Pennsylvania State College, State College, Pa . Swathmore College, Swathmore, Pa . Auguetinian College of Villanova, Villanova, Pa . Washington and Jefferson College, Washington, Pa . Brown University, Providence, It. I . . . . . . . College of South Carolina, Charleston, S. C . University of South Carolina, Columbia, S. C . a “Master of accounts.” b Includes 3 normal graduates. e Includes 3 honorary M. D. d 1 is “engineer of mines ” and the other “mechan¬ ical engineer.” e Includes 1 degree not named. STATISTICAL TABLES, 683 1882 by universities, colleges, 8>c. — Continued. conferred ; _ indicates none returned- Science. Philosophy. Art. Theol¬ ogy- Medicine. Law. Sc. B. Sc. M. j In course, B. C. E. & C. E. | In course, B. Agr. N $ N ffl co o o a H 1 In course, B. Arch. p N 6 of OB o o | In course, D. E. Ph. B. Ph. D. j In course, Mus. B. | Honorary, Mus. Doc. In course, D. B. | Honorary, D. D. In course, M. D. cd P P ®" SO U 3 8 A In course, Ph. G-. pa P P m S o o a Honorary, LL. D. 6 W § Honorary. In course. Honorary. In course. Honorary. In course. Honorary. 9 10 11 as 13 14 15 i© 17 IS 19 S© SI 22 S3 24 S5| 2& 1 27 ss SO 30 31 a8 3 2 c 86 4 5 10 <22 1 3 1 . 2 1 6 1 1 2 1 2 11 1 3 3 1 .... 1 1 6 9 6 5 3 2 2 2 9 .... #3 2 2 1 3 5 .... .... 1 1 1 3 1 7tl0 4 3 1 1 3 6 2 10 1 5 2 3 1 2 1 6 2 4 2 1 4 1 a7 1 1 3 24 4 122 41 .... 37 3 1 3 2 4 "T 2 1 6 3 2 1 4 4 1 /Degrees not specified. i Includes 7 receiving certificates of proficiency oa g “Master of philosophy.” completion of special courses, nlnoludes 1 honorary M. D. 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 ^47 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 27G 277 278 279 280 281 282 283 284 285 280 287 288 289 290 291 292 293 291 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 REPORT OF THE COMMISSIONER OF EDUCATION. Table XV.— Part 1. — Degrees Note.— 0 shows that no Institutions and locations. All classes. All degrees. A. 6 o « o a o 1 2 w 3 Efskine College, Due West, S. C . Furman University, Greenville, S. C . Newberry College, Newberry, S. C . Clailin University and South Carolina Agricultural College, Orangeburg, S.'C. Wofford College, Spartanburg, S. C . Adger College, Walhalla, S. C . East Tennessee Wesleyan University, Athens, Tenn . King College, Bristol, Tenn . . Southwestern Presbyterian University, Clarksville, Tenn... Hiwassee College, Hiwassee College, Tenn . Southwestern Baptist University, Jackson, Tenn . University of Tennessee, Knoxville, Tenn . Cumberland University, Lebanon, Tenn . Bethel College, McKenzie, Tenn . Maryville College, Maryville, Tenn . Mosheim Institute, Mosheim, Tenn . Carson College, Mossy Creek, Tenn . . . Central Tennessee College, Nashville, Tenn . Eisk University, Nashville, Tenn . ... University of Nashville, Nashville. Tenn . Vanderbilt University, Nashville, Tenn . University of the South. Sewanee, Tenn . Burritt College, Spencer, Tenn . Winchester Normal, Winchester, Tenn . . Agricultural and Mechanical College of Texas, College Sta¬ tion, Tex. Southwestern University, Georgetown, Tex . Baylor University, Independence, Tex . Saiado College, Salado, Tex . Austin College, Sherman, Tex . Trinity University, Tehuacana, Tex . Waco University, Waco, Tex . Marvin College, Waxahacliie, Tex . University of Vermont and State Agricultural College, Bur¬ lington, Vt. Middlebury College, Middlehury, Vt . Lewis College, Northfield, Vt . . . Randolph Macon College, Ashland, Va . Virginia Agricultural and Mechanical College, Blacksburg, Va. 12 5 12 2 oil 9 13 4 15 4 96 48 4 5 3 5 9 2 d48 190 13 4 1 11 11 5 0 1 3 106 14 6 11 Emory and Henry College, Emory, Va . Hampden Sidney College, Hampden Sidney College, Va Virginia Military Institute, Lexington, Va . Washington and Lee University, Lexington, Va. ... - New Market Polytechnic Institute, New Market, Va .. Richmond College. Richmond, Va . Roanoke College, Salem, Va . . . University of Virginia, University of Virginia, Va . Bethany College, Bethany, W. Va . West Virginia University, Morgantown, W. Va . Lawrence University, Appleton, Wis . Beloit College, Beloit, Wis . Galesville University, Galesville. Wis . University of Wisconsin, Madison, Wis . Milton College, Milton, Wis . . . 9 12 21 21 3 9 10 67 11 14 12 12 104 4 a Degrees not specified. b Includes 1 honorary M. D. c “Mistress of English literature.” d Degrees conferred in the State normal college only. e “ Licentiate of instruction.’ / “Bachelor of engineering.” g Graduate in theology. h These are “mechanical engi i 8 of these are “ maid of arts. STATISTICAL TABLES. 685 1882 by universities, colleges, 4 OS F* O a o H 1 2 3 4 5 6 7 SCHOOLS OF THEOLOGY. a5 b 1 67 6 63 c21 67 624 61 66 62 J10 611 626 eS 615 634 62 /23 619 641 057 620 63 7t33 635 62 il8 614 65 6 611 4 San Francisco Theological Seminary, San Francisco, Cal. Theological Iustitute of Connecticut, Hartford, Conn . . 6 Presbyterian Theological Seminary of" the Northwest, Chicago, Ill. 12 • Baptist Union Theological Seminary, Morgan Park, Ill. Danville Theological Seminary, Danville, Ely . College of the Bible, Lexington Ky . . . Preston Park Theological Seminary, Louisville, Ky - Southern Baptist Theological Seminary, Louisville, Ky . Bangor Theological Seminary, Bangor, Me _ _ _ _ _ Andover Theological Seminary, Andover, Mass _ Episcopal Theological School, Cambridge, Mass... . 6 Newton Theological Institution, Newton Centre, Mass. Concordia College (Seminary), St. Louis, Mo . German Theological School of Newark, N.J., Bloomfield, N. J. Drew Theological Seminary, Madison, N. J . . 9 Theological Seminary of the Reformed (Dutch) Church in America, New Brunswick, N. J. Theological Seminary of the Presbyterian Church, Princeton, N. J. Diocesan Seminary of the Immaculate Conception, South Orange, N.' J. Auburn Theological Seminary, Auburn, N. Y . . Hartwick Seminary, Hardwick Seminary, N. Y . General Theological Seminary of the Protestant Epis¬ copal Church, New York, N. Y. Union Theological Seminary, New York, N. Y . Christian Biblical Institute, Stanfordville, N. Y . St. Joseph’s Provincial Seminary, Trov, N. Y . . 3 Lane Theological Seminary, Cincinnati, Ohio . Union Biblical Seminary, Dayton, Ohio . Theological Seminary of the Protestant Episcopal Church in the Diocese of Ohio, Gambier, Ohio. Heidelberg Theological Seminary. Tiffin. Ohio . 3 .... 3 33 1 United Presbyterian Theological Seminary of Xenia. 613 1 . 34 35 36 37 38 39 40 Xenia, Ohio. Theological Seminary of the United Presbyterian Church, Allegheny, Pa. Western Theological Seminary of the Presbyterian Church, Allegheny, Pa. Theological Seminary of the General Synod of the Evan¬ gelical Lutheran Church, Gettysburg, Pa. Theological Seminary of the Reformed Church in the United States, Lancaster, Pa. Meadville Theological School, Meadville, Pa . . . 11 j35 611 65 62 610 613 11 Divinity School of the Protestant Episcopal Church, Philadelphia, Pa. Theological Seminary of the Evangelical Lutheran Church, Philadelphia, Pa. a 1 received certificate only for partial course. 6 Number of graduates reported. c 9 received diplomas only. d G full graduates and 4 English graduates. e Number of graduates reported, of whom 6 re¬ ceived the degree of D. B. / 14 received diplomas only. g Number who completed the course and re¬ ceived holy orders. h 30 are graduates for the year and 3 are “ D. B.” i Number of priests ordained during the year. j 34 received the diploma of the institution and 1 a post-graduate diploma. STATISTICAL TABLES. 689 Tablu XV. — Part 2. — Pegrees conferred in 1882 by professional schools, $~c. — Continued. 45 C7 Institutions and locations. Missionary Institute, Selinsgrove, Pa . Union Theological Seminary, Hampden Sidney Col¬ lege, Va. Richmond Institute, Richmond, Va . Theological Seminary of the Evangelical Lutheran Church, Salem, Va. Protestant Episcopal Theological Seminary, Theologi¬ cal Seminary, Va. Mission House School, Franklin, Wis . . Nashotah House, Nashotah, Wis . Wayland Seminary, Washington, 13. C . . SCHOOLS OF LAW. Union College of Law of Chicago and Northwestern Universities, Chicago, HI. Law department, University of Louisville, Ky . . School of Law, University of Maryland, Baltimore, Md. Law School of the Cincinnati College, Cincinnati, Ohio. National University, law department, Washington, D. C. SCHOOLS OF MEDICINE. 54 Medical College of Alabama, Mobile, Ala . 55 Cooper Medical College, San Francisco, Cal . 56 Atlanta Medical College, Atlanta, Ga . 57 Southern Medical College, Atlanta, Ga . 58 Rush Medical College, Chicago, Ill . 59 Woman’s Medical College, Chicago, Ill . Medical College of Evansville, Evansville, Ind . Fort Wayne College of Medicine, Fort Wayne, Ind. . - . Central College of Physicians and Surgeons, Indianap¬ olis, Ind. College of Physicians and Surgeons, Keokuk, Iowa .... Kentucky School of Medicine, Ky . Louisville Medical College, Louisville, Ky . Medical department of the University of Louisville, Louisville, Ky. College of Physicians and Surgeons, Baltimore, Md _ School of Medicine, University of Maryland, Balti¬ more, Md. College of Physicians and Surgeons, Boston, Mass . Michigan College of Medicine, Detroit, Mich . Medical department of Minnesota College Hospital, Minneapolis, Minn. Kansas City Medical College, Kansas City, Mo . Medical department of the University of Kansas City, Kansas City, Mo. Northwestern Medical College, St. Joseph, Mo . St. Joseph Medical Collage, St. Joseph, Mo . . . Missouri Medical College, St. Louis, Mo . St. Louis Medical College, St. Louis, Mo . Omaha Medical College, Omaha, Nebr . Long Island College Hospital, Brooklyn, N. Y . Medical department, University of Buffalo, Buffalo, N.Y. Bellevue Hospital Medical College, New York, N. Y. .. a Number of graduates reported. b 15 are “master of laws.’’ c 1 is ad eundem degree. d 10 are ad eundem degrees. e Includes 1 honorary degree. / 5 aro ad eundem degrees. g Includes 2 honorary M. D. r— I X « a a4 all a2 al3 21 12 58 47 188 23 31 el6 elO <7124 e65 54 96 153 73 11 20 4 16 ell 26 A35 125 29 8 61 65 163 Theology. Medicine. Law. In course, D. B. P P rt O a H In course, M. D. In course, D. D. S. In course, Ph. G. P 1 . of to u J Honorary, LL. D. j 3 4 1 5 6 7 8 !> 2 53 20 30 67 bid 21 12 c58 (747 188 23 11 /15 9 <5122 64 54 96 153 73 11 20 4 16 10 26 31 125 29 8 61 65 163 . .... h St. Joseph Medical College was formed in 1882 by the union of St. Joseph Hospital Medical College and the College of Physicians and Sur¬ geons. The former institution conferred in 3882 14 degrees, of which 2 were honorary, and the latter 21 degrees, of which 2 were honorary. 44 E 690 REPOET OP THE COMMISSIONER OP EDUCATION Table XV. — Part 2. — Degrees conferred in 1S82 by professional schools, cfc. — 'Continued Institutions and locations. Theology. Medicine. Degrees of all class course. In course, D. B. Honorary, D. D. In course, M. D. In course, D. D. S. In course, Ph. G. In course, LL. B. Honorary, LL. D. 2 3 4 5 © 7 § 9 9 9 34 34 104 304 41 41 59 59 52 52 250 250 3 3 19 19 19 19 32 32 13 13 24 24 41 41 7 7 40 40 54 54 «36 533 100 100 c44 d42 108 108 10 10 36 36 10 10 c34 32 54 54 57 57 15 15 47 47 18 18 6 6 30 30 35 35 59 59 52 52 27 . 27 ' 14 14 17 17 12 12 27 27 67 67 18 18 153 153 7 el Law. 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 "Woman’s Medical College of the New York Infirmary, New York, N. Y. Cincinnati College of Medicine and Surgery, Cincin¬ nati, Ohio. Medical College of Ohio, Cincinnati, Ohio . Miami Medical Colloge, Cincinnati, Ohio . Columbus Medical College, Columbus, Ohio . Starling Medical College, Columbus, Ohio . Jefferson Medical College, Philadelphia, Pa . Medico-Chirurgical College of Philadelphia, Philadel¬ phia, Pa. Woman’s Medical College of Pennsylvania, Philadel¬ phia, Pa. Medical College of the State of South Carolina, Charles¬ ton, S. C. Memphis Hospital Medical College, Memphis, Tenn.. California Medical College, Oakland, Cal . Georgia Eclectic Medical College, Atlanta, Ga . Bennett College of Eclectic Medicine and Surgery, Chi¬ cago, Ill. Indiana Eclectic Medical College, Indianapolis, Ind. . . American Medical College, St. Louis, Mo . Eclectic Medical College of the City of New York, New York, N. Y. United States Medical College, New York, N. Y . Eclectic Medical Institute, Cincinnati, Ohio . Chicago Homoeopathic College, Chicago, HI . Hahnemann Medical College and Hospital, Chicago, Ill Homoeopathic Medical College of Missouri, St. Louis, Mo. New York Homoeopathic Medical College, New York, N. Y. New York Medical College and Hospital for Women, New York, N. Y. Pulte Medical College, Cincinnati, Ohio . Homoeopathic Hospital College, Cleveland, Ohio . . Hahnemann Medical College of Philadelphia, Pa . SCHOOLS OF DENTISTRY. Indiana Dental College, Indianapolis, Ind . Baltimore College of Dental Surgery, Baltimore, Md.. Boston Dental College, Boston, Mass . Missouri Dental College, St. Louis, Mo . New York College of Dentistry, New York, N. Y . Ohio College of Dental Surgery, Cincinnati, Ohio . Pennsylvania College of Dental Surgery, Philadelphia, Pa. Philadelphia Dental College, Philadelphia, Pa . SCHOOLS OF PHARMACY. Chicago College of Pharmacy, Chicago, HI . . Louisville College of Pharmacy, Louisville, Kv . Maryland College of Pharmacy, Baltimore, Ma . Massachusetts College of Pharmacy, Boston, Mass. . . . St. Louis College of Pharmacy, St. Louis, Mo . College of Pharmacy of the City of Now York, New York, N. Y. Cincinnati College of Pharmacy, Cincinnati, Ohio . . Philadelphia College of Pharmacy, Philadelphia, Pa.. National College of Pharmacy, Washington, D. C . a Includes 2 honorary degrees of ‘ ‘ master in sur¬ gery ” and 1 of “doctor of pharmacy.” 5 3 are ad eundem degrees. c Includes 2 honorary degrees. d 4 are ad eundem degrees. e These are “doctor of pharmacy.” STATISTICAL TABLES. 691 Table XV. — Part 3. — Degrees conferred in 1882 by schools for the superior instruction of iv omen. [The following are the explanations of abbreviations used in Part 3 of this table: A. B., Graduate in Arts ; A. M., Mistress of Arts ; B. L. A., Graduate in Liberal Arts ; B. L., Graduate in Letters ; M. L. A., Mistress of Liberal Arts; M. E. L., Mistress of English Literature; M. Ph., Mistress of Philosophy; M. P. L., Mistress of Polite Literature; B. Sc., Graduate in Science; Mis. Mus., Mistress of Music. J Institutions and locations. )grees. w A A. M. A H | ti j N N A Ph N Ph B. Sc. , j Mis. Mus. Honorary. 3 4 5 <5 7 8 9 19 11 12 13 2 > 7 12 0 0 0 © © 3 5 2 6 dS 7 34 35 0 6 5 16 4 2 1 1 0 0 0 0 0 2 14 5 6 1 kl .... 12 37 al2 12 hi c22 0 0 &13 Huntsville Female College, Huntsville, Ala, Judson Female Institute, Marion, Ala.. Marion Female Seminary, Marion, Ala . Synodical Female Institute, Talladega, Ala, Alabama Conference Female College, Tuskegee, Ala. Young Ladies’ Seminary, Benicia, Cal . . Congregation de Notre Dame, Water-* bury, Conn. Wesleyan Female College, Wilmington, Del. Columbus Female College, Columbus, Ga. Georgia Methodist Female College, Covington, Ga. Andrew Female College, Cuthbert, Ga. . Dalton Female College, Dalton, Ga . Georgia Baptist Seminary for Young Ladies, Gainesville, Ga. Griffin Female College, Griffin. Ga . La Grange Female College, La Grange, Ga. SouthernFemaleCollege, LaGrange, Ga. Wesleyan Female College, Macon, Ga .. Home Female College, Borne, Ga . Shorter College, Home, Ga . . Young Female College, Thomasville, Ga. Hlinois Female C ollege, J acksonville, Ill . St. Mary’s School, Knoxville, Ill - .... Mt. Carroll Seminary, Mt. Carroll, HI . . . Bockford Seminary, Bockford, HI . De Pauw College, New Albany, Ind .... St. Mary’s Academic Institute, St. Mary’s, Ind. College of the Sisters of Bethany, To¬ peka, Kans. Bowling Green Female College, Bowl¬ ing Green, Ky. Clinton College, Clinton, Ky . . . Georgetown Female Seminary, George¬ town, Ky. Liberty Female College, Glasgow, Ky . . Daughters College, Harrodsburg, Ky . . . Bethel Female College, Hopkinsville,Ky. St. C atharine’ s Academy, Lexington, Ky . Sayre Female Institute, Lexington, Ky. Millersburg Female College, Millers- burg, Ky. Mt. Sterling Female College, Mt. Ster- I ling, Ky. 8 Kentucky College, Pewee Valley, Ky. . . 9 I Logan Female College, Bussellville, Ky . a 7 received the title of “full graduate ” and 5 are graduates in eclectic course. b Degrees not specified. c 19 completed the regular course of the literary department, 2 the English course, and 1 the course in art. d These are P. M. (proficiency in music). e 12 diplomas on completion of full Latin course and 8 on completion of English course. /I on completion of normal course, 2 on com¬ pletion of collegiate course, 7 of musical course, and 1 of course in art; there was also a male graduate in normal course not included in total given above. g 9 are graduates from the collegiate depart¬ ment, 2 of whom received the degree of B. A., and 7 from the music department. h 2 “honors post graduate ” ana 7 conferred on graduates in the literary department. i With the degree of “ graduate.” 3 12 with the degree of “alumna” and 5 with “teacher.” k “Maid of philosophy.” 11 “maid of science” andl “mistress of science.” 692 REPORT OF THE COMMISSIONER OF EDUCATION. Table XV. — Part 3. — Degrees conferred in 1882 hy schools, fyc. — Continued. 40 41 42 ' 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 CO Cl 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 Institutions and locations. 1 Science Hill School, Shelby ville, Ky - Stuart’s Female College, Shelby ville, Ky. Stanford Female College, Stanford, Ky . Cedar Bluff Female College, Woodburn, Ky. Silliman Female Collegiate Institute, Clinton, La. Keaohi College, Keaclii, La . Mansfield Female College, Mansfield, La. Minden Female College, Minden, La _ St. Catharine’s Hall, Augusta, Me - .. Maine Wesleyan Seminary and Female College, Kent’s Hill, Me. Waterville Classical Institute, Water- ville, Me. Abbot Academy, Andover, Mass . Lasell Seminary for Young Women, Auburn dale, Mass. Smith College, Northampton, Mass . Wellesley College, Wellesley, Mass . Bennet Seminary, Minneapolis, Minn . . . Blue Mountain Female College, Blue Mountain, Miss. Whitworth College, Brookhaven, Miss. . Franklin Female College, Holly Springs, Miss. Meridian Female College, Meridian, Miss. Union Female College, Oxford, Miss - Chickasaw Female College, Pontotoc, Miss. Starkville Female Institute, Starkville, 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. Central Female College, Lexington, Mo. Elizabeth Aull Female Seminary, Lex¬ ington, Alo. Lindenwood College for Young Ladies, St. Charles, Mo. New Hampshire Conference Seminary and Female College, Tilton, N. H. Tilden Seminary, T^est Lebanon, N. H. Bordentown Female College, Borden- town, N. J. Pennington Seminary, Pennington, N. J. Holy Angels’ Academy, Buffalo, N. Y .. Claverack College and Hudson Eiver Institute, Claverack, N. Y. Greensboro’ Female College, Greens¬ boro’, N. C. Thomasville Female College, Thomas- ville, N. C. Cincinnati Wesleyan College, Cincin¬ nati, Ohio. Glendale Female College, Glendale, Ohio. Hillsboro’ Female College, Hillsboro’, Ohio. W estem Female Seminary, Oxford, Ohio Allele 6 c n U p o o p M grees. o pi o w P «3 3 <1 B. L. A. >4 p <3 p S II P-i — 1 M. P. L. o CO p Mis. Mus. o 3 4 5 <3 i 7 8 © 10 11 12 13 0 0 0 0 3 1 o 4 1 1 a2 10 10 63 8 7 1 5 5 0 0 c8 2 8 8 0 0 (d) 37 el 36 1 33 26 2 2 /3 4 M i.... 17 15 /2 2 1 1 2 2 4 4 i2 7i3 4 4 4 4 6 2 4 10 1 ad hi he 5 5 1 i 11 11 5 3 2 0 0 10 6 11 11 0 0 11 7 7il2 1:2 1 8 2 1 5 8 8 0 0 0 0 a “Mistress of science.” 6 1 LL. D. and 2 D. D. c Includes 6 young lady graduates from the scientific course ; there were also 8 male graduates in the various courses. <2 No degrees conferred; the diploma of the seminary was conferred on 6 graduates, 4 classical and 2 scientific. e “Doctor of philosophy.” /These are “ bachelor of music.” g These are L. S. (laureate of science). h Degrees not specified. % With the degree of “graduate.” j These are Ph. B. k 1 “ lull graduate.” STATISTICAL TABLES. 693 Table XV. — Part, 3. — Degrees conferred in 1882 by schools, $-c, — Continued. agrees. A A A w A A | M. L. A. A A 3 A A A * il d in A 13 1 i 13 Honorary. 3 4 5 © 7 8 9 1© 0 0 4 4 64 5 c5 9 d3 /5 i 03 3 * 1 2 2 2 .... .... 3 16 2 12 .... .... - .r. 2 41 5 0 cl4 9 . 7 0 1 2 6 5 0 6 .... 2 3 9 > n .... ij . 1 Institutions and locations. 90 91 92 9 3 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 Lake Erie Seminary, Painesville, Ohio. . Allentown Female College, Allentown, Pa. Wilson College, Chambersburg, Pa . Pittsburgh Female College, Pittsburgh, Pa. Columbia Female College, Columbia, S. C. Greenville Female College, Greenville,' s c Walhalla Female College, Walhalla, S. C . Williamston Female College. Williams- ton, S. C. Athens Female Seminary, Athens, Tenn. Wesleyan Female College, Brownsville, Tenn. Bellevue Female College, Collierville, Tenn. Columbia Athengeum, Columbia, Tenn.. Tennessee Female College, Franklin, Tenn. Memphis Conference Female Institute, Jackson, Tenn. Cumberland Female College, McMinn¬ ville, Tenn. Murfreesboro’ Female Institute, Mur¬ freesboro’, Tenn. St. Cecilia’s Academy, Nashville, Tenn. W. E. Ward’s Seminary for Young La¬ dies, Nashville, Tenn. Martin Female College, Pulaski, Tenn. . Kogersville Female College, Eogersville, Tenn. . Mary Sharp College, Winchester, Tenn. Dallas Female College, Dallas, Tex . Young Ladies’ School, Southwestern University, Georgetown, Tex. Baylor Female College, Independence, Tex. Woodland Female College, Paris, Tex .. Vermont Methodist Seminary and Fe¬ male College, Montpelier, Vt. Martha Washington College, Abingdon, Ya. Albemarle Female Institute, Charlottes¬ ville, Va. Farmville College, Farmville, Va . Marion Female College, Marion, Va _ Norfolk College for Young Ladies, Nor¬ folk, Va. Southern Female College, Petersburg, Va. Staunton Female Seminary, Staunton, Va. Wesleyan Female Institute, Staunton, V a. Episcopal Female Institute, Winches¬ ter, Va. Valley Female College, Winchester, Va. Broaddus Female College, Clarksburg, W. Va. Wheeling Female College, Wheeling, W.Vaf ■ Wisconsin Female College, Fox Lake, Wis. Milwaukee College, Milwaukee, Wis. . .*. 0 alO 17 elO el 3 6 &24 4 14 0 14 9 il >7 0 3 11 i3 0 6 5 il do «12 9 ai • ©,S © ,£5 ,0 © U rj • Sh £ H £ Jj S-l Phco IPrcoPr co to Ph >C~ CO OQ t - I ® ( oo ao oo oo oo co “ t^'S &§g.§ ~-w | £1111^1 sis f 11^12^20 » aSi;S^gSjS^ PH % _ _ Cs oo 88 >> • i ; ^3 © I SjS'f .? J sH 2 3 k-«m©4 K P o «S«l 3* ^ef § *3 *3 3 O *4-« rD a ■ ri fl PI S 9 • eisags ph •a g^2oQ. °^Sg§ ® o 3 r] o hh £ S SgHSSH g .fi 1 1 1 l°l 3 6 c3 eg rjoo o 3 3 0 O °-s§ § ,K-p f3 3 kMA o ••f 3 £6 § g fn © § ©CO feC-glS ©S o gj. © ©2-2 g'H oTi it •■Sh? a ofl o ^3" O .a © o, ^ 5 ££ :§ I sp® *sa.s g=,S2 pKq M w ©a! Q ^ o.2 >>§ P© 2 ©^ JS-o 2^ o o2 ^4^‘g o 3 Ilgg2sl1i« CC [=H U2 A Hi p CO • 3 3 • *5c ‘Si • u • © 8 - :g6^6g r.f^ ’ 9 £5 w ^ ^ PM oo a o STATISTICAL TABLES. 695 o © o o o < o o < O ic ' CO rS o o o o O 00 r* 10 O T* ^C5H (NC5Q pd rPrP o o o U1WV2 : « • • • • • . : : j i ;.3 ,3,3a 3 3 3 p 3 3 *8 3 rd .2 s *b ©._: 3 ! ; © . .CO 0 0,0 CO COO 000 CO CO CO 0 0 fe 0 CQ ◄ 0 CO < ^ a oS 0 COi^CO 3 • fe ; : ^3fe W : n .- Om ■ © o © d 'w - ( ifgo^ I . etf .•— ! i” ■ I* © I .t©« -2 i §P § g,g© . § .-sH ©eSPP § © ©^ ®W i^S|.2§'s'l'S^« few o«lfe i-4 i* 3 a ©iS t>' -N^ ® t>"S^ ©3^1 3 fe ^ >5 p © rO C5 ‘ © 3 © ©3 CD , Ml Ph P. 0 W u w ■3 So >iO St 3 3 3 1" d 3 M fe © 6 0 u W u d 3 fe ^§3 . © 0 fe«3 P ^ feo • "M r-J 3 : i • d d J ^ fe «8 O 0 fe:1-1 w ! I >. ^ d • R ^ i 8 © 55 ^ ^ IRg«g : :3 • 4 ^ rt ■ d R. H d ® r fe H 0^- B'.-S * *« •» M © 2 3 rj du 2 M M ! I a a.i. SS^P|2«J4' • -3 .^L^-d3© *8 ,-- Osfe 1 Mq ® dfe ^3 d _ 3 fcpftg JA d 00 £ 3^ 3 © 3 O EpS 5 fen rhS wfitf *-5 o3, -r © o ® *2 '3 fe © Si feld ® ®td £ S' ^ O 04^ O « ^ , c O , T •SO M ^ZZjCOZ^JJ 05 © r-t .15 -*-> n n n cepp SM. af . g of ’04 5^ US p 5 d3 '"fe «T§’E |||5 d © © S fep o • >> :| •a 3 ■ >» ■S R !g «&* ;S £5© f?3 ® e3 d &C R O O 3

0 £ : I " R o -°-Z% •3 3 2 © O Sr2^ 3 3 « | rt dfe-s £ © * § ©>0 3 ^,©3 O O pfep o few ■g « a CO 3 I© s?l^ 3-2-h § 3 b'g lls 'g©© t»o §1 0-8 ace O T3 2 ° al 1 o H TT ^ C O c >*>* C5 d ^ 'HPP 3 - L,«W > d 3 a S ;w.|^ fljll jqp"^ ® h n !l ^ d • 6 © 2 3 • « 'p ^ g 4-3 CD fl (=-=( .2 © © 1 |? >> JO "ft 0 d 0 £ id >5® U 3 3 fe b 3 3 S^3 rH © fe aci^ J '-1 M° 3 . sl a a odd© w w ^..<1 >5 t-l O § gc3 3 ^3^.2 43 .2 2 ^a fcl O fH a^-2 p MqB 1-gp i ® Ph« d !>-. «P o t-% Ji a'© p a ¥ree to students. e For the use of students and cmploy6s of museum. i For incidentals only. & Free to members. / Books of reference on art subjects. j Free and subscription. c Free to inmates. g Includes pamphlets. d Free to teachers and pupils. h Appropriations made from time to time by trustees of museum. Table XVI. — Statistics of additional public libraries numbering each 300 volumes or upwards for 1882, ©©£> pg ^ d N i £ © pjp: £ -H 2 p H Pq CCCG a> r> r.*- Ill I £ o igp oC0M ^ Sdw.^ *^1(2 ip s ^9 . © H p 5sll ©" o W • LJ .s :Si P-o o iaJ P P .©-2 © © m ^ 5 ii 8.9' iii* II P-3 ►? ro''5ra PSHfq J»a ,2’C 3 a '-‘PS §,2? c3 cS rPrP 03 c3 a a oo w § ■bb’d. hr* © © . . «_■ a ®,-3w p t>b O O d ^ 8i C) blgrQ C3 © o n Sci®® P POpIP :,© : ■ggl ! .*£63 “•gafaa fcJl 1213 , p TO ,2 © Isd'ob 2l3 ‘.9^ 03 |||i p: '3 r® fl ■ 1 ^'|-,- n » H P orK M © ® P-T-} 2 ®JS ifti Phc] C3^ P gai1 <3 o ?q p >, r5rM'H ® o ^ g r/} P o o ° ®5SS|-^ o -3 t©| t- P p 2 3|5«3-a«g2a 2^ PS :fi ! © . rP ? a P.O PS*” © p ScS : : § p ; to ■ p H iMp . ;^1 Ife&p ® b p PI O (-3^1-3 Ph MmOhP °lS a n st-a Ilia-, CJ r* M ggw p fl « P o o • fH © ^, ^ cJ^Q y -£P ©S © a © „ 8 •p p p 2 BOkO inc^co ©5 O *-H C3 CO of New Jersey I Newark, N. J. (764- I C. T. Miller, principal of I 1876 I Sub. STATISTICAL TABLES. 697 o o o o o o o to OH o o o o O O O *-H CO O 00 CO O CO t> o o © O C T-1 O 050 O © CO O 05 "'H o o o o o o o o o o o o o o o L~ to CO o GO CO to . 05 2 &S 5 3 PI O Os'S S'V ft ® Orp © ® © a «w |'g42 » °5 S B ® d 8 © Sorted 53-2 ft bid 53-So ® IslI’i H © O <3 d pOp02pq •*v«4« s a Pm ft P* *13- . © g^'Sp ©Sd^J ^ O*'"1 O Ph«1 ; : * * ^ ' !-h 6 ft ft .2^ : .2 .2 ft ft ft ft. 2 ft • to •n ftft ft rd.® 2 ft ft ft.2ftft.2 w 02 © Ok_| 02 02 3 p : § « © O 02 0202 © 02 Ou^ © 02 pH © ©u y Oh 02 02 3 02 0 S © © ft ©ft © © H ^ 02 PR 02 P pH QJ O CD o 05 co c b- c oo cc oo CO c J fl ©3 §3 1!^' © d 8 2 © flt®go ; fee ; ; bio’® • b .S‘P b 5 5 £ p ft © © a! s d © ft® © ® “ © S g £3 * ® 111 *W|? <1 Os1 . 5® .2 ft 3 X d s © ,© 02 P ^ 3J? fl g Oi d §3* «i M © §3 g-s £ a rB'o ft d HP 511 ft *3 .5 ft gft d ft ® O X d r~, _ I ftldftf k1ImS!w ft ft © © ft S . ft's > csft eft • ® 3 « . • ft ~ W ft^fe 3 Q © ft ^ X 3 ft — t<_i 3 o © © 43 Xft » d _ 8 -.2 5 :HP ft 5- a go X ® o xj. c ft eg® s. Sr to ■itn : * gnd- ,- . |3j?' :k Jzi * f-Bfcsi .;> « 3 - rt’S'3 - ftft O © t>i.S,5 d d a.Sa,H ® dft 2 3 ® ©ft w “ ft 3 ©^ 03- • ! 'o i \ti% £h ilflillll1 ® bil' -^IPPPP tx : : eftn btfX *9,* i g ^,-=5 Orfl ptDOO pH r’k. , w Pi & ^l©ftW f «^- rg ,gd f^wii H? Il © © o ft o ^{25 p p PP3 tx kT+s . O gjsS®^ g'Si^'S ftS.sai O r-3 O -+ft m wmui a % Qj^ ftH 5* ® x, C2 r-H ^ M S 2 S rft *55 o CD cS 2 ■si 02 g d .® 3 aft S&. flO O >5 .2 d *H«W o © XX SS ftft ftp ij Xft ft ivJ3 a © t?ft o |S|35 ft ©ft ^-4 © |Hpppp a® a o 3 o a‘ft§ ®o^ft xxx© f-. M o o f-i (h tn 7j '25^05 ftftft .2 ft ft be p 2 II h fi § 3 X-D fl ® & b 3 3§ _ P> x o *3 ^3 x 3 xc; x rP fco ft ft l^3 § ft ©^ © © gft d © >3 I* ft =3 © ^ - U3 gw o .3 lT M • ^ S^FP^P < © © *<© 1 a a • 1 • 1 r2 P r! 1 : S 00 ci 00 ! * 3 3 g ® '!$ |o ►4 £ . © cbp *3 a ’© a * 1 c3 £ ft ft; O « ■So© ^•ftTl floes M 00 rt CS © ft *2 ^ I -2* S o * .3 „ © s © 1 f fc £-3 .« 2 I S bN lf«|! a 8ft , - od^ . ©^ ) rt •’~l ©kj 00 I" o 5 S £ £ a ft Va ... 05 £ IfSte ._. ififjlj J§|-§| ^p£a £ *■ II 3 ft.go ©~© g CJ ©CjftH3 CD 2 • _g O <3 ^ -M tH ^ C5 o A* | | S be n (3 ^5 3 a 05 0 c3 <3 ^ P M § £ a ►_ * U- « 3 ft 5 3 - S3 V© b- P P > ft ©ft © • © • • © .3; . >& b a b Isg &J^S ^Pftftdft © -gssa^ssp. p £3' 2ftH o 3 «fq«o cw q © ft © i5 ft ca © o §S 3 o b^fS b*£ 2 .2 8 $*% g a 3 jpga ssa^J ^►spbsp a :o : I o^ ! j£*a : bgW : .111 | Pp§J o g ©P 3|3c! ^3 o’! IHS ®Hj SB u ©Ha P^Q M Pi 3 .a P b3 © £ 2 ► © c*h II £ w 2 2 q g P ft ft Lft ft o^o 2'Si2 a-sa- P P ft ^ M o S?ft .ft » P< ® ^-l|S tH a^a^a p p • p- a* a © ► © © nj ft ft rq ft g< q o a 'Sgft fe2, :--3 a: C.«2 . ©!<•=» *' a r ■£ $£ mPn C5 w g. ft bS *ftrt * ft 2" o g §a. - Gift P ft; » 2a^ §g.sf *EgJ o^P'g §©^« 2ft ft o PH H <» ft. 3ft q^ >> © eg & Table XVII. — Statistics of training schools for nurses for 1882 ; from replies to inquiries by the United States Bureau of Education. 700 REPOKT OF THE COMMISSIONED OF EDUCATION. 1 © §) 'g O . . £ 4-* CD p p o 2 2 cccp P CO ^ CD I » ® * g ©Ha '0tc3 9 <1 11^ ® cs a m rS rH g,fl rrf rt « ©rH o © HO H o S 9 ©2 HOH <1 Jl'H c3 © ® © CS-T< -El P © Zt « 2 rO_sS ,H O j3 tn ©r- H 00 « O -S 9 £99 3 “ o'H > © © a > tJDHOH £1 4^ 5 I J.S rH O o si o © QD 0D © H q © &rH © H - • - Salary paid pupils. M H $10 a month for the first year ; $14 a month for the second. $170 for 18 months . $8 a month for the first year; $12 a month for the second. $10 a month for first year; $14 a month for second ; $20-$30 head nurses (gradu¬ ates). $10 a month for first year; $14 a month for second. $1 a week for first 6 months ; $2 a week for second 6 months ; and $3 a week for last 4 months. •.reoA OIJ813I -oqos nt sqaowjo jaqranjj « 52 50 50 50 50 50 •Apnjs jo osanoo Xfnj hi sreoA jo aaqran^r H N 1m* 16 23 30 50 45 16 4 •sjojoujjsui jo jaqranj^r © s' jg 09 ; "S' ; Superintendent. «5 Leander Hall . Miss Gertrude Barrett Miss M. E. Hemple . . . Mrs. Almira C. Davis. Miss Anna C. Max¬ well. Marcia E. Billings _ Mary S. "Whetstone, ir. d., acting super¬ intendent. •UOTJEZTUBg.10 JO 9 JUG 1877 1873 1881 1878 1873 1872 1882 1 •aoijuiodjooui jo ofUG ee 1877 1873 1880 cl880 1875 C1863 o « Mo 2 © 2 3 o £.8 fl s © CO ."H (H ftp OQ'H w§ II M© Sj§ HS o X ft ®2 2 flH O §£M o Hl .26 «,o ’ft ®0 ft 2 O HO*. 3 tc 0^2 ° ■gS'-g^W cc ® 2,^r3 2 oc2 S jSgS-3. •g ® 05 od 8 If 1% bfleS,. 5 © g a «2 rg Bh ■f*S| c3 „ _ P © 58 2»wd ■Hi © c3 Plr® d © ^g-SIS-a®^ ® s«h o'1® © & n d o p g+3'" g g o © 2 i S 0,-S 8f| a i a c?®J®”2c3 ss^o-J-i^ag fcfi© © © Ig-M © 0.2 c3 ^bObO© PI bOO-0 <1 <1 >*© « yjg ©cm-® o © rd' (3 £ .S.s3 5 © la ® HrM 3 © o 1-ga •Sf 13 w «M M rc g 2J3 © bfii © o H §D in © c3 J d © ^ga-M m © ..©-d^odg © © © c3 bfl m cS bfl b£ c3 cS <1 <1 ©dl m*© * © © © a ©+? g © 2 8 g,d £ | £=£ g 8 g Ef©« .2 © g § © dd § bc^ § § a ® § Srgd ® © 2^-0 HOOfl© CO -+j bJC C$ 03 CO^ <®g js 'H p S8y §S© a^8 s ^ ft|o O >jCh 3* iHWti rdS- a $3^0 PI © n$Z 2&* ■sg « § © 2 r® a 3^H II |Sd mH « 2 9 © 9 * 05 5 -gl o §■8^° bJD © d „ © © M © ^ ® in’of ri w o® u _,cj c3 c3 © O ©,d bjooQrd a «1 CD Stf-S-sg. ^^r£j © ^ d^^ &© 2 © ©s| dc|©^ © a iJ) © © 3 ■•' ©-a s t>3 o gj1 A 'o d © © 2? © ®- 3d P2 33 03 d * © ri4 >• © HH d w gts © c? A N rt 02 C+H . O rt P4 3 02 <5 . d Ph Pi t>3 « © • ^ CO CD ifj w © 02 m 3 *33 5 o rt 33 33 i H H tS3 t^f 5®! ^ 03 p3 © a q 2 ° 20 2< n ■S oS s HI |zq e fM o tC tx® © © h-S fe © O M ^ r® 3 M O bW H ® .- -M g£rt © | CQ 2 oP, ■+3 ^ 8*1 9 ° £ g-^H ^.© ^a Pi O 'SWd- Wo ®|l g02 o © bo d.9 © ft © ►2 ° W® •8^ •2 8 02^ o © r® ® o > 02 © bO"© O-M r® d o Ph 02 § bcW d Cq.2 _ rH © o .3 CO "© 4= O .2-^ .9 £©» 111 harii ing ®r® ® © 002 "S ^ .9 3 £H H rt O s H H pH O rfi eg © W O 701 00 o * From Ecport of the Commissioner of Education for 1881. c Date of incorporation of hospital. a Lady superintendent and attending physician. d Since the formal organization of the school in September, 1872. b With a corps of 8 medical lecturers. e Lecture term, 6 months. Table XVII. — Statistics of training schools for nurses for 1882, $c. — Continued. 702 REPORT OP THE COMMISSIONER OF EDUCATION. ||l r5'® a * /ft ggj a © * g m.2§ &a^I r“2 S’d © c3 _ « £3* I'll •S'* a 5-m+» •j'ca.i otjbbj -oqos m eqoQAi jo joqrmix •Spines jo es.moo nnj ui sxboj£ jo aoqum^; •noij •lBZTm?S.IO 00 Ill's BOJgtipEXQ •ootjr!zia'Bi)Jo oome Biytlnd jo joqmnu jejoj, *Z88I UI S9jenp«J£) •eyidnd jo aoqxnnu juosojj •fijojonaxeai jo joqranfj « A fr c3 ^ a 05 =3 ft -&0 w>«a B 2 Bs =3.2 ©.2 a 03 W 3 < 5jj jft^ : s- 1 , S3 W H ft -S«2 ft^ » £l * STATISTICAL TABLES, 703 Table XVIII. — Statistics of institutions .for the deaf and dumb for 1882; from replies to inquiries by the United States Bureau of Education. 704 REPORT OF THE COMMISSIONER OF EDUCATION. .3 .a 31? •68^1118,3; ® O t* iQ (M O 03 •s! O ^ 00 gag1 s£ s is W3« O 3^3 •2 2 n eao O bl AF od A a *4 tb+P U -fc* ® © 33 WO 46 aa.a P^SO a r 03 Q ® b! AF «) •r-s . w.g> §©.-* o ® *&§ d^ 1 6 .1M| AA Saw Mgq 09 3 ® a j3 « a d O a ® , s . id ; S • ® : © *o >^'3^ -2 +§-3+1 3 ‘£.3^-3 02 mmm A A«2Mo2 > -2 m min wH OA02 +§ .3 ccH •uor^:panoj J0.JB8A. CO 03 OO 00 00 00 CO a ^j.a 1- ■s'3-!' 5? w&| I £36 O a -O u ~ © .> M ao a 005 MO "® £ ©* ■bSa* 3 3 3 3 : cS •M >3® Mg’ sa.a. .. © © ^d » ■ga eS ©~ 3' fl- §A a a a g i g <•* -r-l V LJ WrM C5 rl . OrH C3 H AAO W ^OOA 3 foo AM o’a’cl AAA bf-p © a © AA 3 3 ■g S, 3dP Sa 2' <1 A ®.2 j. a a ei A © a +a fZ o :a a ° a a A .2 rprt g§ =s ll P'S !l !l ; © :A ;«s IS I’d :.9 ;S ■ d A :3 j !5 02 g § a © *43 3 -2 I3I3 M ‘43 :3 . a :a d«a a^ e8 O «w 2 c«aa © © AM ©Is a ® js a ^d ; ® . S a ; s'a.sM S'® '1B4 +a "5 93* aH*. Q cSP H a £ a a o d « ,r3 2 O d p *h ca sag X M s 3 ®A ha 2 2 aA DC'S O 0M ca^r/) Q 50^ ‘a,1^ . d To r 01 ri - 0.2.2 2^5 © ,a a a r- 1 coh 3 1 M S < cc crj STATISTICAL TABLES. S3 gS rH 8 3 - MfO t- ana t^eo ooseo “S10 ^ ” O- t»W 03 o o ^ S3 §5 5 § eoeooi eo HHH lO Ol3iH OO r-4©0 CTH« © N H N oo ihoo eo eo ft M ft - £ 9 p s O . f : p • . 4^> IP Is a :» m :4 ^ : ©“ IB ©P 11 O 05 ^ ft 3 0 : m "© p ..— © <43!^ p| 05^1 ht 05 05 2^P pg 05 0 05 <3^ § pp ^'b br' JcP fi © Mg ®<1 ■ft>. TO t? © rt 1? J © a p 26lc © 4? 0 ~ce ^ft pft.S sg-S Oft S NHW bti •sN flW* • £?s a m s a rso M Oft " ft a 02 a a p^P PS t> * © ◄« p§S O 49 iWg « © © a os PPM U2& PQ H P BHcfi 0202 «202p PtCEH S 02 S a ©i=§ CO 10 ID ^ 00 00 co O 10 r-1 i> co 00 00 CO HO O Cl 00 b- 00 CD 00 if 2 iia life > ©ft Pp Ml ^ --S s„-gs sSf §«§ ^=30 3 ^PP ! C5 • W- ® § • © 44 • P • a ■pa • u a ,hH © § -jo 0+9 ©3 : wtJo id. oo5 <00$ *3 © pj ft 44 t* _ d-S^! P 'a.£i>^'z^s 3 ft S f5" cT ©© «8 *c ^ TO rd *7^ O rd as .a.*; a g s ® 3 bP Wcc OP P ft & £ lT^ br .2 © p;s oo O K- - 2 ©.2° 3 S, © o ; £;>j 2 Ip 5 ’O m a a Mr© .3 a © M ©-P fflr=4 oocs .S'© P P WPP OO _ fee 2 : °£ j®* kH jfijSfi 1 a ® a aft ft ©2*^ © tlfgs 11111 ao3s§ P pecH X p © © cl © ft ¥ P c ftft Is pi S 9 • a . © IP • © ■ft s? ftft, ftp a 2 sP p£ ft® a a a.o a a © © PS IP ©£ • a a JP Ip 'a _ a a a.© 'a "a © 43 P’-g a_| © a OP .■aS'P a 3 J a .2J | a r- 43 3 £ a a fe S.2P|{«« W oS ccH^ s « ■2 2 © a 12* .0 M >03 © ^ I I'0 a :| -2 Sq a-si: a a«M*4H Pi® ,PQ ,0 s © Vi O4I a o a v 0.2^ ■P I © P a . -a .PP 3 3^^ Sp-s'aQ&'a Or- § O ' a g ganoP SHV dVV OJCC a s mO © © PP fl;? »ra iiii © g e£i nir « d a © a h as iSi ill 3 Pa© ioa op cc^ .Or*- is g_ a © 2 3 ®o © a 5« 3 ^Q^g8,i ^ O j o v o M 2a® 2 « 2.2 o © PkF P 705 A2 o a — 2 a 3 M2 a«> - V ® Ml © • © — -3 a I ? M! ©43 a 0^5 g'S.® .J^P >3 H ®.©p ^1= |o| I’a 2 p § g eo a SH © oa H in eo >0 co 1 Ml © m P to W © "a w a P © "a © ® a ft *+* -a 2 •§ P a a Ch • cm © © S §8 S n « tM a a v g ® © a ft p a S ft « © PhS m a ^ s3 p o ©'S'^P 0 © ® © gs ^ vfl«'3*ia cn a * a o c-a 0S^.2 2 o 3 += © — 1 *r d © p®a 2 © >»vi ^ a to P a a ' ® s^©a-§l © 2 © © £ pft HBHOB cq * e* u’s cii (M (M IQ Ttt O rH CO Oi O CO CD CO ^OOHH rH O CO OO Instructors. •so^mn-ioios jo loqmn^ *» O rH i f > 0 i i > ! r i S h Texas Institution for the Education of the Deaf and Dumb. Virginia Institution for the Education of the Deaf and Dumb and the Blind.* West Virginia Institution for the Deaf and Dumb and Blind. Wisconsin Institution for the Education of the Deaf and Dumb. Wisconsin Phonological Institute for Deaf-Mutes.. St.John’s Catholic Institution . Dakota School for Deaf-Mutes . Cofcunbia Institution for the Deaf and Dumb . •XroTirmol llMf.Mntfl rirtllAfro n ! > 0 > > > ) J l i j l 1 3 > j O O i-H CM C0-*1QC01>- ^ lO O lOiOlOOiO From Report of the Commissioner of Education for 1881. a An organization witliin tlie Columbia Institution; its statistics aro there reported. See also Table IX. Table XVIII. — Statistics of institutions for the deaf and dumb for 1882, 0 0 CX) *coo CO • CO 0 0 00 coo 0 ocT * r-T o' o' ! cT-t^itT to'io* r>T rH # r* r- 1 tJH . (M 00 iO O (M OCO CD .10 id .co * I fH for the Deaf and Dumb and 1 Institute 6 . iaf and Dumb and the Blind .. ncation of the Mute and the r the Education of the Deaf ool for Deaf-Mutes . Yvp +lin rioof onri TlnTvVh 1 for Deaf-Mutes k . . or the Education of the Deaf for Educating the Deaf and the Deaf and Dumb . . or the Education of the Deaf a for the Deaf and Dumb ..... o'er ! q Z 151 2' o ro d d o o 3.3 gBfSfge _ •“ -+2 ©,-H S ® oi a d1^ s>| .oo J i'g d Pj-2^3 O'w d ■+* P<_d 0,2 © OQ ° ®CC O d'g 3 M'S g.2© d .So ?>® g h(tO-u © .3 cl S>0 ®3 23 § £k!0|> p .3 CD CD 3-ofl d dPW d fn-** © © !§§g ®*4Srd.a a Fb p^ °3 i — i eg • ’— 75 i^psd !# « <1 >> S-PcoP -g . 0 § ®mA3 5h* - m r$ Q4 b£ cZ'o 3 S 3 a 23 o.a a 235 P-i a sr " H t ?« 3d-2H g D M © §S |5 M & S3 pj a p © 43 ft 3 * © . 2 fta ©§ p .o-ee- d '~P . . d .2 « n . d’g S* !1n d© HPr .© « Table XVIII. — Statistics of institutions for the deaf and dumb for 188*2, ! CO* O 0*0 CM O CM O « O t> O to O • O rH o cocT • cm* -^TtcT rH -rj< • CO rH Tt< Oi ; 16, 000 | 13, 000 49, 217 •enjuanddn pun ‘sSut -ppnq ‘spanoaS jo onjuA © 5* $28, 000 008 ‘IT OOZ, ‘OSS 000‘SS«2 i OOO ‘09 90, 000 437, 122 12, 000 200, 000 80, 000 135, 500 61, 000 54, 000 146, 914 •uOTjnjrjsai Aq pouMO punx jo soian jo aequmj^ « CO Ot^OHX o o to ooo rH tO H 00 CM O l> O rH 23 1 52 Library. UB9j£ jooqos jsbj 9qj at 9sn9.ionj o o 00 loooo OOO i o . ®0 O to * o o • to to •soamxoA jo J9qurnji 1 _ 1 1 M 1 o lO 1 CO o o o csf 1 I 2, 150 250 114 956 1,561 400 0 1, 200 700 1,008 OOO o O o to to ^ i A'.icqstq jn.injBU jo mnoenux n abi jnjijsai eqj eng | 9 1 9 \ O OXO OOO X X ooo oo OO X o l snjnjnddu pan jaaiqna jcoi -qdoscqrqd n aoijnjrj6ui eqj snjj s | O OXO XOOXO OO X oo ooo o i Aao juaoqnx jnoimaqo n notjnjijeai oqj sbjj © 1 9 \ O OXO 000X0 ooo oo ooo o j jqSnnj oanjxnougc sj s X o :o 0X000 0X0 xo ooo X Branches taught. •XjJSIUI9qQ | 2 ! ; X x i x : i i ! 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Table XIX. — Statistics of institutions f or the blind for 1882 \ from Note.— x indicates the employments taught; Name. Location. Year of foundation. Superintendent. Belonging to State or corpo¬ ration. 3 c3 O) o m g _o J§ o J -+S © o .O P ft 1 3 3 4 5 6 Alabama Institution for the Deaf Talladega, Ala.. 1860 Joseph H. John- State . 3 and Dumb and the Blind. 1 son. M. D. Arkansas School for the Blind. . . Little Bock, Ark 1859 Otis Patten . 1 State . 11 Institution for the Deaf and Berkeley, Cal... 1860 Warring Wilkin¬ State . / 3 Dumb and the Blind. son, M. A. 1874 J. B. Kennedy _ State . the Mute and the Blind, q Colo. Georgia Academy for the Blind * . Macon, Ga . 1 1852 W. D. Williams, State ....... 15 Illinois Institution for the Edu- Jacksonville, HI. 1849 Franklin W. Phil¬ State . 32 cation of the Blind. lips, M. D. Indiana Institute for the Edu- Indianapolis, Ind 1847 W. B. Wilson . State . 24 cation of the Blind. Iowa College for the Blind ....... Yinton, Iowa . .. 1853 Thomas F. Me- State . 34 Cune, M. a. i Kansas Institution for the Edu¬ Wyand(itte,Kans 1SG8 George H. Miller. . State . 8 cation of the Blind. Kentucky Institution for the Louisville, Ky . . 1842 Beni. B. Huntoon, * 1 State . . 25 Education of the Blind. a. m. Louisiana Institution for the Baton Bouge,La. 1871 P. Lane . State . /3 Education of the Blind and the Industrial Home for the Blind. o Maryland Institution for the In- j Baltimore, Md.. 1853 Frederick D. Mor¬ Corporation. 21 struction of the Blind. rison, M. A. Maryland School for the Colored Baltimore, Md., 1872 Frederick D. Mor¬ State . 3 Blind and Deaf-Mutes. (258 Saratoga st) rison, M. A. Perkins Institution and Massa¬ Boston, Mass . . . 1829 M. Anagnos . Corporation 61 chusetts School for the Bliud. and State. Michigan School for the Blind. . . Lansing, Mich.. .91880 J. F. McElroy, A.M. State . 25 Minnesota Institution for the Faribault, Minn. £1866 James J. Dow . State _ _ 11 Education of the Deaf and Dumb and tbe Blind. Mississippi Institution for tbe Jackson, Miss .. 1852 Dr. W. S. Langley. State . 14 Education of the Blind. _ Missouri Scliooi for the Blind _ _ 1 St. Louis, Mo . . . 1851 John T. Sibley, A. State . 21 M., M. D. Nebraska Institution for the Nebraska City, 1875 J. B. Parmelee _ State . 7 Blind. Nebr. New York State Institution for Batavia, N. Y... 1868 Bev. Albert D. State . 44 the Blind. Wilbor, D. r>. New York Institution for the New York, N. Y. 1831 W illiarn B, W ait . . State . V38 Blind.* (34th st. and 9 th avenue). North Carolina Institution for Baleigh, N. C... 1849 Hezokiah A. Gud- State . 11 the Deaf and Dumb and the ger, M. A., princi¬ Blind. pal. Ohio Institution for the Educa¬ Columbus, Ohio. 1837 G. L. Smead, M. A . . State . 52 tion of the Blind.* Oregon Scliooi for fli© Blind'?/ .... Salem Orftor 1872 State . Pennsylvania Institution for the Philadelphia, Pa. 1833 William Chapin, Corporation. 61 Instruction of the Blind. A.M. South Carolina Institution for Cedar Springs, 1855 Newton F. Walker State . 3 the Education of the Deaf and S. C. Dumb and the Blind. jm Beporfc of the Commissioner of Education ft Music is taught. i Includes $10,000 for building. j Up to the close of 1879. A: Cash receipts from the institution. I Up to the close of 1880. min 1880. w $28, 000 here included were for additional build- for 1881. liar and mat making also taught, e Table XVII L r both departments. eludes balance on hand from last school year, holstery is also taught. structors only. mgs. blind pupils admitted as late as October, 1882; o These statistics, which are foT the year 1880, are the legislature of 1881 appropriated $20,000 for the latest received from this institution, additional buildings and furnishings, and the p Value of furniture, blind were thereafter to be received. q In State warrants. STATISTICAL TABLES. 711 replies to inquiries by the United States Bureau of Education. 0 signifies no or none ; _ indicates no answer. o I5 'ft B a © s ■s a .3^4 ft 3 D « ft a s to Number of pupils. Number of pupils admitted since opening. Employments taught. Library. Property, income, & c. Broom making. Cane seating. Fancy work. Mattress making. Piano tuning. Sewing. Number of volumes. Increase in the last school year. Value of grounds, buildings, and ap¬ paratus. Amount of State or municipal appropri¬ ation for the last year. Keeeipts from other States and individ¬ uals for the last year. Total receipts for the last year. ! Total expenditure for the last year. 7 8 9 10 11 12 13 14 15 16 17 IS 19 29 21 22 * 0 20 *38 200 50 (6) (ft) cd$3, 848 c$18, 848 (ft) 1 19 44 173 X X X ex X X 750 $20, 000 $11, 000 0 11, 587 $11, 788 2 0 31 114 (&) (6) (6) (ft) (ft). 3 4 4 61 217 X X X X ftx X 1, 000 100 75, 000 i22, 000 375 11, 373 5 1 128 j 605 X X X X ftx X 465 5 157, 575 60, 100 2, 583 62, 683 62, 503 6 4 128 700 2, 070 100 354, 617 29, 000 £210 29,210 28, 696 7 8 141 482 X X X .... X 1, 200 200 250, 000 25, 300 1, 300 31, 508 33, 425 8 53 Z139 x ( Ji ) wt340 mlOO, 000 «41, 972 0 w41, 972 «41,972 9 8 77 441 X X X X (ft) X 1, 200 50 100, 000 18. 870 28, 859 20, 084 10 6 23 57 X X X Ax X 250 40 p3, 000 glO, 000 0 6, 600 7, 200 11 7 66 262 X X X (ft) X 603 41 339, 400 17, 000 4,225 25, 148 24, 614 12 2 17 112 X (6) (ft) (ft) 13 20 123 1, 055 .... X X ex (ft) X *5, 383 *793 314, 499 30, 000 18, 865 r79, 306 r69, 668 14 0 63 73 X x 1,164 850 105, 040 29, 800 0 46, 158 41, 869 15 1 36 76 x x x *425 *25 20, 000 (ft) 0 8, 443 16 3 35 x 6 X 490 44 45, 000 10, 000 o 17 3 90 589 U X 1, 500 300 250, 000 28, 000 0 28, 000 26, 000 18 25 52 X X X .... (ft) X *250 *50 *15, 000 *7, 800 *7, 800 *4, 962 19 2 146 509 X X X .... 500 358, 565 30, 000 0 51, 938 42, 982 20 .... 236 jl, 306 .... X X ex Ax X w600 W373.634 40, 557 (£C41, 389 81, 946 69, 145 21 7 60 x x X (ft) X 500 50 (6) (ft) 38, 000 (ft) 22 8 180 1,138 X X X Ax X w500 500, 000 29, 681 a:5, 132 34, 813 32, 950 23 8 000 8, 000 24 27 170 1, 130 U X X X X X 1, 500 187, 000 43, 500 4, 777 59, 743 70, 160 25 2 12 56 ZX X X X (ft) (6) (6) c9, 628 (ft) 26 r Exclusive of subscriptions to printing fund and win 1879. payment of loans and investments. ^Includes income from all sources other than the s Founded in 1854 as a department of the Michi- State. gan Institution for the Deaf and Dumb and y The legislature of 1882 made an annual appro- the Blind. priation of $8,000 to this school ; no school from t Of the school for the blind ; of the institute, 1863. 1878 to March, 1883. w Brush making and carpet weaving also taught. z Also brush making. v hi umber of officers only. 712 REPORT OF THE COMMISSIONER OF EDUCATION. Table XIX. — Statistics of institutions for the Hind for 1882; from Note. — x indicates the employments taught; Name. Location. Year of foundation. Superintendent. Belonging to State or corpo¬ ration. Number of instructors and other employes. 1 3 3 4 5 6 27 Tennessee School for the Blind. . Nashville, Tenn. 1846 John M. Sturte- vant. a State and cor¬ poration. &11 28 Texas Institution of Learning for the Blind.e Austin, Tex .... 1858 Frank Rainey .... State . 24 29 Virginia Institution for the Deaf and Dumb and the Blind.* Staunton, Va ... 1839 Thomas S. Doyle, principal. State . 9 30 West Virginia Institution for the Deaf and Dumb and the Blind. Romney, W. Va. 1870 John C. Covell, M. A., principal. Mrs. Sarah F. C. Little, A. M. State . 4 31 Wisconsin Institution for the Education of the Blind. Janesville, Wis. 1850 State - 21 * From Report of the Commissioner of Education for 1881. a Deceased December 26, 1882; succeeded by Loyal A. Bigelow. b These figures, which are for 1879, are the latest received from this institution for these items, c Up to the close of 1879. dFor two years, 1881 and 1882. c These statistics, which are for the year 1880, are the latest received from this institution. Number of blind employes STATISTICAL TABLES, 713 replies to inquiries by the United States Bureau of Education — Continued. 0 signifies no or none ; .... indicates no answer. H bi) 02.9 %% o a c222 /485 253 72 318 Employments taugbt. 10 11 12 13 14 <7* (ff) 15 Library. 16 61, 141 701 200 150 1, 200 £ a 17 646 20 20 25 100 Property, income, &c. W Bh a a o & u _ be ® M's °‘r9 + O 3 = C3 £ 18 6$U0, 000 75, 000 (*) (h) 155, 000 s-fl* Hi I a s cs ^ 19 18, 710 (h) (h) 8, 800 -err* w 43 fl © a-a3 Or- ® Or gee 20 21 d$60, 300 18, 710 £34, 680 4^ 4> rg (^a a += 4) ® H « 22 d$32,289 19, 910 (h) (h) 17, 602 /From September, 1874, to close of 1880. g Music is taugbt. A See Table XVIII. £ For botb departments. j Carpet weaving is taught. 714 REPORT OF THE COMMISSIONER OF EDUCATION, Table XX. — Statistics of schools and asylums for feeble-minded children Note. — x indicates Name. Location. Superintendent. 1 2 3 4 5 7 9 10 11 12 1 4 Connecticut School for Imbeciles . . Illinois Asylum for Feeble-Minded Children _ Indiana Asylum for Feeble-Minded Children _ Iowa State Asylum for Feeble-Minded Children. Kentucky Institution for the Education andi Training of Feeble-Minded Children. ) Private Institution for the Education of Feeble- Minded Youth.* Hillside School for Backward and Feeble Children Lakeville, Conn. Lincoln, Ill . Knightstown, Ind G-lenwood, Iowa. Frankfort, Ky . . Barre, Mass . Fayville, Mass . . 1858 1865 1879 1876 1848 1870 Massachusetts School for Idiotic and Feeble- Minded Youth. Minnesota School for Idiots and Imbeciles . Ne w Y ork State Idiot Asylum ( C ustodial Branch) Idiot Asylum, Randall’s Island* . . New York Asylum for Idiots k . . Ohio Institution for the Education of Imbecile Youth. Pennsylvania Training School for Feeble-Minded Children.* South Boston (723 Eighth st.), Mass. Faribault, Minn. Newark, N. Y... New York, N. Y. Syracuse, N. Y . . Columbus, Ohio - Elwyn, Pa . 1848 1879 1878 1868 1851 1857 1852 Robert P. Knight, M.D. C. T. Wilbur, M. D . Dr. John W. White . . . F. M. Powell, M. D . (John Q. A. Stewart,) > M.D. 5 George Brown, M. D.... Mesdames Knight & Green. George G. Tarbell, M. D., acting sup’t. George H. Knight, M.D. C. C. Warner . Miss Mary C. Dunphy . HerveyB. Wilbur, M.D. Gustavus A. Doren, M. D. Isaac N. Kerlin, M. D . . *From Report of the Commissioner of Education for 1881. a In 1879. 6 Articulation is taught and Kindergarten instruction also given, c Instruction in calisthenics and in domestic duties is also given. d Number' dismissed improved up to the close of 1880. e In 1880. f Various industries are taught. STATISTICAL TABLES. 715 for 1882; from replies to inquiries by the United States Bureau of Education . the branches taught. Number of instructors and other employes. Number of in¬ mates. Branches taught. Number dismissed improved since opening. Income. Expenditure. Male. Female. Total. Object lessons. Beading. si B Arithmetic. Geography. Grammar. Drawing. si .3 ‘si B xn 5 © 7 8 9 1© 11 13 13 14 15 1© 17 18 19 a25 «47 «31 a78 he x x X x x x 75 207 146 353 c X X X X X X X 410 $60, 000 $60, 000 12 4 8 12 cx X X X x x 0 10, 000 10, 000 38 132 76 208 cx X X X X X dlO . D - General John W. Horn Guy C. Underwood e . . Hollis M. Blackstone. . Miss Francis A. Hutch¬ inson. Guy C. Underwood i Francis Cogswell . . N. Porter Broun Municipal . Municipal f. Municipal . Robert B. Risk . Lorenzo Phelps. *From Report of the Commissioner of Education for 1881. a In 1879. & Includes seven pupil assistants. STATISTICAL TABLES. 717 replies to inquiries by the United States Bureau of Education. -*5 a a Number of teachers, officers, and assistants. Conditions of commitment. Moans taken for the welfare of the inmates after leaving the insti¬ tution. Other conditions. 10 1853 «19 a2 Under 18 Commitment by court 1881 10 1854 12 1870 5 1871 15 1877 1 1873 ...... 1868 3 1868 12 1873 1 4 16 624 8 5 6 1 11 4 10-16 Criminal offences . 7-16 Committed for all offences except murder in the first degree. 8-16 10-16 1-18 Under 16 Truancy, vagrancy, and danger of falling into habits of vice and immorality. Convicted of crime . Begging, want of parental care or guardianship, and danger of leading a vagrant or vicious life. None . . . 10-17 8-16 Must be of sound mind and body . Must be of sound mind and body . Boys are required to write to the superintendent every six months ; if they fail to do so an agent is sent to* look after them, and if not doing well they are returned to the school. They are frequently visited by an agent and corresponded with. None. Provided with homes and employ¬ ment. Homes are provided and they are overlooked as long as possible.' Superintendent is kept informed of their conduct and surround¬ ings through correspondence. Good homes are secured, and the boys are required to report once a month for a year. Corresponded with and visited. 1881 1865 9 14 9 6 8-16 Committed for crime and incor¬ rigibility. 7-16 Discretionary with board of di¬ rectors. 1850 9 8-16 Sentenced by courts for any of¬ fence not punishable by impris¬ onment in State prison for life. 1855 1866 15 1 5 6-18 Incorrigibility, viciousness, va¬ grancy, larceny, burglary, &o. 2 Under 18 Vagrancy, incorrigibility, or vi¬ cious conduct. 1864 1873 15 40 3-18 Vagrancy and criminal faults. 6-16 Por all offences . 1859 9-17 Vagrancy, incorrigibility, larceny, 1877 11 11 7-14 Legal pauper residence in Boston. 1821 4 12-40 Need of reformation _ .«*. ...... 1877 1 8-15 5-15 1879 1855 2 11 7-17 Truancy and absenteeism None . Truancy and absenteeism Commitment by courts . . . 1874 2 3 1851 1 0 8-15 7-16 None 1881 Truancy Beturned to parents on probation or indentured to farmers. Those taking charge of the chil¬ dren are required to report peri¬ odically to the superintendent. Good homes are secured; some boys are indentured during mi¬ nority, others released on ‘ : ticket of leave ” and required to report in writing every three months. Visited by an agent every three months, under whose charge they are. Placed in good homes and their interests guarded by the institu¬ tion until 21 years of age. Homes or employment provided. Homes provided for all who do not return to their parents. An agent visits them in their homes and reports to the board of directors their condition, and any measures necessary for their welfare are adopted. Allowed to visit the institution and to stay there when ou* of work, corresponded with, and their welfare in their different situations looked after. They return to their homes. They are under the control of the school until of age. Good situations secured and ove& sight given. c These statistics are for the year 1881. d These statistics, which are for 1880, are the latest received from this institution. e Since succeeded by Col. John C. Whiton. 718 REPORT OP THE COMMISSIONER OF EDUCATION. Table XXI. — Statistics of reform 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 4 4 45 46 47 48 49 50 51 52 53 54 Name. Location. Control. Superintendent. 1 3 3 4 Private _ Charles A. Johnson. .. R. C. Barrett _ Hampden County Truant School. Springfield, Mass . . . Westboro’, Mass .... ■Worcester, Mass. . . . Near Adrian, Mich. . County _ _ . State .. _ Jos. A. Allen . Municipal B. F. Parkhurst . Reform School for Girls* . State . Miss Emma A. Hall. . . State . . _ Cornelius A. Gower. . . Minnesota State Reform School St. Paul, Minn . State . Rev. J. G. Riheldoffer . Municipal _ John D. Shaffer . State _ G. W. Collins . Manchester, N. H . . . State _ John C. Ray . Sister M. Juliana . St. Francis Catholic Protectory . New Jersey State Reform School . Roman Catholic. Jamesburg, N. J . . . . State . James H. Eastman _ State Industrial School for Girls . Trenton, N. J . State . Harriet F. Perry, ma¬ tron. C. M. Harrison _ Newark City Home _ _ _ Verona, N. .T _ Municipal _ House of Shelters . House of the Good Shepherd b. .. Albany, N. Y. (52 Howard street). Brooklyn, N. Y. Municipal . Roman Catholic . Mary L. Dare, matron. Sister M. Loretto, su¬ Catholic Protectory for Boys _ Catholic Protectory for Girls*. . . New York State Reformatory . . . Juvenile House of Industry of (Hop kin son ave. and Pacific street). Buffalo N. Y . . Roman Catholic. perior. Rev. N. Baker . Buffalo, N. Y . Elmira, N. Y . New Lots, N. Y. Municipal . State . Municipal . Mother Mary of St. Bernard. Z. R. Brockway . Joseph Wagner, jr. . . . Brooklyn. House of the Good Shepherd* ... (East New York). New Yoi'k,N. Y. (90th Mother Mary of St. New York House of Refuge _ st. andEast River). New York, N. Y. (Randall’s Island) . New York, N. Y. State _ Magdalen, provincial. Israel C. J ones . New York Juvenile Asylum .... State and mu¬ Elisha M. Carpenter .. New York Magdalen Benevolent (176th street and 10 th avenue). New York, N. Y. (7 nicipal. Municipal . Mrs. R. P. Hudson _ Society, b W ester n TTon se nf "R.efn ye 5 East 88th street). R.oehester, N. Y _ State _ Levi S. Fulton . Protectorate aud Reformatory Utica, N. Y . Roman Catholic. Brother H. Thomas . . . for Destitute Children. New York Catholic Protectory*. Westchester, N. Y . . State and mu¬ Henry L. Hoguet, nicipal. president. * From Report of the Commissioner of Education for 1881. a Provided for by an act of the legislature in 1879, hut not opened for reception of pupils until 1881. STATISTICAL TABLES. 719 schools for 1882, $c. — Continued. § a •1 Number of teachers, officers, and assistants. Conditions of commitment. m XD 6 a o Other conditions. c3 P 1 Ph bD 4 5 6 7 8 9 1870 2 3 10-16 Some boarders are taken . , . 1880 2 3 7-15 Must be convicted of truancy . 1848 12 17 7 17 1863 1 7-15 Truancv . . . . . . . (a) 2 9 7-17 Until 21 ; granted ticket of leave by board. 1856 18 15 10-16 They must be “j uvenile offenders. ” 1868 18 4 Under 16 None . 1854 15 7 3-16 Must be residents of St. Louis City or County or United States convicts. 1881 8-15 Vagrancy and criminal faults . 1854 6 5 8-17 Must be sound in mind and body . 1875 6 6 12 Destitution . . . 1867 15 12 8-16 Commitment by court . . . 1871 4 8-16 Committed for any crime except murder or manslaughter. 1873 7 6 7-18 Commitment by court until of age. 1868 2 No limit. Homelessness, indigence, &c . 1868 36 1866 12 1866 1 7-14 They must be Roman Catholic. . . . 1876 42 0 16-30 First offence of felony . 1854 2 0 5-14 None . . . . 1825 41 32 Under 16 1851 13 43 7-14 Truancy, disobedience, destitu¬ tion, &c. 1833 4 13-21 Destitution and desire to reform . . 1849 29 26 8-16 Vagrancy, disorderly conduct, &c. cl 861 5 2 7-16 Commitment by .justices, masters of the poor, or other authorities. 1863 48 36 7-16 Transferred by commissioners of public charity and correction of New York City. Means taken for the welfare of the inmates after leaving the insti¬ tution. 1© Corresponded with and visited. Agents, supplied by the State, visit them and report their con¬ dition twice a year. They are looked after by superin¬ tendent of schools and required to attend school regularly. Provided with good homes. They are corresponded with. Some are indentured, some are re¬ turned to their parents, and others take care of themselves. Situations are found for them by the superintendent, and they are given a small amount of money and a change of clothing. They are visited and corresponded with by the superintendent or his assistant. Homes are secured for them and an effort is made to keep up a correspondence. They are corresponded with and visits exchanged. Placed in good homes. Placed at service or returned to friends. Situations procured or returned to friends. Situations are secured for all; they are conditionally released, a monthly correspondence being carried on and general super¬ vision given until they are re¬ leased from their legal relations. Returned to friends; those in¬ dentured are looked after by the institution during minority. About 200 placed in homes at the West yearly; others returned to friends, who furnish reports of their character, &c. Placed in homes and receive good attention from the institution. Placed in homes and given super¬ vision and care, or returned to friends, who are required to show that they are proper persons to have the care and training of the child. They are visited for a year or two. Yisited and cared for by an agent till their majority, or returned to parents or guardians. b These statistics, which are for the year 1880, are the latest received from this institution. c As St. Vincent’s Male Orphan Asylum. 55 56 57 58 59 60 61 62 63 64 65 66 67 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXI.— Statistics of reform Name. Location. Control. Superintendent. 1 3 3 4 Cincinnati House of Refuge . Cincinnati, Ohio .... Municipal and contributing membership. Henry Oliver . Protectory for Boys . . . Cincinnati, Ohio _ Roman Catholic. Brother Massaus, su¬ House of Refuge and Correction*. Girls’ Industrial Home . Cleveland, Ohio . Municipal . perior. W. T). Patersnr. _ Delaware, Ohio . State . . D. R. Miller . State Reform School for Boys . . . House of Refuge and Correction. Lancaster, Ohio . State ........... Charles Donrdass . Toledo, Ohio . Municipal . Almond A. McDonald. House of Refuge . Philadelphia, Pa - State, municipal, and private. J. Hood Laverty . Pennsylvania Reform School* . . . Pittsburgh, Pa. State . . Jerome A. Quay . State Reform School _ ... (Morganza). Howard, R. I . State _ Frank M. Howe _ Vermont Reform School . . Vergennes, Vt . State _ William G. Fairbank . . Wisconsin Industrial School for Girls. Milwaukee, Wis .... State and private Mary E. Rockwell Cobb. Wisconsin Industrial School for Boys. Waukesha, Wis .... State . William H. Sleep . Reform School . Washington, D. C . . . United States... G. A. Shallenberger. . . * From Report of the Commissioner of Education for 1881. a In 1880. STATISTICAL TABLES. 721 schools for 1882, $c. — Continued. dumber of teachers, officers, and assistants. Conditions of commitment. Other conditions. Means taken for the welfare oi the inmates after leaving tko insti- tution. 1850 (20) 1871 1869 1856 1875 1828 (6) (6) Under 16 Homelessness, vagrancy, &c. 21 22 9-15 I Incorrigibility, vagrancy, crime. 10-16 Commitment by court . and al 20 Under 10 | Committed by court for incorri¬ gible or vicious conduct, va¬ grancy, &c. 13 7-21 Discretionary with board of man- They make monthly reports in person to the house. Good homes in private families provided for them. The institution keeps a guardian¬ ship over them until 21 years of age. Cared for until they are of age or thoroughly reformed. They are visited by an agent once a year and their condition care¬ fully examined. Homes are provided for the home- 1850 6 1865 7 1875 2 I860 32 1869 21 8 10-18 9 Boys under 16 ; girls under 15. 12 Under 16 12 8 10-16 8-16 Boarders . . Committed by parent or guardian by obtaining certificate from probate court. Destitution, petty offences, danger of leading a vicious and depraved life. Hone . . Commitment bv United States and District of Columbia courts and president of board of trust¬ ees. Supervision of school officers until of age. Sent to their homes, if they have suitablo ones ; if not, homes are provided for them . Homes provided in good families, visited, and corresponded with. They report to the institution every month by letter. Hone. 6 Chartered in 1850 as “House of Refuge;” in 1872 name changed by act of legislature to Pennsyl¬ vania Reform School. 46 e 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXI. — Statistics of reform Note. — x indicates Name. Number committed during the year. Number discharged during the year. Present inmates. Sex. Bace. Nativity. Both parents dead. Male. Female. White. Colored. Native. * Foreign. 1 11 12 13 14 15 16 17 18 19 City and County Industrial School*. . . . 190 42 119 65 «186 db 4 «161 a29 a4 Colorado State Industrial School . 80 0 79 1 77 3 77 3 9 234 208 406 379 27 392 14 18 Connecticut Industrial School for Girls. 55 48 0 181 160 21 169 12 19 Illinois State Beform School . 140 84 J338 0 301 37 308 30 35 Illinois Industrial School for Girls . 17 19 55 50 5 46 9 9 Indiana Belormatory Institution for 51 61 0 144 136 8 135 9 50 WomeB and Girls. 177 el83 372 o 321 51 Iowa Reform School* ......... ......... 50 30 205 Girls’ department of the Iowa Beform 65 >240 30 180 90 28 School.* Statp Reform School _ ........... 54 13 72 57 15 71 1 House of Befuge . - 114 75 210 37 178 69 240 7 15 Maine State Beform School. ............ 30 33 110 107 3 106 4 House of Refuge/ . . . . . 77 70 240 240 0 229 11 27 Female House of Befuge g ............. 26 36 58 58 53 5 18 House of the Good Shepherd .......... 37 31 193 193 188 5 100 House of Eeformation and Instruction 84 115 203 203 203 g for Colored Children.* House of Eeformation . .. . . 68 79 98 14 M a reol 1 a Street. Home _ ------ _ 341 198 288 100 279 9 270 18 Penitent Females’ Befuge* ............. 15 11 19 19 17 2 o Truant School .......................... 132 81 182 Xruan t Sell n(Yl _ _ _ _ _ 22 28 41 5 42 4 15 31 o Truant School . . 7 5 12 State Industrial School for Girls . 47 37 70 68 2 59 11 3 Lawrence Industrial School . 12 14 ’**24 0 24 0 24 0 3 House of Eeformation for Juvenile 64 64 102 4 106 0 91 15 0 Offenders, g Truant School* . . . 16 18 18 PlriTpmer Farm School _ _ 13 13 30 o 29 1 30 2 Hampden County Truant School. ...."?. 20 7 d31 dl 32 32 3 State Beform School . 108 146 133 0 129 4 ah78 ah\5 3 Worcester Truant Sohool . . . 17 12 17 0 17 0 17 0 0 Beform School for Girls* - _ ........... 36 36 33 3 32 4 10 State Beform School _ ................. 234 181 362 324 38 295 67 Minnesota State Beform School ........ il06 * i97 i96 ilO tlOO i6 i8 i98 House of Befuge . ...................... 196 155 195 68 210 53 State Beform School . . . . 27 28 9 State Industrial School . 24 29 93 18 110 1 107 4 21 St. Francis Catholic Protectory _ _ _ 29 34 71 71 48 23 17 New Jersey State Beform School. 130 87 322 285 37 276 46 State Tnd list, rial School for Girls _ *9 jl3 30 25 5 28 2 5 Newark City Home . 74, 72 134 20 144 10 45 109 12 House of Shelter g . . . 33 2 20 22 21 ! 1 11 House of the Good Shepherd g ........ 305 305 125 ! 180 22 Catholic, Protectory for Boys _ _ 120 1 Catholic Protectory for Girls* .... 4 17 14 14 14 3 Now York State Beformatory ... 266 248 516 0 500 16 396 120 . Juvenile House of Industry of Brooklyn 133 157 40 0 38 2 40 4 House of the Good Shepherd* . 170 210 1 441 * From Beport of the Commissioner of Education for 1881. a Of those committed during the year. b Two are Chinese. c Also civil government. d Whole number during the year. e Beleased on “ ticket of leave.” f These statistics are for the year 1881. STATISTICAL TABLES, 723 8choolsfor 1882, Sfc. — Continued, the studies taught. Present inmates. Studies. Parents illiterate. Illiterate when committed. Number could read only when committed. Number could read and write when committed. n a > Pi p, o GQ A fw £ 1 o w >> sc % ‘53 rP’ PM I Drawing. j Music, vocal. Native parentage. Foreign-horn parent¬ age. 20 21 22 23 24 25 26 27 1 28 29 3© 31 32 33 34 35 36 87 38 3® » x x X 2 26 1 25 28 20 18 x x x X x X X (3 1) 120 x C X 120 21 40 36 84 51 63 x x x X x 50 15 150 52 188 286 x x x x x 4 x X x X x 95 92 3 27 22 113 118 x x x x X x x 3 11 26 X X X X X X 17 15 22 17 32 l.x x X x X x X x X 39 39 61 58 x X x X x X X x X X 50 3 80 107 53 100 x x x x x r x X x x 120 73 . 30 25 x x x (at 17) 35 2 x x x x x x x x x x x 8 245 35 43 x x x x x x x 0 19 0 0 x X x X x x X x X x X 2 4 5 35 5 10 X X X X X X X X .... 5 1 4 60 6 6 x x x x x 0 0 24 x X x a4 «60 4 x X X x x u 0 5 24 5 6 x x x •X x 20 0 5 8 22 5 6 x x x x 0 8 125 8 8 x x x x x 7 0 18 1 1 X x x x x 24 4 11 8 13 15 23 x ( » X x x x x x 75 120 x x x x X i45 i61 i50 i56 iO i4G x X x X x x x x .... x 50 15 25 X x x X X X x x x x 145’ 145 177 177 X X X x X * 6 12 X X' x (3 3) 43 9 x x x x x x x x x 40 32 X X £ 9 5 5 X x X 382 (1 75) 1 114 227 175 175 X X X Jc x lx x X x g These statistics, which are for the year 1880, are the latest received from this institution. h Also 15 unknown. i For two years ending November, 1882. j Ten of these indentured. k Also political economy. I Moral philosophy. 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXI. — Statistics of reform Note. — x indicates Hame. Humber committed during the year. Number discharged during the year. Sex. Present inn Race. lates. Nativity. Both parents dead. Male. Female. White. Colored. Native. Foreign. 1 11 12 13 14 15 16 17 18 19 New York House of Refuge...... ...... 775 683 694 117 749 62 New York Juvenile Asylum . 681 653 650 164 779 35 790 24 132 Hew York Magdalen Benevolent So¬ 166 149 58 53 5 ciety. b "Western House of Refuge b . 338 338 465 127 558 34 c284 c54 c37 Protectory and Reformatory for Desti¬ 31 47 109 0 109 0 108 1 8 tute Children. Hew York Catholic Protectory*. . . . 871 820 1, 346 667 2, 010 3 Cincinnati House of Refuge . . . 269 257 187 74 Protectory for Boys . . 120 House of "Refuge and Correction* . 39 60 137 27 Girls’ Industrial Home . 69 70 268 230 38 50 State Reform School for Boys . . 131 168 537 513 24 10 House of Refuse and Correction . 70 d45 187 House of Refuge . 368 318 467 148 c276 c92 c/330 c/28 54 Pennsylvania Reform School* . 163 185 252 55 255 52 /i286 hi 28 State Reform School . 148 179 138 0 126 12 125 13 9 Vermont Reform School . 15 38 70 16 85 1 Wisconsin Industrial School for Girls .. 78 72 25 101 122 4 123 3 Wisconsin Industrial School for Boys . . 88 160 299 294 5 288 11 Reform School _ . . . . . . 99 94 143 55 88 c85 cl4 25 * From Report of the Commissioner of Education for 1881. a Also astronomy. b These statistics, which are for the year 1880, are the latest received from this institution. c Of those committed during the year. d Employment was secured for 10 of these and 11 were apprenticed. STATISTICAL TABLES. 725 schools for 1882, Sfc. — Continued, tlie studies taught. /Also 10 unknown. g Also object lessons. h Also 14 unknown. 726 EEPOET OP THE COMMISSIONER OF EDUCATION. Table XXI. — 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 53 Industries. Name. si a 13 n si a 3 I ,3 o c3 s si a 3 a a a o o B si a "’cs a P B Cane seating. Carpentry. | Chair making. | Dress making. Farming. | Fruit canning. I Gardening. ■g o £ s a cS »-) p o m as S | Paper-box making. | Printing. bi) a % © m bi p at a 2 m Shoemaking. Shoe mending. | Tailoring. 53 54 55 56 57 58 59 66 61 X X X a; .... X .... X (V) X X X .... X h x X ex X X X .... X g 0D CO H S : ’rj © 2 © >, ji£-f 'S® 5 g o'1 0'S § J cs PI 00 c3 ©faj =§&§■§§ .sSswr © 09 rt a o?-2 2 u ® £p, g 3 © _ g W) tTfcfl ■§*? H © si ®0 fc u • © m +» Pl.CO >5 t > «a 2 O > © © a p ^ © ■3® H © to © © 4g Jj .2 .© Sic P-rt fl cS O w ^ © «jga a^ «![■, 2 t> •UOIJ'BZIUbSjO JO iBOi OO 00 00 00 00 •uoijBJodiooai jo jboa 00 00 00 OO 00 00 00 00 00 ^ c3 73 _ . . : ce ce =4^ gP£ d c8 g ®-00 g gggllg|2il 02 0202020202a2p-F'fflW H o d a > Oc a w.„ o 5 S R © -2pqo a §^ = 3 a ffld p) S rls p-/2>o •<12 2 2 5 W pi p.'p, ® © -03 >s'5 M |5S^S|||.||2 £,gSS°Se.'o.aeS<< o«2=2'2J© ©J? & ? "© © © © &a^000©£rH 3il2w§l12S|oo ©WhH_cj « ttbtw s a d OO S Cl 5 fl t fl ^.dg® 53 pi d o Ph^h 3 oi ted o cjpQfia fH^®«ooctSo OOOnOOctJHHHceW a a sg^ Sfo d d'©*-^3 « g-d a © © O (3 d dr S.2H^2: d p * a . O 02 ^ r-iCqcO'i'»d®l>»o>OT statistical tables. 731 CO o co • ^r-(T-iCC(MrH CO CO lO CQ CO 03 lO O g g g0 go go g^o g g o o o W 00 a o ■ O Ci 82 “ " a arq _ •? . o o ,ooS P3P tfft&S c3 a a ■' a ■io-g ft a ca ~ a a rq a - W^l3 . © • ^WaSOM Io|^ggM3 S|lg^^ 111 ills0 ^^Sw-2®-2® id h.h h a) (. ® m SSSSBilSegS a ca a S OlrP " to >-.a W q^ • w . u a C CO «a &CtC -t3 0 q aM £d _.* ' ■p.a g.s.® !a«5&^rf!3i|swg _ m 9 S £ 00 lo3SH^£l53«o >.§ ^ Pr® |s.g IS« 05 ® 9 IHMO CO 00 00 00 00 00 oooocccooooooct-oo t- l> CO ^ CO *-l Ol < t» O CO CO CO ^*1 ic I CO 00 GO 00 00 00 00 C >OMOONNOW > T*1 t> CD r- r*< «o t>* ) CO 00 CO ao 00 L- CO fldflfl - 0 S 9 9 © © gOQOoPP © - ' r£ q q q q a a a 0_P I S ®3-l^«rd •gS S 5 a Sf wsrf« a .- ■ a cs • :-0d^gdd ( CO l© t- C~ CO IM 02 C© os cqioa .9^. "e8 a" ^ 9 ■pqca 119^ :5T^.«a'9 • H co co m m — w ■9 9 g Sdo 9 S°H Ssp .Ste-8© p a Po «®as 3§p © a M 5Z_M H ®p3^ c3 assi •2 q a «s ^ o KO-gS ,— i o ® 2 ga ^oqti a sgls! ^ ^ "g H h>9 « 'a « " .Jh .in .rH •”“< ^ •* p „ i SS3 41 2 ® s’E; ®SH.a‘a ^wp’ar ®'a^j3' — . ‘JJ w ^ C P K_ p_3 §44! 13^”^ S| ® - O "S ,h eLn ^3^53 -a -c«p ® e^Jt&a S2ftaa9S'S' *a o a(~'A,r.®a.wa £ a £ et f3 H . . S-S , , ® O w - ®s4 •fslll >> 05 a.;, ri . fw m. a a no -2 n 1^5^ T • ft^ o» a&^ a ®2 9 1 qS'S-a 2-90 So .a a q o §•£ ft- S ft®^.®^^ ®3.® O o &“p 3 2 0 a .2 o o •|r94'2 -®Ph 2 >--9‘>g§acsoC3§'g 5 o pi-£2 a.£f®.2^2 . ® ^ e 3 §3^32-9 Table XXII.— Part 1.— Statistics of homes and asylums for orphan or dependent children for 1882— Continued. 732 REPORT OF THE COMMISSIONER OF EDUCATION. •aoiq/epnnoj eoms ea^umur jo jgquma pjjox a s-3 § © p eo co o cq oo co io co eo eo oo eo •0[BCU9X •9I«K d c.© c . sg^’S'S* g ^ w ® ©.a go .a s “ 53 "2 © >3 f t-o J9 1^! P3 Ph * g M M ho P3Hr!*l > ^ g © : a • o ;4 :a « of ri'g 6 | w ^ O ©-H . ©hH tTr-H B Ct ~ « ■g eSPSollIl s i-l H 3 u 2 ©ft • Sm dj pq g ® g^ ©t-o ►o m oj m as 3 FOB •aop.ezra'BSao jo xesi < ^ * OOO; . t— CO ^ CO • o co oo co c~ HOO)OJHWt-^»0 oocooooocococoooco •uoijtuocLiooni jo a«9i CO t'OO^HOt'TjtlO I© (O CO LO l> t' CO C-l O 00 00 00 00 00 00 00 00 00 00 a ra'©*-1'©'© p a ®~p p HH-pHH -S'H a2 a ® M S £ fill* fM-l? g-g gso Ss || ©3 * O O © « 6 2 :p :o : •M ;Pk ; : g~ :.S : . g '^Cd ® >1>5>5 • fcv3 - - © ' ■§ «T © ®"W © ® "X © © > p,© 32 ho'Hoooa^CfS®* h1 3 02^66 p © w> ?S 3 _ © ■ © a a ©=3 © a o a i iTWs a 5® ©We a_® ^ ® a © p _2 0 P SrS ©*< 3 fn o<-a2^l • J rrt ^-^3ra © o ;aOOx;3 © : ,a 0 pjj yjr3 Sqm]?, Pm ^§11^3 r-a © © a-©0 a §6o © a © - O © aO « ?a „Oir2 h-5 a © £< ®0 £. © «J4 pjs fl og ©.S’-S P csnb > a .9 o €? ) ^ .W ^ i°g.«o . Ph 1 sll! - |t*“ a Paa ^ a. ET ©e* So © £§ (3? ri 03 Safi, a^js M.2®^ aS5S SO CS^ '®«hg - a © P P ©^ ^ t j >. cS S “ ^ r tPrZBV. o -HO p ^ b*9 b Ml O C3 ®l=H CO o> o « t'* t> r^» t> o- 1"- co c E.C STATISTICAL TABLES. 733 22 61, 200 34 O O O • CO O ^ CD O O ID • O CO CO CO TJ1 a> CO • IDiHID CO d ID* rH* tH CD CD* CO' rO O 6 1 10 MIOHIOOH O Cl MOH-rH « O • d • • • • • 1 ID Cl • CO ! : .2 ■spot . J 1 a ) a •sect.. •sect.. ■sect.. ■sect.. sect., rew .. > J -sect.. leran . -sect.. •sect.. -sect.. •sect. . i 2 i : P : -sect.. -sect.. List . . - §• . « Ph o o .coo © © a o o o o S •!!« pSft&^pq Pp © © p « o Jl © i a 1 aft a ^ & p a li in pH I® -g :1 a! ft ft 1 ll3: 1 gS-glgJ «4| ftft >,<^3 .®b ©ft ftSO.^y ©0 £ >> »hWw g P^ft ! rt <1 td P 0 lSa”l 3 GO CO ^ ^ L L.-H tfi W ffl 1 9firi9 : §.2 :ft S ® © g “ft® leg p£cg § Sfttd’a ass* ’3.33.3 <1cc3cc ? WB 03 i-H -j o g ft S"b§ 1 -.pH ^ © -M g C3.5 © ® ^ 5 ©’© ft .©Hoft ® c3 Eh ft © HESS a . © a fto |o ® a >i«j ft 03 a a © o 43 ® a ^ a'-w ftO 32 •43 ^ 2 a 00 00 cocooooococo cooo CO 1 ID *0 CO ID t> O d > O 1—1 NlOOrUa 10 .... » ^ l> CO CD O CO T* o ID l> CO CD CD CD Tfil • coco 00 CO CO CO CO CO 00 00 CO CO 00 00 CO CO < OOOO rH ID CO ' ) CO CO 00 GO 00 CO CO 00 CO I CO CD 10 • ^ CD t"» >O0 CO CO * « ili^a 0S030 fcl fr.2 £. © Cw ©rO © fc £ fc •i P :® Iftft-gftg ftft^ f s-agaslas .*S*is«s ss„- ;-B :j> •03 • ® Pi © a ."® 'S) 3 II® W -g W ft .-££. rft 3 ^ p-l 3 £r S . _ r i . >n 4) . . . © .©a-' _©©g©©«©H©M®£© . © ©'S ft 3"£ ^ ® ^ o oft o oft og o3 0^0 o > - go ||! a s3 .§ g|?a § a£ 23 a g a a g § 3 £ a^tJftft a ft ft k§ ft *5 j§ 3ft a-s3'P’P °® ® © a © 0*3 *3 a1^ a^ ©'ea’aH a fcftftftftpq pqpq pq pq pq ft Wfflo^ © O 11 PgrgS !S33!z; rtj ' oi'fto; ® 'ft ^Ijljsl *2 q p" a” o u a -S3333g3 a o o o o a o ftftftftft ft a a^ 2 r® a 2 B ® © Sft wa . S ^0 3 lla ja ,a-gi ■sa-s-s^ll^ O ^ O O cS c3 O a © ft ftftftftft|zi!z;J 53 •ss ©«H C3 ssl H t>. ft ■ as ^ 0®ft^« llss-g, IW^fo® -jf-d°0 2o 2§a®2W g| ■ aft £w <1 o a a a a »a>2 Jr co °<1 CJO g «p: o © fH aft a © © o OH M 12 1 •si :.Sffl !|| ro "® a ••. ftft aft aft «3 a pi ^a.® ® © o bP :ft ft is o :4i S J'g a , a © •>■*■ © f- o *3 o O'H a.aa® s iift'3 ° ceaiWM g©3§3^& ft a ^ floo IbHa-l&S 3 «a3ft° ® g a gft^ ® a aft © © §1.g^ag.2« 1 3ljftft 3 § H c a oxift+^ft ftMWOO O o © a „ Soft © a o o ft-^^ a os © l n a tc ® p.® a ft Pi ft <1 ppft ft ^ .Sfl- =3 ?§s © ft S ^ % ^^>2 wg rB .Fsa !!«tl ^ ftftOo *00^1 | >s® ©fty © 3 £w § ?sg*1 a a o © fid ©p o O .2 -2 ® .2 a 1 aa O o 00 © O o o @-§* WM a a p ° . a „ „ _ . PtzjWftMO^i!^ 1 10 CO t» 00 OHCQMBnOfflt- (MCBCHCMINIMIMIM Table XXII. — Part 1. — Statistics of homes and asylums for orphan or dependent children for 1882 — Continued. 734 REPORT OF THE COMMISSIONER OF EDUCATION. •uopupunoj some sajemni jo aaquinu fujo j; > O O • o o © © © © c-oo 50 £-2 o © p o g-S . p -i-t p © 03 ©4i 03 a S'S g c? a !zj © w co io © so •ojeraa.jj © © IM © fO © ■eim •aoTjeaimoaop snoiSi[8'jj P o OOOOai O 0) O © ao en x tn m rj o g g g g ©oo g poo ©boo poo oH,-o o o . o o o © g . . . . o >• . .^q . . g . t> . . . PhPhHW Ph Ph 1 !3 m • P © ’p3 ,;0 P^ H.P g 0 3J 4 fis'S t(ORp opp P P 0 fe M . O O CD © .<)M £ toOD ^ 0p4 §£td © 03 03 00 P - •g.s.s.g-a Sec gfe 2 "© Mtc tp S Ph fcX fe ® - rj P © fl ,rtf M Oft |5 © bug c3 2^£o£§ ■fl ©©, .1* .£S 9 « ©ar-H7; Wt-D £ P 03 83 4§ -2 03 "o 2SJ3.2.SS © 2®S S.2 .| §po © •H S «iO naga g a?5 © P3 o-e o h3 P © Is z> So •aop'BzmuS.io jo ^ lOBfflo^n^Hoafflaw .eot-i-cw© ©eo©'c#(t-©|Diot>t^i-»p© . ift -o' t- 1- co . oo oo oo cc oo co Zb cc c - - ooaooodboo .aoacaoooao S3 00 oo •uoijeiocLiooai jo jboa .sjas ti sas*sil :o ■ri ■ © _ • © 3 :o ill : ® © § • (M» • (M ' 5.1 3-0 SS t>fl| CM ^ P © ^5'S'S® 0 g 3 g S a « p OQMMM &L. p pc 3 C3 « © © :Td| ^iJSi cP - ~ m" - ©"T 0 bT^ p<» ®-2o 0®0-2 2 eo •'■* B >»' P *2 -P rt P R © P « P 2 ce^’S'S 0 S d © © ©d^ S © 2-3 Z££*7il£rxiiiS*S’a 88 P3 © 05 £?P 2 -2 0©! in 05-2 ro'i -S'-S^ 0£ COKH CSO !l|-S s ©o © >» & . ii 03 rP ©' © 23 &H S ©5b P © 0 P .©Pa'S.© & a JaSw p^2w 2 p p 2 9 ©-S •s& CO P o ^pa 05 O © cj p.2 2 S ©P ® >5 § g U Ci ©pa ©-P Ph 0'S P g go M P O w J 0 o J 5 I a < rP P ,§s“ M O o P®P 2 §P ^Pba5CO05WSa5 P^OH 0 & tSOfH^ SWo^a o'-1 S « § © g>g g £ © HMc3dIn®cJ'-aP® rP-ii-ta+j P* ®3 © «+3 OCCa502pPa5POM p © >4 0 o 2 © Ji^P © p miiilil! ^ P c p o S p 2PJ ©£ © P 0^^ 0 sill ssli O PhP p _ o cs es 0.2 I i Oft'* P.SH Hwoo w’ I id Moi STATISTICAL TABLES cS S § h« S J CM (M r-< CO O O ' O 10 uo CO (M H< H< 00 CO CO CM H 8 § _ o o ^ n ia ia 6 3 A tjCO.O.OO © o © © CO 05 a © a po ROO 30 5 PlO 0 3 o o o . o . o.oo . o 6 fc § ° 6 M H OO P4 &S ’§2 co^ ill :-5'p ■o o a ;wis ^ . 2 < © 3 fc«§.q^A^©- pp^ gp3 3^.3 .2 • P © © C ©.© CO 05 t> CO gj a*® w 2 ®r p 3* o o • bt>A ai%K6 ® © M t> H -rH -rH /D L OMpSfl H “ ®w S fcfiP ® « «£ ©3 g _ • •— rP CP +=I a © 'P 2 pT1 t- P C2 2 §lao£|jg WP Mg3 m j5 CL ^ *H H « CD © *g © a ®.s 3 t> ^ COM o a CO CO •H1 CO O O *^i - Q> w • a co . Hi occooooooooocooo cs h< • . 00 00 00 - ^ s © © . © © Sh ■h aia.|gfi.§an|^»|S’| 2 flj § H ® 1 g^l-c-P-P © 3 -t3 t*©u(>b. «s o*o a <3 « ©,2 co cc f^^oofp^oo CZ2 ’S > p-A % a' '£© o 0 a ^-o ^^pP-S' a Ji? | PC1I lifil! P o 5 o o roo *5 5 g-g-ao^.25^3 P.S.g 2 2,2 2^ g ^ g 2^ g £ © ©^ 60Ph> ◄ ^^^^pqwpseq pq pq pq pq qq SN.= -S a 2 2 p"a p-p"? « c^5® ©i?p2-i?p-2 0 ©r‘4 3^:,^ Ef a >> 2 * &°© a p *2 p "g oH CO pH a o - „ W : Jcg ^a © P if. © a '© P rv, a HrP L o. O © 3 o fl ~rt © M 2 h-3i P-.O .2 *S o a? <1 g 2^ P >5 •si •a © a ® O C+H CO o >%© - ® g a Aa o •I o q |i=! o I >-. ^.2 C"o5 1 fl A ® ^«OPM£|^S 1>II^ il^WpJ .2 -g P a P J ft C.2 q,q P'S u El © o cvP ETO 90 ^ P*~> .. 3 « S^I'&O © > a ® p^^ - ►- ^§0Og 3 j)')®'? ® O ^ i ti h r. w r,, 33 Co ■g^^rP^S'g'SSS.g p % pSS ©*2^ a^o>^ pq © 2-g^ 0cca30l2iQQf> QP t^OP-icc •ss^l •g 2 a .2 n aP ©gOL © jj ®r?®0 . O tn M'S0 u o ® «h g,2c2qq§© O^1i0'>.Q P P'-2 W p"q 2 © P^g - ©®s^a 5-r P q q «rp ®qjP Ct *rH -rH C£ C3 f-J M © 0^ cPo ^ Pn . . fe> . 2 ? 0 OyjccOcoajqo © l2 "® 3 05H p © p &tsfo m§H® ©-P 1 o 2 S1 iq-SS 'a,.21^’1^1 O woo 735 * -t- s* From Report of the Oommisaioner of Education for 1881. e The Newark Orphan Asylum Association has several auxiliary societies. From Report of the Commissioner of Education for 1880. dThis home was erected hy the Brooklyn. Industrial School Association and repre- ', Tip to close of year 1880. sents school No. 3 of that association. It is intended as a home for such very poor Up to close of year 1879. children as require a home as well as a school. Table XXII.— Part 1. — Statistics of homes and asylums for orphan or dependent children for 1882 — Continued. 736 REPORT OF THE COMMISSIONER OF EDUCATION. •noTjuptraoj 9ouis | 89 nnii jo aeqrana p?jo,x I ‘WHHO ■©©(._.. ■ ;®ooe>© ® nto • co ic 'Nwt>o co co TS •9^019^ co inwoiaqo'Hioioiooi not^’Bnraiougp enoigijoy; o o oB'ioo gowoo g g gg • . O . • O . . . O O O pj OO Jo M ftft £ I A 'A yA :s|.9 3 cS oo |as a g +> O u. to » Oh S o o s^. ss O £' ss; 3 O ®i 2+3 >J C5 > o ca w o ftW a § 2 S 2-a|'§ s.>»a g a o — 5 P o pn^ c5 ^ cjQ o 3 2,2 Jj g-2j3 © aj" ’g ’o 5-s 3£s^s£ss”!^ E J -1 WS £ 3 W S^-242?5-gg3-2£ci3S> £> Q 2 2 ®.2.2£.2 §.2.2±J .£ © £ £ a H £ flWcOCflStfiCOaJCfiSl-^SW So fi m S •aoi^'Bzm'BS.io jo Ji39_£ CO 00 00 00 CO OO 00 00 CO CO CO c I® C£ ‘CO CO ) 00 co oc 00 00 00 •noi^jodioonx jo JB9& CO l> 00 IO r* o co ooo coco* ioc^»ocDi>^co^i>io— .co^r oooococooooooo^cooo^coooc 1 00 i «££i**g h h ^ - h -_i2 « ioj rr* O « ri ,2 ,2 ,2 ,2 ,2 ,3 5. § r=Trg 43 u co ® F cs a o H H * *’ _ -H ^ ©3 .... -CD _+J - _. .n i - +-* i* -r . r l j s*- g^i ®^i d 6 o o'g aSgiae8"§2© f^««w£ooWWWW>3S J^SS***^*** ©©sSccacwffieo©^© WW W fc W W HH ® w w © • a : o • W • a a 3 3 ^a r ® 3 CH^ © 3 ® 3 «◄ p|&S -+-» Ph* m ^ a >,a 3r2«5^5 a^.a 3 a c 2^,9 2 3 3 ?3 ® a-^ : 3 f. M o 0/ CO §«Si j,Wvl1pO- 2§^'gbjrt.5-3 3^«'«®§ a+j J C 3 ~ <3WOHOccOtcOa}0Qt«WR o'® 5Hi'2r2 |ii! ^ Wu •s -s w w H |I 1 |oW .2 •tgr-j'® W.2 ^ 53 a ® o ^S§1 gj°!» ggft® g lo §5 o WWW I CQ (M wca oi ca e* Bowery). Mary Elizabeth Callanan ...I R. C . I . I 14 I 612,873 STATISTICAL TABLES. ■ o n O l in oo co iH o 5 W 3 a p P O O 'A ft O ft P PO p O 0.0 ft ftftft © .2 a £ p p-g w © & .7 UST1 © ft © ft © ft ft O o o m 3 o -g S o m 3 © m 0& © QQ 35 © 2 s o OQ #ro > © ft CQ 3 3 P3f^l“3 Sm 13 fl ft . © a c3 §02 ji «4 ft sp > ao &A 00 00 00 00 00 00 CO 00 CO oo co go oo O iO CO kn 1^ o 00 CO 00 | CC CC ft « ft p^’S- O ®^H -fl H CO H ^ r« c/2 cc 2 ci © § ft £ ftlft^ft ft a ft" * ft S h) oSpJEp fn 2^ ©ft © ft © ft ft ft ft *ft Mi* © < ft l?S~3swsS Cl I .2 00 co Sm p 3*S M Pft'PftftftftiJ ’o.l° ^Oft£ft - ft «fc «fc - OO <© ^ © •‘'S 5-5 r .•a s-asft S4s 2^ ©ft as. iss* 2*7^1* m i ;fe.0£S£;>is®E:£&:ftfc<#i£3o£S£afet2^'S-grt l©M®©©P©CSO©©0©© ftftftftftftftftftftft Oft ft ft t^ft ft .2 if © ft ft ft to t. p o o ftft w I ft ftft H" pT pT -2 -2.2 © © © ft Pftft 0^00 O p o o ft ftft .2 © >» ft X -P> 3 £ © © .<* 2 . a M ft 3t§ 'lag ft ft (i W OQ o ■ 5| o ® a a 42 p £ *& o ^ s pd*^rS 55 So © 2 © agft o° 2 •§£! 6ft ®i :*3 ; £ ® ift^ !l^ •ft © 0-s a poo „ .-ggw ft ft . i 3 1 § ft si'll a ^-p<10.2 © 13 ^■Plll *T © m go H H >o §ft i&ris* 'Sill oft Wi> :a ;w •ft p . c8 * © S is i ■3H H P>a ®9 id t <12 'S < ge* iSs ftO 4 .°’glsgi I® © ©^ « ■71? 0] :ftr,.22 « U o^|f ccft f> 9 9 .2 ® h3 *2 rt c8 P P ftft ftft «H«W o O f-> n © © 9 2 © §'i a a § a O O OO 2 ® ftft ^9 |p ft tH a | © I ; fcft O o -P>*s © © ftft Csl CJ Number of offi¬ cers, teachers, and assistants. ’OJBCtXO^J 3D © «M13 C© J-H ^ ©& © © T*I JO © OS W©Mi o 5 W g ao 13*43 ■ a SS 2 ©ft « © 3 ftg" a" tT a a> p p §§3^ 30 00*3 Sj'Cfl J33^ 2.®.®® 8±J3£-S towou o w333 4 si o R H £ « u •s £ «4aM' ^ s ft! jS ®ft s ® 15 *2 sfi s* 2w£§i£|! d*4 ft P3 h> f4 3 3 3 •UOIJBZIUBJjIO JO JBOi ©33 >iO'S< incisf-ec in in 0000 00 00 >0000 OOOOOOOO 00 - co cc o< : § aocoaoao ■ ag : :2 ' • ft : :© i igj, 333 U U’tS • d 333 _ • tu w ^ .©(sT® . !8jJS8ggg£ ■S'g’g.'g § g g g £ 10 P® 3,0 ftftoQ ojodccH £33^3 tct^g 3 222gg HHPP h§ & ^-ft |s c8r-, oO M n ft o o o 22^p 000 w • o ©'.S.j-.--. aft-grft-nftft* a®tz®'tjft§Seas x k. cs ©.3.3.3 3(£ POPRWOQO rj I bO SB sS A ^ o*4 •rfft 13 o b. a* o 3 | J .§■4 ©■ 3 4j ® &1 £0 w ® ft © 3 S'*! o^W "'S ® g -ft H .Moa ft tfi s al%% JagSs ^ 3*40 O 3 ’rt c3 t*-.*3 C4 9 a o H *53 © 0„®+sPs fl a Q. © © O 2 4 §-2.a 3 : 3 ■ 2» I *4 : a :r A ft u . © o gft 3 © gcc 3 S S?^ » 3^ 5 5^ 3 ft a o s ft 00 p p a-rt "I norO • o • a . © ■ u %ra |§ 4fl i’-s ft © 0's id i'g . o :o :*S ' a • |2 • ife* ; ^•4 :. a 5 ; g a fft -2 = i&.’ £•“. 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'* r^’S*1* fl l&gMWi t-» • Hi £ S3 O Ssassa 43 0 gs *•3 2 r.St? g Pi^ g| |1 CD _r cS Ph Q 2 b KC5®! £^aH|g.§i'8 Pp ^ ^ S .2 § A ^ ‘ SWs 1^ 11 Wg2^« 3^.2 -SS .P S.2 1^ © £ ,© bt'Ph © ||ls® |l| tl?s^ ■ S“ji*a utiSSW* h,2 © . ~ . - m © £~! -& t><(co 2 ®-e «s Sf^riSSiS £ Pm «r:l2<| « ss Ap e-a pscg Wed AH 1844 1839 1853 1868 1862 1851 1853 1880 1875 1875 . b- a co h* t*< « O ^CQt^l> « -JO 00 00 00 00 • hhhhh 1 ■ 1881 1867 | 1876 1 1875 1877 1878 1869 1860 1867 1880 I 1870 ! 1868 1872 1886 1872 1832 1853 1867 1866 1868 1866 1871 1866 1859 £8 co co rH rH | 1845 1843 1853 1808 1863 1854 1854 1874 i * CM 00 I 1 »t*CD 1 8 • S co 00 • » • iHH « • * co CO CD • C© » 00 00 vO ^ ■ H H H l>C5©t>XO©HH ch- co cc co r- co ir- co oooOcoooococoococo HHHHriHHHH 1879 1834 C© co kD O 00 00 1866 1868 1866 1871 1882 1860 &! rH t— l !-2 •'2 :o 1 1 :g •rt g O 3 ; O 5 O 5 s 2 2 2 2 2 *2 OSr'"% - "“■ - © -S a -a so lo'©o©o© © © T3 T3 T3 ry r© 2~ 2 IggsaagSS PrS ^a^!§.22c-J2 ® J§ I'&oOpA0^- rSr5for®(2 2-2 Srg O c3 O o°.°-ci©§ i® - nT ta !r! ^ OOOOOOOOO^O oQftppp 9 o bo _© o aSaaiS s I a ; ^ » oo rr\ 2 : aw o a 2ri a "l|S§ ; 3?o a <«-. «u »h u „® a a d a ci ,g il t*j »'b H a «S JH Pc® 9 o 52 J*® ajf'P.'o/Sj? e<3 « »lH- ^ -S p,s ►'"'O ® _, a s m §2 ^2 2i § a o § co ® •I ® w 1-2 wf JO a a -fe5 o a a 2 a « sg-as i“5fia _® ®2pj» _ c o ® § ® a ® a a • a 9 j o ra ® ! © 05 © 2 ' " ,rt BiS s ill © ®© 9<1a aji* >*' ad 9 a c* a>2 W t>i- © S >>§§1© p a©r^ a oopfejs © tcS g o a a geg© S-g 9 ®2 1§|-||.S rt^PWco a ;P©^ o ! ra wibi-Ss1 -»ggS3 S2“ A a"© 2^2 © ®£d flpfl S rj - £-i ^ ® fes © a ® pa iM f- jd o u -h x ^ p-* _p IlSjlijlls! 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O ; ; ; © 0 ; j B3 0 : ; © © ^ c 1 a c \ai © : b3 ge-L 2° « fl £ ® ® - © b.S g 8 a 3 WWW 3 'Oo ■— 1 m r! |ll fi-SillJjS 223 °5 ft^’S &o g'ljS'g ® g o'g.i g o |o a : 3a ! m • <1 : b ; <3 , rft • ft : o j a '■ gO_ 3|| « © bfcg ~ S3q « - s33” -?a 0a o o a>3 ■gfi 2§ -BW >-. fl 3p3 © o A3 W hwco ^oot-cooon:! co * OOO OOOOOOi-Hi-HrH rH f COCCCO COCOCOCOCOCOCOCi^CO CO c m coi>oo 00 01 H HHH H CJ 03(M CO cococo coco coco STATISTICAL TABLES. 741 o in oo I* Cl CM CO rH * cc o in eo co in h co o co c<300i P P -*p r-j - oo o o . 03 © • . © a © © ■ vj ® ® © -C © • © ' ■ © S © © ,© ' ft *03 03 ft 03 ■ ® 03 • ■ 03 Sj 33 02 So.® ga a ^ ao 5 aoo3<2aai=] Pi W fH ft ft jZiftft&ftf^ft 111 I oh Swgo|gow|||owo ^ Ph Ah ftftfctfofctfftfcfcfcPSPiPi : ft ! IS *fjsU irJ ° a S 8 U 4S S ' B- • ©• Jg; W(>t 5 fcft 3 g“ l.'g «8< ■Oja. <1c>: pa ^ ® © pa '55 ’os .SPSa Si ft w - ^ a -gs © c3 5,3 rt s-c 5ftc2 3 ft a oi4 ftWM . t * ® M S& 2 * Sftf fliw-a' «550b:|Sg& w ® co . 0 j,h ri w !§mm AP^mSPiS >.r3 U CO $% © P3 00 00 00 00 CO CO (M 00 00 00 oooooo'-'ooocooooc : ©-fg ; o » 64 • © ® In ; oo ©^ «3 © (g <3 te 3 .ft^ftPij^A ft 3 o pw .2 .3 ©.S3J.S.2A.2 g^p4 ciftft rt 2 m S o P 3 23-^ * jj _ r© . © ftH H "ft ® : cs 2 : o 5 H-W «s-g ldl 3 . ft+p,g ftfeftftnift'®.-. -ri _ftft ft ftB ft ” t£© ” © © «s © 0 a©a £}• "" ^-Sp© fe.S gggwft qIhhI^cScs £ >• <3 3 3>- i’SS’g’Sg ft ftft pi ftftft cC' q-S j j|« * *« Pij2r§ rtPi ^ § • g .go ft-M 05'(©f®'0Q'O^ ®Pi r«-* ©^ ©l^ft 2 aS93-® tibCftft 2 © o o u g'4 Sm-o^3 §b s 2 J p£ 5 p*.s .2^2 1 a b ao 1 8 i’g.al oU t S s &q s-f-§ a^'G's-S'S'S'g HfS^MMBft ft MO ,-ftj-o-s s s a p „ 2.®^ ao~ •2 yOa ft m •: Sfi a ® a I aw «s ^ © o o wtn sa pa © or- ft, m •&§| <1 § © «.2 a rS O © Ph O &J iH CT}^ Q co OQ « S 3 a © a r2 a o ® 1| If §5 1 H "-,-S w «.« sgl^iSlal I © a bC © a a^a s a S 20 go MftM O ia ^ c ^ r „ .o ® O M W § g haWVrt ©a-SlaS-Sag q o, be ai rH - t*j . ®rg. Mpd 25 ^ » ® :=S 1 ® iJ 4i M«2M jgg ©ra'C^pa J^WOftMO 2 O a i -si O P -rH g 2 £,§ a22 O '>3<1 >3 go ft mW O ft o-H fti *30 ^a ^ gwr '-S a^-^g n-^ft s?®ft S’® a ®"§ s , &4?pa3 ®o° jOoi'a'g.®^ H O S i M 00 ® ago.2 ■a o - ■ B Sq’^ ®c ftft^.SQ Si _ ® Si^ - -jSaia a o > ' X 9-^ ^ O £> ftn' T' a©^l2»®.ao3.o3a©«iS 2? O 2 M 2 ~ -Ppa^^p^pgl!©©-^^^^ BO?itflBPftb?iftWa!fflM iLOOhC0 550< mOt^OOOOrHCCI __ c -^^TjiT*«ininminioininknmjio oocococococococococococooooo * From Eepoi t of the Commissioner of Education for 1881. b Instructors, professors, and assistants, t From Rejxjrt of the Commissioner of Education for 1880. * Up to close of year 1879. a Up to close of year 1880. Table XXII. — Part 1. — Statistics of homes and asylums for orphan or dependent children for 1832 — Continued. 742 REPORT OF THE COMMISSIONER OF EDUCATION. •rrorj'cptmoj oouts ^Btuui jo aoqrnuu fejo,! © C* O CO to CO B> CO (NO^OCOO t-I r-i tO WHH H CO ^ o r-i CO 60 883 120 3, 000 1, 600 30 Number of offi¬ cers, teachers, and assistants. •oiutuo^ OR ClMiTfiOOSO O IftOMi rH 4^ ■ ! t _Q i loo t <. - o 'S; . | O © ■ t • © iZi .2* ^ ag fl « r t b g a a1-* lc J.3'SWS§ fl^al ^BljW +s ® t> >• M 2 • « , © ® I ; w|I ©Hu gtS .2.2,5 m m 3 pqj £ <05 100’ • i> r 00 CO oc c • 05 CO CO CO (M ^ -M Ol r*- r- oo cc CO CO HOO COO • C5 CO to 00 lO »o cp »o ^ CO lO . L- CO IOC1H 00 00 CjO W OG 00 • 00 CO ooocoo ISjS O ^ r r i> „ ^ m «-7 ci . - .•* ffi o ffl > 'H ® ?r r =HHH gdg e © 0-2 c oo 'd u © ® - . a ® © F ----- - -o o fee be s = .a o' © a .2 .9 p £ Cv CO SooOi • p P C •" to : : i °°b|i fifiQSp, d dd So S2SH £ MWitiiM ®t2 .9.2 .2 n£H. “ ® “ a la N*£agfl H m _j <0 M . © 93 "o” I- |S A 02 S a<1 2 jj a ®'eLaOR a 0 i^a .^| IP S&S ~ ® & ©330 0^3 H§t» © 9 a 151 SCOQ^ i| ;w j| : p • ns • P ;h 1 nS H a o © ll II Co © O a > ® P o ©a C V> rd 002 lib O OO ©5 _ _ _ _ . . . b- I>- f- cocooocoeococorocooofooococo cocooo co coco *rrom Beport of the Commissioner of Education for 1881. fErom Report of the Commissioner of Education for 1880. Table XXII. — Part 1. — Statistics of homes and asylums for orphan or dependent children for 1882 — Continued. STATISTICAL TABLES. 743 a o L, O .Ord * § B .■§ r& O CO 111 P-t o o p ft ft o.o M a ©ft ft © © ft © ft^ r- S i © ©"'© S'* 2 q D ® ^.2 1| "S P ft T •2 O^j •sis 111 1 g'P ! csW < ©-g > © 'ft =3 ft cc'g EH <1 A © © § . § m 9 ® o® a P-3 1 ft w PS ti g g .9 S g g m . S S3 bca «h -«;g 9 ft OJD ?_i ..ft j-j a ? P bt rt ft 'oTO Ci O fcfl £ O •9 -2 -3 p- © - gft S -»H O L. c« CO OH 5 © ;-S PS 5 ~a P rt B i o ^ o P O O t> ! ® § ; capp p « P O Z o w ft B'do t! ££ •C o.3 P aS°& 6 8 m bJ3 ho q m ft From Report of the Commissioner of Education for 1881. a The central station of this mission, which is at San Francisco, includes a mission school and an asylum From Report of the Commissioner of Education for 1880. for Chinese women and girls ; there are branqh stations at San J oaS. Oakland, Sacramento, and Chico. Tabus XXII. — Part 1. — Statistics of homes and asylums for orphan or dependent children for 1882 — Continued. 744 REPORT OF THE COMMISSIONER OF EDUCATION. * a r! re A Pi +* $s *S be a.g .2 a 43 u d d "S °d gap ^ cjc a g-g* r® ft® •2 a ' a !§5I h O Si a © © © rs a a 11- g|j ©ss cS'©'© ® - © m a 1“ is w ft >-ur3 a g a ® Sg - a £ ’a l'8 g 5© p. *31 O © d CO © © II 1 1 o o a o OH H O a ^ 1.2 a£ ® ao © a U *rH fi a ** 1.2 .s k, I* g-p ft a ft a a 5 . ® is © a a 2.2 o'O a - - ® O IIS t*ss ftp a ftrt‘3 03 £§• © a fi ti.2 ft «-h ft «2 cr1 © ■fi a p += fiHaa O O o © of>oo tp a ao . a a 0 a 0 0 0 K *3 1 r" Q} +-> *S&.2- S-oWg 2*9^1 a © a ^-gJz?S 'O § a 2'm © a | 0 g - 4^ > C 0 1 .2 go©® i3 © o n ©.a 2 ® o-*'" k> O « a © la -s-s S a © >> >> t>» on n w ’uoijmT^eni oq?. aAT:o| tn> paiinbaj oat? noapxiqo qaiipu. oSy ^43 li o © fcfc •poWimpB oq ^bui uoapitqo qoiqAv !}e oSy ih .s +3 CS 43 « ZD CDZDZD ^2 20 *i J- cod p s © S3 c ^ ft 6 § o a £,a Ph ft ■So II H WW ',©<1 a o kj*® ! 2 * a* ® a^ ~ “ a „ oao’S & a - £ £=.© 2 Slsf © © ®o .a°fi 0 gg££ -© ® -O c3 isS^w 03 a * © © (3 a j3 "ka CO <1 a a •a a &k> O ® ©◄ ■a a as *7 ®o «2^S5 © a © 2 « a gn 5 S grrt . a W co ^ J 00 0 o CQ '-3 u o iP P P s ©•bigs- ^5.5 ft O <1 M 3 S ’3d ° _ . o rt bJD i.s d to © V> a e a ca A >• © ft ftM p. © eS c3 S M)0 © ®-rt -Sr'S ,3. p © JlsSSeS^-g . 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I til I Sills MOpqocS go Sfi 9 «3 l| «P=< 6 & • © c&M § : ! ® *1 ’ I » a S' a om pqr O p » © • .2 If <1 1 ! "p • fi 52 : a > : &1 ;-°0 & pq w p d fi ft w 7c P : h « 7s O fi ■ . 0 a a * « a 2 s-g 3 p a 9 eccfi- 9 fi © 'cS ft O j o ^ ■p1 ; s o : t>o o © o W ft § MbC© •—' .2 R ‘-3 S « ® © 0'P'©+3 O p p ® « rt os 2 555 § © a ©^ * £ *-a j 9 © © O GO tn pi © © r«'2 Si I bC S3 II W«2 §a o ,r© : p . © : s hi B-?” •s-p a a ©.© 823 'O fl b°s ago 3-p p o ©pa t> o >»o WO tdxj d .s ^pp©3 5 p.2 ® a § ’& • sj 1 1*3 o 2 o'© a ft.l'© q P © 8 © !>>>> <1 WO WW 9P p s •uoT^n'j^snt oqq. 9A1391 » a ® -5 S £ S ^•Sa © p '43 © 2 © 5,® o .0 o *« 2 o • o W> ®ft .2 s^.ag .a © a; © © "C t3 © ©rO o'© © © © 0 © 0 © ,0 4H PM Pi PM PM 25 cp •p"' § © bj 2 .g 1 „ Io§1 ,P q ch .© PMct> O bD Cd •“ O'© o © b£p Es * r© O l ^ ii pm p< © O ft n ft a . o ©-© © a * §-2°. ©H^ g o-S.o •S'© r © © o *'.© n bo la p nd ® -5 P dO * * : a : 1 . Cm CM ft© © ? s-»® a : ■ § C : © 0 s 05 • ■ ■ 05 • ; rg • ^ ft 2 g "B O © © o * M © 9 -r © ‘■§11 2 p 0 ° w © .2 2 111! nr 3 3 | ^ H o I'd ©15 p.-a§a| ■i^f >3 .0 a -" © © a J 1°^ 1 Is ’•§ p p ■§ ■l||S-6 oPM Pm • • • • » • • • • • H— • ■ ■ • • • a • « • • a • t a : 2 : : 1 : o ! ! ! p w % .® H ’ ' ' r— ( • • © >>® fab® § 2 ‘©ft Soft |S« 6^1 ® ®«M w w . r O ■S® bd o .. p I S3 Ms III C3 Cfc 8 bb'P © § « i g G & -J2 ft © -© 25 p ® a I |S i H .2 .2-S ■IS -4^ H 05 & IS?s£| A "ft {25 II : E* • >3 II ftCG P © II P P P 5© 5 g §£ ft o ■fi ft ft p 2 ft j>> .2 >3 O pq o o*j3 >>'43 PC-Htf 5a ©a 5p^p © O >20 P40M0 — © •- o jg p j> p w-5g aT^goo a >2.^ a ® o bKP o bcvp g> pq pq pq _, CO ^ rH KS © be pq to ^ co • •*'io « • a «m I S 5h5hIh CQ CO 3 5 © I I sssis g*s s»| u a ® p 0 © © «i o ft «M © © O a >3 o.© Mo i ft & o ©.2 S§ Pco xn ft CD*, p p t>di 5.-25 © «5 o S & CD <1 S a 'p a p ft ® & © o Pm 749 'p . ^•3 'P'd © o « o 5 bo PM 5 ® Ph © 5 Is M M P 5 2 p ® ^PfP d ”OW p^^r1 lUf L i; 5 w°og|w O g © ©ft ®PM ^ H 5 2 5 g ® a g 1^1 m cc H oaoKWi-qp rH CJ C^l oo _r i % Table XXII. — Part i. — Statistics of homes (ind asylums for orphan or dependent children for 1882 — Continued. 750 REPORT OF THE COMMISSIONER OF EDUCATION. > e5 X fp si 53 © x.g © ^ S3 o P cm 2 © O ft > © 4s PO .2 p I I § “ f 1» ■§'gS§*g2 lUsaf p-£Xr^ ® 32 P_.,2 ® © © fe £‘S § > P-S H O (h » 1 CM p O O © «. 2 'S’E ® SrS 2 .9 0* ’a « *g I J .3 © ® '43 o .'P.2 1-2 J -2 o © 43 £ X p.2 5 | o'® ® SSjfJjSg'g "S ® .5 P< o ' 0 9 .50'S 0 M .2 ® 0 g £ 2-g © 8 © © S'S’S § ©-P s- p ©r^ a © a x ®£ 8 Ufa It!*!* § © ^P-o P< 42 .2 X ro «■* Pn0 <1 <] o o £ is © © i a 'O'P 11 © c p p © © 00 £ * 43 fcj ® Sl-S ill ^ S3 _ O 3 «rg ©'S £ bi o P P a ®so5 0 w S bC 1-9 •* rrj « . p P P0<3 £ -9 to 0 *. . - p t?j 8 x s p ^ © 1 *1 t?* 1-9 S’* w 2 t.X o-9 11 S £ p © W o 02 is •9 £ £ a © © Pi© ® ^ p p M © O g* ^ | a s | .a .0 si i X © P ota ft X X bf* *aS S fee bfi.g g 68 fSgflBfl 1 ||!l l*s iS ■5 a 3 8| h © X © .S p £ S 3 o<© P-9 © 0+3.© n^> >■ v H P-.2 Pi 43 <3 P * 1 s 1 1 § © ©43 43 <« p . p ^ a sa g * S3 S 2 ©+2 cs-^ Px p © p X'*-' o ° o O O 0 W 52 O >.* 1® 1! RS P P .2 i -.2.2 43 ® ^ 3 x ® B x x I a ail O OO •uoTBnpjem eq; 9Acax 04 po-imbai qjb U9ip[iqo qoiqAi q.e qS y ka © bO FQ ©X! O PD m k-M © PD m 00 «n 00 co 1-1 *r •pa^Tuerp'G oq Xem uejpiiqo qoiqM. 413 e§y CQ CO lA co k tc o l| >& T1 X ^P o k 9p o a „ _ ^la ^ © P +4^ © oifr u co n X Pi ao 2 p .2 © x © S-9 gg 1 2 04« ©§H Cm > a, O ^ bJ0 (D'O ff 5 g| tg oO O S £34 M c © c -S3 C © p X ® © X tk £ C8 X & © © P-^ © H 0 2 05 i & 0 ►»-§ 3 a •*3 X © -49 1 CO coO cc co 10 CO t» 00 Oi 0 kO 0 r-t ft iS H IO ft roq pi STATISTICAL TABLES. 751 3 i ® Pi © © © -P M M cj _ «3 $ © cm flagcq d d ■£©. o © © bis S t- g d£ d -g-giS © • ° Jjlft Sno d • © d •S © o g /a tc Cm ISa g "43 d d'-dcg J.S rC ej 8 If, of .."fa sd -d ®+3 d fl .© © ® .2 > ©S *gs|5 rd ^ __j H f-4 gcS^go g3 §2 ® sled ° w_d ^*d © o © d © 'o eS o o’ < W 3 TBZ S' TC * ©*q &S ^ d-fad) ft.3 ^ <1 P I © grd « ftd °§ CL ^ oB d O -4W §g rO S >r3 u d © © 03 d Pi cm p "- ■P p O P ^ © d p • © M 2 fa o © © difad- 5 d © o ft © s © o d d © o ’t*>d •d ©~ p 2 ft M : 2 : © M d • d T* 1 © © m ; m ■d ill . « 3 d a X ‘•bn* 0 :.ss % . ^ S h d ^ 1 M © fld © M d rO tii 0 r-T.S ^ d . m •g a>.s © g © « § I if si ,W Slfcp.g P_ O fa fe s I fllSI £ ©So §g| © oj>3 ftfH © g ccft d ic'd oo 1 g § g SW M OJ rj ©rrj s B a g ©god ppp Es g *1 -A 3 ^ CD £ § gf © S ai p ' ® § © © ©3 £p -Prrt 8 d i-*5 £ ■S| 1“ S ' § .: •| gjT.&g -g.fa^blo-s © g d 'Sn © vV © a§gi3“s3l3 © d ft>fa © O-M o P P P ft O Ml I! 'O fee ® g.2 § ®! 'it . f§ ills §".Oh O kPQ of ^ d g o ^ r© d o CD © SB I 3 ® § § P g o © s « ,2 •« CM -rt P^ d o 3 §,§.’S22 £§ d 2 d ftd 0 *«J O O 0^3 ftO -d i+3 d a ® cs „ © d © a a .2 0.2 teP f d £ d^/2 O . . A> ft •e PrM B W M Cd O 13 ftd © o«l P 5ol .2.2 § i p p.2 § ftft-p 2 du HM 2 ® 2,S,p Ufa o rJQ5 P d p -2 VP m tfs 2 M O ^ Oft® OQ s ■0 ® : © B 5 q_, 1 3^ 0 |J° pa >} 2 & & g-d o| o o Ilo To P^s n d ® © II a 4a «s tfitnO d O d ® d >>1 3 S ® o © “ pO’o fs& cc® g S ©23 w Spfaw © Ps„ 'S'2cl3g «®cj2ctfls3 > flrd fard StO O §| &p o.W 000 $>03 -I ►d 03 OQ CD I P H . fa |>cO Ti o*vH gp O § © a k!v $ *Fro»m Report of the Commissioner of Education for 1881. &This homo •was erected by the Brooklyn Industrial School Association and t From Koport of the Commissioner of Education for 1880. represents school No. 3 of that association. It is intended as a homo for such a The Newark Orphan Asylum Association has several auxiliary societies. very poor children as require a home as well as a school. Table XXII. — 'Part 1. — Statistics of homes and asylums for orphan or dependent children for 1882 — Continued. 752 REPORT OF THE COMMISSIONER OF EDUCATION. % & © to i'S ® § . o © bo © « ^ 0,5 4) o sf»! i |®g Isll-gs 'S|bca?£g © ©.9 «.S«g . Il'ggi©! Eu £§ © S 2 s o.a Ah Ah AhW 1 j§ .’Sg-S B'S ©V O Ah A-i be . |S a. 2 o -g ^3 * <£> •£ © *— « OD rl 'ia • © +2 Si 'tJ .A a £ g 0 gl|l c3 O hAh © © fe‘® 0 -a b © ™ rt ft gf “ slifg tog © « 2,§ 2 © " >..© 2 © a tip p< © g o s A §3°*, O® 53 § £.g a E-J 3 « ZrO £2 02 el be PI #g ■s }*>§ ©P © £ © 5 a s .gig O bC-9 I fc.E © te m P ® © w § © ted O n© ^ rd "d .9 'Of ;0 a d » tj S .« w -O -be© © b£o bCO ©n-i 2 m© g.2 5 m3 b£ -.0 bI/£ .2 1 : © m- . £s : 2 '2©® : g fe-r®^ ® ■/io ® bio <'% S3 : a he’s ; IS 2 gr'd ^ £ © Ef fc O H At O 02O ■ © 9 o ‘ At w O :a o .9 3 a ft O O w w •as . 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B-S ill r'gS o © 9^ • •d-a a a S 9 fe.2 ©O© ©©»-.© © ©w^- o f> fio > > w o •aoijn^sai eq; aA.i39{ o| paatnbai ojb n9apiiqo qoiqAi aSy St W •paiu^nP'® ofl &"zm uajppqd qotq^i ^x; 9§y ^ j in o C4 lA CX CO A A* * 2 As.9 O bfi n I a ^ I & S? o <, w o w 9 III a I .« '© © o m2 5 9 ® a gws H O ft* o| IS1 a45 oqO s a"2 1$ few §£ s o &® o a «l2 Va 3| >S CB 3 3 a 02 a is §6 S a Id 03 f«?3 Is Is <1 o STATISTICAL TABLES. 753 ns >s « wJa-3 .2 « Om O © “ £ gsg® lllg 4 p in . a S g o © 3ft 5,2 pi vr, t>4.3 m * 3 .g cs 2 tJ «*S HI 3 o o a: X o a9t( “5 OS'" © 02 os <-> © a^ns o ° g Jop r- M^a •SpJ nS © & 03 •gft o P P Pi 43 P«M O 3 A* 6 cC p 2 0^0 d o q t- 2 ^ ^S = § 2 ® ’>5? §2° “=2 p ■§ o 2 53 ®fP ns M£ • © © nS p'P 9 p 52 Ut 02 p a 03 .2 p 9 PoS P-i^rO £°$ pJg <1 o T5^g l|f isf <1 H tg fH .2 gfl HI ga'S o s gBl PQ CO 03 03 03 ci 4 4 iA © * ^ jbg © © o © co a 5< U 03 bL oS © Opl s>g<8 •gpH g A3 _ p &m-2 ,o P< Cm p. CO CO p © © 431 cS u p =20 §| r/^ CZ nS ■as o P tfl 1=5 C*-i ^ ° © *7? «H -T"1 *’"< PH fq © o ww 2 o H nS * P >3 c3 o p 5 .2 03 • Fj i .2 2 o 3£« S P.M 1^1 W 5 ^ g a ° 5 5 a .6 3p-2 ©•s « S ,© © • P _ w ^5 ® o © |g|o| a -m a h © p p p .© a © Cm © O CO ®g a oo2* °P M^1 tH§|^ b. grP © 15 ft^i ^ o M4< g 3!f ©o.2 a g-s ?wg CC 4P ^ S 3 « c7© o O P * P P p © o . o p P P © P Pla ©.9 © ^ nP; CC *d CO d o d ^ d P I.P fjq .2 fcc ^ fco '©.2"p o p.9 2PS*®gp iSgpgS POO 03'® a P |.2 aft p‘2 •S a p42 a 3 P 53 s *> S3 © a % I . a 2 tD “ s5 o o “•« P P .2 £ o-g ft.2 a fp^rP ^ Q si Mi u « Cn a s •9p^S cm m P 9 - « P 03.43 © g g P a § .2 © p •43 g o >j % p*| 52§p m 3 0.5 § ©■'C o o t> g*$ .2 P P M °.2 .g 43 -M h#S &£P 2 ®o 9-pp »-M Q o « « K2 o wj P K9 O M) M CO 4 4 P © 6 cm O £3 5 © .P 4M .3 a p o 2l? |W«3 O ©"ft g§l5 Pcoco 02 (> © P m3 fP co co H ft o JM w » P< ©P ® Ch FpO<) O ^®9 ® <25fP 2 t>.-3 P- ft •2®0 g oQ O cgSi* s fp^i i HOW P 3 F^JC© HP a’l o o p.p< © © WW s a sa HP 48 E Cl >g< €3 p C 2 ^ P ^ ^ L3 d ^ P P”< ka P £3 £3 0* S3 C3 PV^ § § § p4 o <1 uuo<5 1 * i o © o © w « P 'p np 9 9 .8 2 &§£ 3 5 5 •uoiuUT?sut oq^ eABOj 04 pojinbai eau U9,ip[tqo qoiipM. q.'B 9§y I I S 000 fc fc ^ •powrarp'e 9q -£bui UQjppqo qoxqAi. 413 9§y 2 be £■* P - ../d 9 oH>J M Iw 9 j?g W ■*3,P o5^ o S P p 2 L ® o ^2 &.® § ^ 530 ®"‘ ®oi« s ®+= E^S © p ^ 05P ^ g © : rri » d “ 3 co j7 p^ S d o e* o .2-3 © 5 M o^M5 •g “'S ® cs & ^-cg^ I Sflil 4a- 05 05 02 OO ® © © © ® o d d Prp ;2 rs ©t> -ki w -w •+£ m m m CO CO CO CO CO o g g Mg f3! **1,243 .S © § c.S a a *3.2 §r0-0^ «. BO ®«H 5 J 3 o © o 2 o 2 O 3 fee ® p ■v> . o 'd ® nd O-P <0 © a o-r o r£3tMfd PM < pH © o S Q o q © <1 ^irtcb 0& dj © rrj S fl ©’r §| _5>§ * © O ® fl bti ® §<2.5 § W w Pi -.9 s rt » is »S5 d |+3 §^§ o o o ® d uSo Pi. <2 +-m tgSo G-Sa-a B +s "0 53 Pi.S © © p d m >> >!fj <1 pq pqno d d a o OO w § d « r© 0 K© pqp- Oijj 5 s QQ P C § 53 S'g © d PBH H H w l=> EH CO IO CO <: ° o © *© H *d! •a fsl a a I, ® d a 0 ®4B S2 O w §>4d I d J o 0GB S»i !|| SpqO |<1 rj WJ j® a d ,2 rd <3 45 a o.S BO .PM ^ ftd Ph ® ® 45 cb Seb § o cb § i h : la p >> ,o ® d 0 ® p. 3 ® ,G.a q. 3 a j _d : i-pp <1pq ° | D to Vi § © © a > d 3 d Pi © CD 43 +3 p« +4 02 03 03 00 Cb O rH (MCO^ ICO l> 00 05 Q Tt< iO lO tOLOlO tn»o lO lO ICO P p © B © fl W ° . o S 'gas 1 o § <1/ © w ® bct£— «.a.S2-s O Oh B -*r -£ ® o 3 O ftp Woo <4 bE s I * «&S O B co ® 2 12 ■?-,§ £ M® bt© ©P a p ^ a bJ 'd^ Jp2W u 0 p p eS B ® O — • o w W be bJO be B s B Hi pH W £ £ fl2 g O W a M ■ ; S g be te be | p b p ® a a s §11 •a S’S'g o b «s «s £ .2 tig o o | .S§ 1 | iff 8 3 O'® dOO P WWW O 0 V r3 111 &§ a |5|s ££ 8 §<£ © 2fl ® a 5; »g CH 5 ftft§ o <1o •fi A o ftfl ft© o >» OP ft^ >> © 2-S5 2®2 f*t»5 a opW P •uorwt^stti oqi eA'eai cq. paimbai exe uoapxiqo qoiqjw. eSy OO CO CO 00 •pa^irapB eq £vm ueippqo qoiqM. j'B eSy e!i 4 SCI CO : 7 7* p *-!+? , § MJT PP a a WW • p •rB t>o ®W a® 2 S W s og © p B^ \< Si ■St ©O fl >3 • >3° §■§ ®PO W p © §b 5 © B Sc 2 £ P c3 :6Wpbe fl.® fl B £^i & ®§i §2W wgl fl “2 22p Slo -B.2 t» 27!g S,On O^v III r®2*3 PWco «3 a-g 2.0 © ® _ a^ 2 o a u W -® ftp g£p §■§1 B3 c^P teS a P b

ft o a s °tSw b ^ ^§12.8 OCC^ CO O O r-( cc> > ft ® - v" © cS 2 b ’5 ** SP - o •£ « S.g.9 bn® 0.3 ot43 9 fH P o o o'® Q • • o © U •3 © r2 .2 J : wJs xn co S fl 1 d «3 d Ph • ►-< rrj 32 -4» rj PI Pi 3.2® Is •fi ft a.2.23 & -g -g © •oil's i cS & o '-3 3 .ft °ts£ 50 O^ 1 d4 s 3 o rS,®‘C cS S 3 o © J WOO O O W O Xfl ft'g 8*& ■*=> ft C3 On d © o^ O ,5 © g d 3 d •C§|.25 .2 3 g ft' « +3 1? 8lslS 1 fcjfc&fr ft -23 § §*-2 rt1 §g|®§ ® 3 f> M2f> W ■ ••■ O •“ CO cots CO CO CO CO No limit . . Boys, 14 girls, n limit. Boys, 12 girls, 18. 2 1 1 1 •&. s§ ft.® ft*3 ◄ cm a^ a ® „ >> ® o fcw ci - g • ft.® -3 : fed s * © ® 2 So ® gP fiSN peg es W'd' d gO s o H So ®*.cb sa°isa •§ S^'-sli® £.2 ®'C ® 2 ®:d 333 ® JO rt oOl O HOW W -23 Ko to xji ; i*; 5j ~r3 ?£ •§J S ft ‘CnO CVS Mm | § W t? CD t>* £ Sq ^ Pi © cS b£) £r © !® 3 bC 1>| Is a = Bg 1 ®5g® «_. d 3 rft|g;a £T«0 d O W HH From Report of the Commissioner of Education for 1881. t From Report of the Commissioner of Education for 1880. Table XXII. — Part 1. — Statistics of homes and asylums for orphan or dependent children for 1882 — Continued. 758 BEPQBT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. U2 . U G> II O 68 U2 j §3 ©2 Ifj a ° a«2© o §o ® ® ^ *^2 'd > © 22 s ..4 © ft H >2 M $ ° a" ftj . nS.S 'o 1 Is I 2 , -g” F*S © ©3 to * .© d ^ H fl © +=■ _ © - 00 2 g © g3 is a § ,§ 1*1 .g « d 8» § ■d dnSsS^'S ©•a 2 33 S2 «4h^ ?! ps .g ft ft PH dg pi a rs ©ft 5 % 4 l | 1 1 .jj 3 S »-t3 ©.22 © © u >2 a? a II II S-* ' rS ” £&° §® , -a bed ^Og.flg « 2~-8 ^ -d -2- r a a a © a a d © a o © !og{ H a r d © b a o © o o ® Pn fl Pih o a b- © 43^ ^ a a ia ©3 © £© g © a a □ n §g^ s *! & -o £> S55 ^ Saga S <2 «.S £ 2 W-3 © ® d&ftjpft ‘ld”o2 na © •-aas a t> be n a IU.a-2'S fq m % * l % S a ® g 4= 3 a © cd • ^ © 9 a « © o >23 a Pi4-1 ® ||1 a §--3 -O .O Q tr] o a) 5 5 a a ©•£ O 03>h WHf^ »d © a a eg a 2 a" fcfi .’ : a S.S . I bo "-M* ;.g =«ll il laj il ©32 . a i«5g J-d 'M S|p§ 3 © ■5 rd aa O ® a m © "?> • ® m <4 d a ^ d : 2 : 2 : jo • a jcg 1 1 <3 *© O a a 0 « • • 1 • * • « • f 1 a o O nS a d © © ® ro © a ‘ .2 a w5 © bf) :5 & b% ft®® ©!a s C 02 ©ft ! s^8 | ftO *’ © gi -g.H £ a 8 d a a & H ? © pi © a o * a a aft a a « ; 3 c a rd bC o (4 2 o © ft a ^H© a a ao rd O t! (H °llol J|sj | 2 a b's J >3 a a ij J ,©> a ’si © © ©i^ R.d ft CG ? Aft *1 II HO S d 02W a « © a 0 2 g| 3 © a OOO ©1-1 ©I tM © CO eo co eo co co co co co eo © co *> bc-2 fc£2“c8-£ .5 *44.9 ^44 fe a £ £ ts§ § a a S 5 sd 9 © ^ 5^3 PP P P © «•— fi 05 beg g-S ls~ als 1 2 te « 8 I ~ © o o O P fc£4* © - O £ © £ .9 U ‘r-± a co .H§.s P © g ^ O i bit S ^ >.a |ji»H ! P o © S~a - ©rrt si beg U) So UP a a O O' MO P<>> W t> u +0 © a a * £ go a a'O §£ a U W ll a® OM •uoryncqyBin 9q^ ©A^ai cq pQjiiibai 9.i« uajpitqo qoiqAi ye 93 y a >1.2 B» o hca3 o P fc 00 •p9}!quip« 9q Aetu U9jpqqo qoyqAv ye 9§y 00 eo d>s -t^ 0 0 1 >» O 3 og ^?i 43 © ■ a 5 1 1 0 a a M «2 | ■© © § 2 w §3 .P o -P-2 I ® AH a m -r-lre tfj • © O to W P SS 1 ® g a il E § PO go © P'P a£g o.5+» MO fat© .9^3 c © p © © p co „>> ■a§ E'g § Or) P p too rt .9 * fc 3 a a * § i U A §> . \ to' CT .9 , 3 b £ o 33**180 rS p a _ d ® S « btfS.2 a | j§ fe©P®-£c3°© Iflll^l o S os tCo-S^rO PM P <1 s * to 5 |-s ta*£ ~ © o nSl-a 33 ® ® a s £*a © a s® .a 2 s £ <5 fcsss* to O a s 9 «S * o .to •S to .9 -g.9^ « O) b. O 9 133 C OQ 0Q c3 P O p © O CO w © *% OD O-p & + 83 f o « p P o fcb £ 9 ©■£ 2 £ 0 05 w-r' g © © p| •0 is o^l t£ +3 0 Sfl« J2«WrP ^ © © aa >» 1 U P 9 of 03 ® p ^ ^ i-p-m c: 1 0 0 p 1 « .2 ©.2 dpi Q h H 1 >-.K0 O Pho, PMt> p p gvS'S to (> '*ts 'o 9 O P A © grT „ ® s 3-3 O OQ -’co cS cS "Jg pi a 5s ro p<£ o O © a O _, “•-£-2 ©P3 0-g K5 a 33 „ £ © £ © a 05 £ S -+3 9*a»9 In © te a ©_, d ©'©s > H 2's3 © © o r*H P C3 CT* © 1 © oft(4§^on fH Offl H 33 p as* o o MM K9 o to 8 £ >» o o flrQ 05 ©a p K9 © So PQ 43 -P45N 3 31s ^ rtrH© O ©OP M MMP a ®" • a >»s § O P*H »£! © P m 'P © ■ggg’g o’rt p thc^ A co A A 00 N 3 3 *"pw Hi 3 S'! Ml0 ®dfi r© © © © ©^3 < 1 g £ -d w :i : 2 :■& • © ■ © : ^ :u • p • . o • 'M :• 0- 3 aa • 33 ^ J8 ^ fl M 3 <1 loM 4J -£ to to S Ss P P H to S a 5 _© H :" 2 _^r!©cs!>.. . to^OM co.to . ^ eo ^3 P-. O ci ■a 0 w -H3 P © ,3 c3 ©*. P © © +3 © © O XI Q_. O ..95 , CO CO CO CO OHWM t>- 1- CO CO CO CO CO CO 00 05 CO CO 761 From Report of the Commissioner of Education for 1881. tErom Report of the Commissioner of Education for 1880. Table XXII. — Part 1. — Statistics of homes and asylums for orphan or dependent children for 1882 — Continued. 762 REPORT OF THE COMMISSIONER OF EDUCATION. jooqoe ^eiq oq^ ui 99U3J0UJ M « ■ i . O • © o co © . © • © • © ■ i i •eamiqoA jo jaqranj^ 9 W ! o j 03 0 c300 1, 400 120 0 50 rH 00 Ol ! © © © . © o • © 03 1,000 0 1 Instruction ; number taught — *OI8UJ^[ M rH • rH © •* © © © CO © • ^ 03 °eSe§HS •guiA4.n.xa © W i ° i 50 24 w! • « I © © I • • • CO 03 • © © ® SPSS'S 3 i rH •o^aunRuy © 9 © © © 03 HCONH © © © © © © ^ ^ © CO 03 03 CO © § rH rH 'Suqujji. <5* OOOH H COH H 00 M’S © 03 © © © © © t* 03 C3 CO © © © rH ^©^^<03 T* CO S-C3 S^StH iH rH tH •guipaag; *• O © 00 CO H CO CO H r> © © © 00 co^i©co © L- © © CO 'SoiS^S^ rH Orphanage. •sStrfipanoji © 9 * O r-f CO 00 $ e 03 1 i r i © 03 © • rH © V • ^ © •suuqdjo jtbb; « t> CO CO rH © o CD 03 © » © © t> • CO 03 03 • 03 03 CO l> • 00 © © © 03 • rH rH GO © t> •sanqilio H 9 11 39 11 10 03 CO 03 © © Tfl CO rH t> rH © 03 CO © • © rH 03 rH • © rH rH © Parent¬ age. •uSpjOji W 9 03 CD CO 03 • 05 CO © © • • © © « • CO 03 . • j ^ • © • 03 © frr © © « © CO 03 03 CO 03 • 03 . 03 © • 00 © © « CO CO © iH • © • ao © 00 • rH • 03 iH © CO rH Race. •peaoxoo h « • O © rH I • © © • • CO © © © Ttl © • ao o © « iH CO ^ 03 O rH 05 CO CO © © © © ! ao © 00 • CO CO CO • © t- © 03 03 03 © © 03 rH CO © CO rH CO © r-i CO Sex. •QIBraaj | © H • 05 CO CO | CO 03 rH O CO 05 rH 00 ao © CO Ol © CO 1-1 03 © CO © © © !>■ 03 © © CO © CO ^ rH 03 CO © 03 © O •oxBjq | n s © rH 03 *H O CO rH © "03 © • CO © • • CO tH • 1 CO 03 © CO * CO CO H H Hi • rH rH t> © STATISTICAL TABLES. 763 „ g.oS i §f~s IIISs Table XXII.— Part 1.— Statistics of homes and asylums for orphan or dependent children for 1882 — Continued. 764 REPORT OF THE COMMISSIONER OF EDUCATION. Library. m na.£ jooqos jsiq aqj ui ©SBajoux M W o IO CO » © LO • • CO rH • • • • © • i • © • © LO xh © CO CM CM •8aran;oA jo jaqninvj « o LO CM 00Q o to LO O o • lo © ! • l>- lO i • © rH . © no ! if © LO . O CO Tt» l 5 ! 4 * • © I © • 1, 200 75 156 Present inmates. Instruction; number taught — •otsnj^; H © rH 00 © • ri © l • lO CO • © CM • CO • • © rH . © •Suiavbjq © w O o LO j j © j © LO i CM • © • 1 © \ ^ © . •oijaurqjuy a o CO LO rH 00 © CO • CO © CO • CO rH t^CM © LO CO tH LO 3 igs H< © © 00 © CM •Smju^x ** o CO lO oo CO CM CO • • © LO • ' CO rH l>- CM -^4 © LO 00 l— LO ^ © © CM © CM © CM CM T* © © 00 © CM •Suipua^x o lO LO 00 CO CM CO • • © ; • CO CM ^ t> CM ^ © LO 00 LO Tj! © LO LO © CO rH CM CM -H C 00 c 0 ! 20 1 Orphanage. •sSui;puuoj © j o o • rH jo • © • • i : : • © •sueqd.io j;njj e* o rt< CM CO CO CM o lOOOlOHO HtMOhh ^ rH I C£ CM 00 • ) '• © I © CM © l> CM N5< LO CM •euuqdjo h « © MOH^ H CO ^ t* 00 O 05 CO rH CM rH rH O H* Cl CO © CO CO tH LO rH © © © CM © © CM CM rH Parent¬ age. •uSiaroq; w « O ! H< • 00 0 05 • O • ^ IO • CM © • © 3 e* « O 05 CO • o CO • CO 00 CO O CO CM 00 00 CO CM © © • C CO CM • ) * CM © CM Race. •paiojoQ H « o ■ o « < i DO© • ©lie 5 * :! © > "oo CO •QUUM © O © rH CO • ^ CO 1 CO CM tH CO © CO CO © 00 CO CM LO tn i C 150 © ! oo CO . CO CO 00 Sex. •apunaq; © H j O CO H CO 'T^COCOO CM CM CM OO • ^ 00 CM CM fO • © CO CM LO © LO t'* LO rH © 00 LO CM rH CO • © CM I CO CM •aiBK GO H OOHOHONNCOOH • 05 O Cl H H tH CO LO • CM • H LO © • © © CM • CO rH rH • ^ © © 00 © rH •aanjipuadxg; 1? $3, 975 O O to 6, 000 1, 203 8,464 «21, 087 4, 800 5, 500 9, 588 © © © CO • CM I C . G5 • C • D- • LC • C5 • . CM • 609 8, 000 4, 500 oo GO CO © lH 00 © © © •amoaux 16 O O CM ■€£• o o LO 6, 000 1,719 9, 418 «26, 635 5, 051 6, 000 8, 099 © © © KO ■ b- • c • © • C • CO • Tj i LO ■ • CM • 1, 123 10, 000 4, 500 4, 359 © © Oi © o © o' •pun; yuanum-iad jo junomy H & o o o HCOOOO t> t- © © © CO LO o © o © © © rH i © © • © © • © © • © © • © CO • © © © © © © © © o CO LO CO CM LO O CM CM CM CM rH rH LO C5 OH • ©CM • t> CM • CO © CM CM 6 § H ,0 q P<£ ;®^12£2 I6®^«)OOHN»tHl0 01> OOCOHCdWI* lOfflt-C O O O O O t-I i-! rH r-t ^ 1-i r-( r-l - - - * From Report of the Commissioner of Education for 1881. cln 1879. g Children attend public school. t From Report of the Commissioner of Education for 1880. d Institution practically suspended since 1874 ; buildings h Includes report of the Springfield Home for Friendless a For two years. in process of reconstruction. ‘Women. b There are, besides, 14 widows in the home. e Value of real estate belonging to the asylum is $53,000. i 26 not accounted for. /In 1878. Table XXII. — Part 1. — Statistics of homes and asylums for orphan oy dependent children for 1882 — Continued. 766 REPORT OP THE COMMISSIONER OF EDUCATION. Library. M'S a£ xooqos !jsex aqq. m osmionj M » m 3 :® : • ® O • • ® • CM . • to • ■ • CM ® • *N • rH • • CO • • • « • ■ • • i i •sanxnxoA jo asquint M O o 00 o ! o o o • CO lO M • l>- CM Hi • • • to ® O ® ® • to ® CO IO • to H1 CM 00 ® ! ® to o *H • CO l> CO CO . CO CO 10,000 Present inmates. Instruction ; number taught — •oisnj\[ 31 : CM rH rH CM o • o • CO W • ® ® OCO • l> tH : ; is? •SuiAiuJo; © « CO • o • 00 • o • • ^-o • O O O I . . w. ; •Suixij^ QO S* CO rH CM CM rH rH O tfj CO (M r> co co o"co co to to co to HIHh^HHCOH CO cm ® I> to ® ® t- rH ® ® tO to # 00 • •Snip eag; s a cm ?3 rH rH O iO 10 CM to Hi CM CM w H H CO H 00 CM 00 CM Hi ® c5 r"1 d ^ to ! 00 • Orphanage. •sSuqpuno^ § ; O « O • • o • rH ® • CM • • • OO " i •Buuqdao jxbji 3 i O CO CO HI 220 13 CO tO rH Q0 • ® ® rH ® • CO rH ® CO Hi l> t- ® CO CO ® ® to 8 : 00 • •e.u'BqdjQ H S O CO CO CO o o> CO rH IflHlOO • GO tO CO ® ® — « CM rH t> rH 00 CO rH (M j Parent¬ age. •uStejog; 3 i O rH C3 CO • • Hi * • CO ® rH • ; CM to • 4 196 91 O ' •aAix^jq 1 8 i CO O • *9IRAV © S § CO tH CO (N WO H H H . M ffl ® O M 00 O O0 Cl eo os ■«* cm eo *h eo ■ eo cm oco O Hi t> 00 CM ® Q CO H t- CM CM CM CM rH ! oo • Sex. •9X13UI9JI © H O CO lO rH CO IO CC1 O rH rH 03 l> IO ® ® CO CM CO CM CO ® iH l> 00 O 00 00 CO • HHHH CM Hi CM r^® XH I> Ol H1 rH • 7*»H CM •_ •aiujq SB o ei* ®®OOCOCO®t^ 0 03 03 OtOOCOHiOOON O 03 CO OHOt-OWOlO t> CO rH t>* CM* CO* rH* CM'oo^tcTrH' oTcOt>T rH ^ t>iO®tOCOH<®® Hi®®l>CMrH®® CMCMt>l>®®®® QO rH CM ® CD ®“ hT CM CM •*- •enxooni © H $6, 000 000 ‘01 2,079 • CO O CO CO rH I® to 00 Hi • CM ® O Hi CM • O IOOH • CO®®®® • CM lO CM CM • CM Hi rH Cl CO • CM CO ® l> : : ^ « ®tOCMHi®0®® XCOHCOOOCDOO CMI>lOOOCOt>®® ® rH CO ® to" t> ®r H? CM CM -»• •punj ^u9treauad jo ^xmoniY 1$ m j $20,000 o o o CO • ® ® • • ® ® • • to ® • • rC> rH l &1.000 0 1, 000 49, 940 2, 000 22, 661 0 90, 000 1, 375 23, 000 0 6, 000 !|o a a OO _ a a o © r^a 's ,3 ^ % l2H 43 fit ° p QiO * - c3'S_.0 So® @ s S-2 S'gsa ? ® - § 8 • a ! ° :wj , a ■Th ! 3 •M • «H t o I © : a :W :©fi :js.s 9 IJ&13 & iif II® OhJ. fer^rr; 9 „ w © £ pi f3 .2 §5S®sJtt a a fj a s 55 - ^ >»!3 0 £»■ fgsfwsll'lglals cS ^ ® ?T5 ® H 9 O aSprH m ?5f 5$&1£*§2 |1 i ®-S 1 §1 §° §W||5| d gl §,13 c i.5-9 §3 §3 g a a sm^-Sh fcS'g-sss § g f-ga ?% &© p,® O J S+j J 5?®^ ciK. .3.5^5 2 t-A-ts cS+i S ^ SOcSHmcgcgoosccO^OOkOP SOPcc<]OccajOcca:P g»g£ <& I Jp£ji^i€5 '0,|OO'5 o *^-5,0 g B c-. <-5. ° - §■%>? OHNM^W©^OOOOH(MW^iftO lOiOiCiO^lOOiCiOOCOOOCOOOO STATISTICAL TABLES. 767 C© ^ S ® ^rO > v +£ Q^s o l2l2 OWOOO ^c£c/2OOC50H(MfOrKtO?Ot>COObOH WM^iOO r-COCOOOCO 00CO0000C0C005O0)0)Q05 05 C50}C5OO O O © O O HHrtriH HHHHririHrlHHHHrlHHrtWW NWNNW t- OOOOHWM S CM Hi CO CM ID CM CM ID CM rH 05 C O CM Hi O IH ID O Hi CM CM •SaipBQ'jx h « rPOO t- O CO -H ID 00 CO 03 CM CM 00 D O 00 H< CO CM iD CM r-i rH tH ID CM rH C5 O O CM Hi O IH CD O CD CO Cl ID »D O a co c i Orphanage. J •sSnixpanoj © « ■ o o ; ; O • o CM 00 O 23 *6 .... •saBqdjo jibh vs HOO 00 CQ t> 00 iD 4 44 7 CO CM CM 00 tH O ID Hi »0 Hi 05 n CM CD 00 CM tH Cl H* Parent¬ age. . •aSrajo^q W « ^ l> 05 t> CO 00 to tH o o • CO uo OOtDOOt-H rH CO CM CD CM 05 h- O CM Hi CD Pace. •p9J0;0Q w, « rH O O OH rH • • tH • • rH O i-l r-l IOOONiHOO • O rH © CO ID )D t>> CM lO CO rt rH CO HI TT* O CO ID Ci to rH ID 00 HI ID 00 CO IH CO ID rH rH O HI CM Hi rH HI Hi C5 O 00 CM CO 05 cc CO CD CO CO rH tH HHCD O ID co Sex. •einrao^ j © H •^oiow^or-coco co 'Cmcdioosoi t- iDlDrjiCDC5C0t> rH • CM rH CO rH ^ 1 CO rH r-1 CM • CO !DCD0050500HlrHrHO CM ID CD Hi C M O O •oibk i- '«D ilD • CO 05 05 rH CO O D lO CD D 00 H CO w • CM • OCOiDtC-^H Ht>Hrf CO(MH - • rH CM tH tf COOHIhWh • o tH IH CO CO CM 05 00 • CD rH * • Cl •axnppaaclxa; •eraooux pan; jnauBUUocI jo jnnoray 30 ONOCOH M ^ (N « H C ^CO rH ID IH CO c* 3 CO o CO iS to Ol CO r- 00 00 lOOOOOrlOM co* of cd~ co~ co cf < CM t- CM lH -- " S ► OOO S p pi £ § © © p -a Opi © rt © « 5 Jr r M -p © o WWP^ccjcccoqHH o * ! ~o H § a s rd © E-. S a g-J II o 2 « © •£3-2 M a — E-l .P ’-jp^i f4 <® flb © e-i 3i p, -a ^ 3 ® P u o’SHfJs CO ®£t>« ®t>U So '.a re ^5 5? o «£ g a^ ea®apir032'a ^-qj ® 3 ®5 go 2& s g«i ®* © I CO'O ® ® - . Wq JO +i^a'3 i vS PaJ tips p Pp 'H h o p.T-w-S LV Q. O O -m ro(HSn^'rt^r§ £.2.3^ 5 g^t>k >> *0*4 V ° jglflfl s g — > ^ go >.© 5 ^5 ® s a ^al. s-si COt>00O3C^(MCO^ O O t- CC O O i Cv400 CM • rH •Ml>^tDOOOC' • O O ©CM • fc— • O tO 00 COCi • 001 00 • • • • CM tO O » • • • H 05 CO^ • • ^ ' 3 • *to • rH O CO O $?© tO © tO 3 CM © © :° i : : is : :° :§ :°S o o o • ■ ■ 'C ' • CM • 1 • • 3 * ' • o » O • • 3 ' *H • j j j 0^0 © CO t^WCC^^OOOtDMOOC- • lO O C5HlD00Dl0St'O00^C03 • rH © o rH O O CM o t> £To O C3COOOO SrH in CM HH*H r-t CM CM tO ^O CM tO O rH rH 3 DC HHO © © to to •C'rH to to rH t> CM 3*0 CM © © CM rH r-NMdOTHooijiOHcoC‘ • *o to O5HtT3OJW05l>tO00ClC0S • Tt« t- rH • 170 O O CM O CM f^O O Q^DOC5t>CMiO CM rH rH CM tO tO rn O O «0 O rH rH 3 CO CM CM OO 20 50 75 30 (d) 66 625 CO CM t— CO © CM © © b - H tO *H CO *0 lO tO OHHOfMCJOOftOOOCO 3jg Hi t— 2C0 _ o 05 cm o t>-.crm o 05 00 o o o 3 c- O CM rt CM rH rH CO lO tO ^O CM rH O rH rH 3 CO CM tO O © © to © £?© to *o to t> co 3^5 oi © 00 © rH CM ■OO • * • CO ^ • n © © < © • ' '• © tH ^QOOOJ UOCDO 'Hb* • © tO tO t> © JCHC3^ • t> © © * Ol H • t> CO CO OO 00 rH CM CM O • 00 O CO o l> t> tH • 05 to CM • *H OOHHCOHO rH rH CM CM tO O i> © © H H CO O CO CO to rH CM to to rH CM © CM ,-l-#CO»n 'OHO • 'HOONONMO tH lO • r-i (N in < 'IMWIMHOHIO CM m O to *1—0 IO H CO H H • 05 O ©omcs • tH © (M • CO t> to © 00 © © © CM rH CM CM ©in rH CO © • CS © •© • ^ rH • • CO © • Cv| lOr1» i • t- rH CM 00 to CM O • • tH • IO • ' CO • • CM o l rH • * . rH • • • * CM C5 05 CM • tO O tO I to O O • CO to o • CM rH rH • rH lOt^HCiOO to CM rH CO t— C5 CO to © rH • 00 CO rH © 00 rH • L- rH vHOt»TflO .rHOOtO » • » O O CM . O • ... CM * O' a • i a OO O I CO OH O is. • • O O l> CO © rH * © rH t- tO rH • rH ©00 rH CO O CO iCiMMHttOC5COt>OON • O O CO H .HOOIDCOCDCCHIOIDCJ 'CO rH *H . rH H H t> -H a CM 005CMOOCMH30 05 O O CM t* 05 to CM rH rH CM ^H rH CO © © © © r-r © '0050 - icT co o7 r- © © © co^oo CM © © © hOHOOMOCO^ IOOOOOOOCOWCO rH©rH©OCO©CO© r-T tH tO~ 00 <^©~ l> CO !> CO* I CO CD O H > to cm co to >t-ootocM tO tO r— 05 O tO i © © © © o o o » o o o o o o o o o St w| : ft • ta S3 : §-3^. :o :£ §f* :§o® t»+3 O a : a : Is# HW ago s® U jsw • r^4 Bo ® s:®w 0 = 9® a ® gj © 5 ® m H | ^ ►P g a so pah p a prfl eft „ SJ5 ®rS 3,3 a °A n .-?§« ©TiKcins a 3 S<^ ©3 §2 -gU wj) ®q 8 s’a’Si pU= o3^a§93hj!S s-l!isii!4iisiiailii!s!ii a o M* © »* " ®'3 a -4. ~m 3 ® ^ a oa> a a og«g3 A & © &o aaHg ®5fl2 ■ H^®® IKJifPi tSIlflll ill a^° o-s §<2o ® 8 cJ ® P^Q X .M CD (D CO ^ w w I- L - l - l' L - L- l' , - L- L- WU WJ viu W UU W UU UJ JU NNNNIMNWNN««MNNMnNINWCTNC(NNNN«NNN©tHt-t-t-t-t>t-l>.l-r— OOgOOOCOOOCOC - ft - i£3c - * From Eeport of the Commissioner of Education for 1881. 6These amounts are the total receipts and expenditures d Children attend public school. t From Eeport of the Commissioner of Education for 1880. of the four institutions under the control ot the board c In 1878. a See Eoman Catholic Orphan Asylum numbered 217 of of managers of the Eoman Catholic Orphan Asylum f Eace of 1 not reported. this table. in the City of New York. g ^ umber ol abandoned children. c All Indians. Table XXII. — Part 1. — Slatistics of homes and asylums for orphan or dependent children for 1882 — Continued. 770 REPORT OF THE COMMISSIONER OF EDUCATION. X00TI08 JStq 9qj Uf 98139.1301 :s •eanmjoA jo aaqumx :§§g :§g ilMlOO .(MO #9T8nH •otjooiqjUY §888 •SoxjuAi •Saipo9£[ NM-^OO 1C CO O •poaoioo ^ CO CO » rH t> M *H t-H rH IMNNWN ) o o o o *9l«H :SSI o io t~ o o ioooow © o < •9.mjipp9dxg; . ifOOO^Q . . O O O CO . i(OOl>WCO 1 * CQG> O ffQ* M* •oxnooux • O u0 o o • O rH © CO ■ lO 00 CO ^ »cf ^ ^ •panj qaanunugd jo janoiny © O O O rH © © © © © © jrf'icT © © © © © © © A rA O 002 oq-3 § SIT'S 50, 8,3 Po 5 cl ’^’^*‘2^ §■£ » ® a:^ 20.2 aa,® *B IS a.2^po oc 6«2 &££ ^of^.S-J® 2'p.*ma3aj § ©-2 £■■-« % a<2 o ® 5 ® .2 © ® §-g£fV~ g-^a HAhoJm M g a ® _ fl02 £» 2^5 I ^ £* ° 0^0(5 a® I ■&sF'£2s1 ir c: £3 c c M ^ £> 02 © - O %A’ o.? |2& Hi S®.2 ^ = 2 *.a g«M 2 o 2 © cU H 3? .£02 s a -a a ^oftj a .a ° 2 ® -2 p.® &W J if 5 SO^t-cloy | «W«2^S^.S*3S ®ph ©^--S ^«2 a tl £ 2 W a « -2 .S cn S rf) «0*5 ^ ^ ^ ^ - .2 O O ^ O 03 n Pu ^ ® lZhh a c a rJ ro S p ^ ^ 5 S'2 al| o|h £ © a S g^lgjftS g.g.2 g (OHMCp^iOtOt^GO OiOHlNM ^iCtOt'OOOOHNCfJ^WO jpOOCCiClQQO 0*0000 OOOOOOi-frHrHi— r-Hr-lrH IMC.N(M(M ^ t-H ~>C0 rH lOOrJIOO ) ^ 1T3 CT3 03 n (?4 < rH OfO 00^010000^^ lOrJi tH^OIOSOOOOI t>l>OOlOCOOC CO O IO C* HONCOOOH^ rH *5 CO 00 rH 383 CO O O I> l> t^OOCOCOrHOl>t>C coofcoco hh co'c* rH HIM rH O t> O rHCflft O o co of o o < o o o o 00 C a ~,2 5 SM ?<£ ® a _© a Is? ?*< oj !?3-3 2 N ■ ® b ^ i3 IF? ’.2^ « W®BdO^®Srt t-i'lioooo^'ge O a .2 .5 cc **-< Q. £-.2 ©-£ ^.222 goOa “!-§1H!*§§p a s S^HeIs rt £* ® a o a g 2 tea a a -2sa a oaS 2 a 3 bW^J I1 >3 Hr o a tup a ® *1 3 05 . h a" rs.»a a E . a •* 5 3 § g a ©J*^ ® a °2'g ^?nl! i jjflll Pill ilifl^flllg^ii o f-2-O-a . §* 111 |-„? g°J^ l!®!* §^S !S,o3olf?s 771 * From Report of the Commissioner of Education for 1881. c 500 acres of land. h Also 81 day pupils, t From Report of the Commissioner of Education for 1880. din 1881. iFor two years. a This does not inoludetthe value of large quantities of c In I860. j In 1870. provisions and clothing donated in hind. / Children attend public school. k From Howard Association, o Also 12 old ladies in the home. g These figures are for all departments of the home. I For salary of matron and teacher. Table XXII. — Part 1. — Statistics of homes and asylums for orphan or dependent children for 1882 — Continued. 772 EEPOET OF THE COMMISSIONEE OF EDUCATION. Library. \TB9.£ |00q08 q.8-BX eqi ux osbojoui M « • • «C<1 • • • • iH • «5 • • 1 Iio * © rH • • to » CM Present inmates. Instruction; number taught — •oisnpg; H M lOM Iw CM - • Tt« 'SOTAAPJCQ © M O • rh • O O CM »0 CO O CO •Supiijii <£) « wco»oo o CM CD CO CO IO rH o (M CO tO T* O 05 rH OS O O (M CO Orphanage. •sguqpuno^ © « ! I *o> o 1 1 l-H SO O CO • o ; •euuqd.10 jpiH >3 « to IO • CO CM rH CM • CO 00 co CM 05 to t-CM to o • * CM CM 00 • ^ rH H t- © *** CM O (MO^ rH rj< tO CO ^WO C5 CM O 05 CM tO tO rH CD O CD tH *H tO rH O •ojniipuodxg; *» H $2, 048 3, 527 *1, 189 4, 789 8, 000 8,963 6,873 3, 445 G, 785 10, 000 14, 875 14, 000 •amoouj © H t> to to Ci © r> co tji to o o to o o of CO* rH CD CD* <&- * 10, 206 616 to # o CD 00 * O tO IH • O t> CD~ • O 19, 000 5, 500 •punj luotremaod jo ^unoray H $0 0 148, 488 4, 000 o o • j 19, 000 >5 H<1 3 d •2.3 J R • • 3 w 5 2 ^ : a -R 3 I £a <5 a cl la a M ^ g g-s!^ p4c3®2Cl,Hr.a!!'gc3<1tHc35'~'^ J8 § <§o S° «o^ g<£ J “O-s !° ^ .g «Rs © »© p ftd W)£\$ «i» §C In .el 2 ®,d S\2 ©O^fd fl-2 , ISSiS&S'S^gl'SPfi 'MWrJUftCOt^OOCJOHNW^»0^t'l>t'^^h» cocococococococococococococococococo * From Report of the Commissioner of Education for 1880. t From Report of tlie Commissioner of Education for 1881. a Race and parentage of 1 not reported. 6 Also 6 old women, c Sex not reported. Table XXII. — Part 2. — Statistics of infant asylums for 1882. STATISTICAL TABLES 773 •UOI^EpnnOJ 90UTS P9AT909J sojnc&ni jo jgqinna [ejox © 3, 500 o 00 t- 200 3, 200 a300 100 1,118 1, 133 1,054 Ntmiber of nurses and other employes. •0[Etaox Q B CO Cl rH 00 CM CO ^ CM 4 0 (M l> O tH HH SM fO rH tH Cl •opR O (M O rH o 3 > ) o ! ! ® r •+: C C > ) ) +3 o © •uoiyBotaiouap snotSipH •aoi^ziauSio jo JE9£ •uoiiBaodaooai jo xt’9.1 g o o g O . . O (ZJ Ph oo oo p4p4 H S § o 2 S a e« j >5 a' oH ® §3 CO ffiO CO e8 o is a ■g fcc 53 II ao 35 55 £3 > © 2 P». H «bd 25 <>ph si ^3 ©'© { 03 M OQ 9 O’fl fe. nd 2 ® 3 ee ^ c-,_ £ ; a a «* . •s.g5§§ Sg MPQ PQP ©3^3 I -§<*■ tc ,2 “flS .a. !|| :Slzi ^q* r>H >5© 11 £? . to >-. t/J 'c a Wig © © £ ^ © © a Is 'd'Pj © ® | © S3 S a >'£ to COO M CO CO oa t3 «2 J? © <1 §i *1 tCH rO 3 1 1 Fi> toco pq fl ft«l p '©'d W3 1 !g® ooS OI> 00 o o *M o ."S >5 ft rl «*-( o « © o g 1=1 >3 'S'tJ © o o « a © © cm MS 3 o o -u O o o © CS P,© 1 o o S § PQ « >s g Ip 3 o w §3 © r=i H a g g p. O —t Cl CO ^ 40 co * tS Table XXII. — Part 2. — Statistics of infant asylums for 1882 — Continued. 774 REPORT OF THE COMMISSIONER OF EDUCATION. STATISTICAL TABLES. 775 11 9 14 i ©1 o c P3 3 >o !p4 a 3 Sr. o M £ Hi to od3q ® a cs g ”C4 ^ E-BCG 06 «-e g t-H© t 5 Sa^ "s® rthC-vJ r© to .'G gW N S i §8 © © W| !^ © © N s« h O c5 •S-© M!^ .23 g 1£j © C r© t. © ©ft ►> © o u . ^■e'S's ©J © s © 3 ® ® § © « © © Sg|| o'© ©&Q r© HO-i 88 00 Si -HHft a 2,2 3«2^ i§l CJ c2 « O t . © -4^ rd •ts 3 o ©ft-^ g *&< i ®o® SsS as & oojo •O ©no <1 <1 <1 .v g£s3 *53 .2 g'H ^ g f-43 £ © S'© Hi sfi ■s ® 3 g u » °g <© q.2 3 §.2 S* ► n M M ft d © fjo w o © .O'© H g<3§ III !:-! © § © >J*-3 >» .o s © 3 o© OOt> ©3 ° 3 *r© o OrC .© © Q-W a§* as ft £ 2 g •a £ O- o 5. ^§.2 a ~ H ?a3 1 £ PI j Sa i fto © ®d no d .2 2 © -gs § © g ©a % Sg of .2 t>>2 §| S ^•23 ft I .Ini 2 t> H O 4* §•2 6 © ^ © --u ssft n © © n O k £ £ © e8 © :w „ O n ' O'© o 9 n © H © * © © n © ft ft n ®ft ©m pi kn © 2>* ^ ■£ © © n o^2 ° ° rt ItflS .§8 .2 p-aJN's'3** f© ft •© ° ® ft ft n © o ®©-g oft ftft £.2 t>.ft ft n 2| O'” P l© 05 05 l© i s5s '§§1 Sap ft ft n n P P OP :P n H a g ft 1 3 ® S p3o3 I— f*a© > ft © o * §<««! c43 a g s g P «2tf3 © g §3.®-®-© ® £ MS fl|s o-*^ © « n © fcc^aja .2 a 3 .«*£>£ 3 i> ft q ft ft ft ft Omcccgwcg II I3 S P * 3 Pyfe 2 n £>? So |l ft 2 PH S >5 fcl © a h 2 o S.2^ filler aj| W w ffl ^ O 50 t> CC 05 O lO O STATISTICAL TABLES. 777 © d ,d © ■** d d‘3 a I Ja a ■*“ d p.2 c2-2 lls o-d ■ P.® d 0 d.^ © ® a 503 >2 ft S d ft fl.® * § > © d t, ip's .0” g'd S &,rj g-g-*3 ^ P<§ jjjr^ ft ftg'g ® g-g^-Sd ® S.gf'S gt> > © £j ©dft ©fe ®E> oBP® ft©-^t> ft <1 ft O co 11 2 © P o © +» ft d _ d d o © - II m ft §3 M © . rd fl ££ © ce © bfi 05 P © ® .d^B EH s o rd d s . tJOrW II m © 0 ©45 © :a I o d § O d g o’-d^-g be^ jjj t>ft-2 © 5 cp d ft.-s O Od © d 0 g.2 « O -S i § 9 s d 0 2 8 2 ft'-e d g p.d g 11 ® =«ft ^ ‘S'diS © d g ©ft © « 0 «* $ * 0 ft 0 O ft #o. *p © to t d 0 of o I© si a >s ” CS !1 Sdt d ? 5 ©r? ft d^ d © d o rd 00 © £j © © ft 5 g o § ._, be 1.9 cad be a d 3 d «2 4 * ■d « rS rt U © © "g ft 2 £ J © < Pk © w TJ1 2 dft >-.N CO t£) d^ II g © P‘o . z o © ^ a o d © •SJw WrS£ d 3H «Od ©^©’3 ft S'bi: > CQ C4 ©00 . !©0 'rH lO00OCDO i-T co • of co O GO • tH lO lO CM CO • CM l> § § ® llilS a rtta Ml— I « I— 1 " £ ® ®' d o ■2 2 s fl O ® ®jl S S-© g hS £ !=C ©•© =3 Sac - a .3 o 2 ® -U-U-U-U O tf'=“ o tcwaiccMO^W ia a> im M tjT lof ©t~00©©rr 3 © £ a ft gp 'S'd R n 'a [>,©£ g . 0(SSgiSi§]H : >,£ *2 s © -iQ © a pH « S S'd ct &>,® © ® © .2‘3^ JJ-S Jj.S.S § ,§<«£ 3* a 5 02 kPQP £1^02020202 ©JWrtCtSCOfOMWCQOS © . rt 2 ® 1 ©+5 a rd ® C3 £§■8 o£ a 5°2 .S 3 g rS 0-^3 111 III ©r© O Ph 02 d © I a d © © flff •a^'ss. '§3 ® +3 '-' a _i © Q« |fa 41 d o oS ft, a • bJC 00 t>'2 H» >> | S © a-d © a © © OBfl® *« ofe pjffes 43-2 a © -S J o £ .si: © >» CQ 43 ®lf) U+3 aMofl ■Hn ftd rj-ee- © o •ft buu ° *. ir © to ©.0 © ©'d . rctjrar© a °o 8,5^3 J2 -5 op 5qOOccH ssaaa a <©,Q ft a .2 § pg © 5 2 ft .© o 2 ^ s a §2 O o QO

1, 800 412 a*l, 800 6560 1, 000 2, 240 130 1,200 500 1, 502 . o o • O CO . CO • « CO (M H CO CO O (M 05 • M ^ C5 • CO ^ 2$ :1S . 0) .r^ *3 O c3 2H .2 ° g’lllui-g ss M w 3 ®fd.g* . T3gSS 3 • - o^pq S.2ow"*S o £ S'© onp pi a . « rt pSrg^ t> CO .CO O ^ t* u fl-ri |a| ll i% gM^S «,px g5 gf 2 2 £ c3 nj £ g C3 d^ *«§ s| as Ho •UOIJ’BZIITbS.IO JO JU0_£ •noijciod.ioaai jo juo^. 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MO ®M © § © lli^- wSW5*s « a ®> rr©-tJ o'O a 2 m 2 I a-i 5 -a o ® a o .9«3-S ■g ^-g-g 3>5^ | "Kg S ® §.®3 ^ ® F2'© 5 m^H ®5 ® Hal 'HflO'H H P-S^ -S .o ^ 1 <© il 5R 2.^2 .a.® ^ O r— < ®M.Hi, O ^o- g!s s' o S o' PmHW M P4 H M 1 S O to ©"© 2 2a ® ®r5’o,,:, o cs © b®h ~ "CQH © © ©^ Baa ;il|S| isSSli i 3 .2 g 'S | C<) to 1ft CD t- f pa 53 8. ® bC rb.a a a1® cS (h'P ® a a ttj =9*1 a p o 'KOsrfS iooow»o»o o fa0 p '..9 as-it w'S « ,0,0 ®J pH 3 a a a o ® a a n3r©j W9 ®do ©-*» OD O d » d © « 8* 0 jd to3' 5-2 .3® b § w>2 2 ^ •S®o.5« £ -S 8 I § hf W) III a 83 .-a 52s fl^a ftI-2 5® | o to a^ § fd § .-a « H co rj 03 a tt* * a r ba iiir. 2 I fe 2 tB S1&I5 ® g _ g,44 ^re tB -2 to £733.9 S 3jd.d o if ' ® — 1 to to ■2f i£ g § 2 p rd O w ■a g -21 o _ te to © d 3| a! tjbT d sh IS "S .9 bo bt® . 3 d a Srd: is; &i a bOo.9 tpg o to “.3 J||.L _g f-c-pj d SrS tai-gs^ .g § tt-9 >T a d n a 3-§ .9 § » d e a a I Sa|l §dga®a'd>2 .3 fl H H £ fjj UJ ~ ^ © 5 ^ © 25 S © © d >» H M r/ TO 03 q4-> , O 2 . a a ^ p,® § o-d gib s«sT3 d a ©£ cs.2dgrtd32 15:2:2 «"3 §£ Idlin'13 -3 CO CO 0 CD *E3 ce *s ^ I -9 _ .el m © d g d .35 P -els © .2-"o £ ej o2° all 1 1 I 2 P5 . ft W g ffl ^•Jg 9§d5 d^ <1 fi SI '©5 +3 © o «i 'A ci eA I £ i I! & PQ ® © to to >933 l-ab .5^ d O II ■e s II P4 ® a „ © © © flsS o ^'S'S & M ^ ? a ©_* cj >.a -H®+J © . ,© p « ro IgA'S® £ o o s ® *g«H ©rR,R 02 pH a +a 1 Jj *1 18 '©'p. IS a »~rR £ CO < S O ! O ft< w ! 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Br-t 'S 5 gt -sss o ©_rf © a S CG.-g « ce r-^ .2^3 Co"® 'C'S'fl ih ®"S ;a|Q M 8 §1 m h OO^ ! ^ S w ® 3 ■a.-a*.- •£:-£So§ •g^oos p ®h®'g2 M 02 O a .s |o§ bo a -rp •© ^a a 5 r prp bJl '©‘8 .9 H 02 O "§ w w g 9 gas a a >>0 O © © 2 3= ’■§ <1 ft c3 P ^ a, ■a ah g 0.2 ||-g ft-a fto| < < O g P 2a si •si si Pu p ft's <4 4= rjg « 2 o © f-< a go ® o S fi 783 be© fl a •-E ho R’| p © ^R S'© p a O 0} M la a S u 4S» - § S 8a * a g'rf'g | a g ft .2 o ft-Srft <1 „*© >1® a a © R 1 a g C3 o .2-^+3 * o a (►rsa-rt ■g a no ® S ® ®d«M H S «pm_ ,§-cl 2 a ^sH h +3 © .2.2 o g^ -gd 2 0 n gj **d g ^2 g g o 'S|*s,g ■p ® ® s s Ph^ © ®.3 £ § J 5 ◄ II H : jc be p a © •Ed p h ® a M bB b^t £d .2 § to bC ffl a 11 P«2 a -•t .?d J a 3 2 2 :.SS 5 111 . ;*&? ^ g-gl^fcca^ ^ .2 |»a £ 2 £ J | o'-c^bti^a 2, ',a_®r^ § 0^3 bfi .r-j «8 t*w 2.2^3 a g.2 cs e -e 2 ff O Pi ^l£as|lg| © 0> O O Pv*H cs^ WP ft 00 bo a. 9 Pm 1*3 s •sag .‘^a,© ^b&bo .rtP IS fl S&rf-g © bc^ bo ® 2 ■§ a, 535.2 a f!1R nil Wp a8-£«*g ® ®.S a 3 gl&i* ©-a _.eu o - j bo-*-1 43 be M> a .to . a a-;-< be© 191151 © bn*3 2 a «M 5* Va.s 2 53 "3 . - bed 'i a -ph a be ca q a © m* £*5 2 ft M a a a © 00 .fa *®|§ ga” a-o.g eS 2 vi ■sis St -3 !! §•« ^ q Q o 2 «.a Ww 2 a p-8 cc c3 a « © s fl-fjts 28a da© a-2^ P m a +3 d P5 t»s a- | .2 1 1 O >, >*p as© © © ® a a © © «--j a a o © 00 i, >!§ ;pi :.2 a £ >h2 a< © © c© t>«3 3 p< <3 •d : a ® a a „ 5g . >>©3 2 a » t>-£ o'StO t>P rt3 © o ;'i g • Or© •43 d ao O © © PO u to eS ® n d.9 ©3 o ,2 W rs « © '©.a oo2 a f-i o _, H-g .ats 2 pH ££ a a « a ^ ^:©W' S£ > ;h « ,©m S4 ® si %* o © © 5(-l 5 ° 'Sd5 gp Wo 002 2 be © « M g beg aco © a 02 .« '«;o 1511 •SI «wa 3g ;cq, a-j ^ d.9 «M O ©fe a'' 5.2 w a — a d 0 3 p ©^ eo ^ i© «o STATISTICAL TABLES. 785 -P o fl « 8,-g «s « O S.a 00 £© •s.9 2 « fcc 2 e> 9 _© cS .d tc,,H 9 2 '-e S a © ■g ks Ph § 3 a ** If of *,2 ■S'S gjgf §•& !*£ j£°- 1*1 B a-sisf cS h ci d pq 9 5s O'd © bB bi © 5 .9 -Si; a £ £ d2 a 2'ali g § ©'d-w >io ^ 2 © .g © S e C >. d O Pi a © si © O o !“i ^tbiog ■ss-gs gi-S © - © © ®a q Is* a « i © © O - wr3 g.sa :•+, a ^B. a a o--> a ft-g ifl g.9 <1 O * rt r3 ©a co1-1 SO 50 r Table XXII. — Pabt 3. — Statistics of industrial schools for 1882 — Continued. 786 REPORT OF THE COMMISSIONER OF EDUCATION. Library. •rB9£ ;ooqos 1918( 9q; Ul 9SB3.X0UI ** W o tO CM *C> (MOO CZ lO CO : S •sanmiOA jo jaqnmjj; (?» M § CO o © CO o o l> CM © © © co © © o rH n* rH 5> SI 00 . I o i t> •euuqdjo * SI 3 o j 8 la C5 pH •aStojoj; w SI *9Apu^; SI SI 6 © o3 W •paioioo IN SI ■«nm © SI CO o Sex. •otuma^ 19 MCiOO O tO 1 05 tO l> tO ©lO ^ 00 CM 00 CO © tH © © HOiO rH CM O j 1 — P » 64 / 25 32) 079) 48 •oibh ® t- 00 CO CM lO o o CM • ^ o o to CO CO 2- t'* © d- (M •eimjtpuaclxa; H a$14, 347 3, 070 56, 810 *a940 *0 rH 4, 835 75 55, 371 5, 056 «8, 986 8, 000 200 6,000 • CM * ** •pun; juouunijod jo ;unomy kS H O O O o ■ 39, 497 0 0 e80, 000 0 65 2, 000 0 *16. 000 22, 500 0 d 1 2i iH 'B 3 £ © £ o w ft a c c "3 P 'c c f cc S: c ‘i a Burr Mission Industrial School* . St,. Marv’s Training School . Girls’ industrial School (Woman’s Christian | Home Mission). Mission Industrial School . © 'e © ■ J3 •0 o c 0 © .,0 i c © 1 C Maine Industrial School for Girls* . St. Lake's Sewine School . Industrial School for Colored Girls* . • CO • > :« a h r--° I § S’© ->x © « ©’? oo — s 2 a s ^ £ x ' d ® P<> © © o « COG industrial School for Girls . Industrial Schools (Boston North End Mission)* North End Industrial Home* . . . Vacation Industrial School* . Detroit Industrial School* . I industrial School . . . I St. Paul’s Industrial School for Bovs . The Southern Christian Institute of Mississippi. x>nu{' ixirx» nouio . . . Girls’ Industrial Home . Industrial School (St. Joseph’s Convent of j Mercy). ! Industrial Schools (Children’s Friend Society).. 0 • 9 i a : o : 3 • 3 • » 'o 2 1 9 © s|“ ecl _ © 3 |11 s»o §«! a'SS >.o a STATISTICAL TABLES. a -a ■grsl jSg ’2.® .2 u o u °-Jl « n O ■§§l = a >'.H ®««w '-^«h jaaj o 200 625 2, 811 1, 000 O 10 5 £§ O CM O O O O O rH CM © UO IO © rH CO © O CM © O CO O © CO 150 01 26 1 23 L.15. 15 30 IO © CO 30 ^ 00 IO Cl CO 00 10 © rH CM CM 328 200 4, 631 208 550 >21) 378 *95 350 T^lOO^h tH (Mt>WNH CO to 0 00 « t> CO CO CO CO rH © © 00 r- © © co 373 9, 337 340 22 Si 0 t>» 0 0 0 co CO CO CO 0 O IO 00 • CO 0 COQiClO to CM • rH © rH IO O * © T* 0 • 00 0 O • Tji O co * o' co* . CO 0 600 0‘) 60, 629 9, 000 O O ccf nV •J< CM • lO rH 00 .co 05 . CO * h-' . 0 3, 007 50, 906 1,426 w95, 000 IO CM -4 © C5 ^ 3, 000 800 i86, 489 65, 124 600 O') 60, 758 9,000 O 0 co t>offff©r •Je 13 1, 390 (Z) 67, 365 3, 082 50, 742 1,426 65, 000 9,795 5, 682 O O 0 20, 000 I 0 1.. . O OOOO O IO 1,200,000 1 © © Is I'd :h • aa rg ^o; o o ^'r_lg©Or^S^n5 2 r— J --=5 •*-* w .5 H O^1 Ci3^ o S 3.2 Cm .• H+3«2'1-1 O^® O <3 3 3 © 'w o ® >j43 so io 2 o ” 'o'g §,2 «-< o 350 £ © © O.SfS^-r* " , o a oa o'S.a g ®3° jS^a 1 rH ■ g rt'tJ go •-<©_: 'S'SPsotlj infill j&|fS “fem § • 2 JP-d ©'2 ti>|”;g«8 bS S o'g'g aco « om.2 ■ ~ — “-1 E Si i^ogrt © a* ■g-g ® © § ® 3^* ©.-« S^3 2 © 2 gr3'©l=.S«2 2 a © © 2 _ -- - m - lisa 9 « ro||3-1| £| *!,§ S&s JNl ||3o !eei!ll!l!l|l Mm 111 f 13 is § g t"--'?H 2^ - a a 2 - 0=3 - - .2 s ®£3,b!l >>-©ry3 o 2 ® a © pisi 9 _ 2^^ Shi So o g-§ g|||||g^g||||||g||||| a a g « g&SP IJia ® 2 a OkS45 rt d 0 i|a ®s^ 3 O © CS O 4°3 Qj - H 5 00 ^ 3 t; §2§l§ g g bfl 2 § ©-a .2 ‘^1 3 n<2 o © O Sg. na ©as, © s 6,, Ja’S.R C4.S I §a 1 1 ^ e» S3 P © © © cJ 43 d . &§ 2?| 9 ® ®a aS H t Sr 3 ® - 0)0 a be o - £*55 H <1ehFH <» 75 r . $25 25 25 | . > 80, 285 . 1 r . $20, 000 34, 750 | . $25, 000 i l $535 5, 000 50, 000 125, 000 ■ 19, 045 . 41,000 1, 000 6,000 20, 000 | 30, 300 1, 200 | 100,000 6. 000 2, 000 40, 000 15, 000 300 18, 000 919 5, 000 50, 000 75, 000 $50, 000 5, 000 5,000 5,000 1 4, 045 6, 000 5,000 10, 000 1, 000 20, 000 6, 000 20, 000 c . 30, 000 300 r c . ( 25, 000 < 25, 000 ( 50, 000 9, 625 5, 000 375 Object of benefaction and remarks. 12 The general object of this benefaction “is the uplifting of the lately eman¬ cipated population of the Southern States, and their posterity, by con¬ ferring on them the blessings of Christian education.” For prize for best essay. For prize for highest standing in four- year course in mathematics. For prize for best reader in preparatory department. Gift of Leutze’s painting, “Washing¬ ton at Monmouth,” valued at $20,000. $25,000 for an art and library building, on condition that the State appropri¬ ate $25,000 for the same purpose ; also 1,410 volumes of valuable books and works of art, valued at $34,750. For the dental department. Gift of a collection of specimens from the South Sea Islands. Donation of a hundred volumes to the library* To pay indebtedness. For buildings And apparatus. $75,000 for general fund and $50,000 for professorship. For the King scholarship fund. For the Cassedy scholarship fund. For. the Dodge scholarship fund. Donations for the college year 1881-82, for general purposes and aid of in¬ digent students. For general purposes and purchase of books. $20,000 for endowment of a professor¬ ship in theology and $5,000 for a building for the theological depart¬ ment. For a building for the theological de¬ partment. For philosophical and chemical appa¬ ratus. For payment of debt, on condition that the trustees secure pledges for the total indebtedness. For payment of debt. Gift of a cabinet worth $30,000. Books worth $300. Purpose not specified. For liquidation of debt. For liquidation of debt. For liquidation of debt. Purpose not specified. Purpose not specified. Purpose not specified. $5,000 for a lectureship, $375 for library fund, and $9,625 for scholarships and current expenses. Purpose not specified. Purpose not specified. Purpose not specified. 792 REPORT OF THE COMMISSIONER OF EDUCATION, Table XXIII. — Statistics of educational benefactions foi' 1882 ; from replies Organization to -which intrusted. Benefactor. Name. Location. Name. Residence. Universities, &c.— Cont’d. Chaddock College . Augustana College . Shurtleff College . Westfield College . Wheaton College . Indiana Asbury University. . Union Christian College Griswold College . Drake University. Parsons College . Upper Iowa University . Simpson Centenary College .. German Collego. . Iowa Wesleyan University .. Cornell Collego . Penn College Central University of Iowa . . Tabor College . Western College . Baker University . Quincy, HI . Rock Island, HI Upper Alton, Ill. Westfield, Ind ... Wheaton, HI . {Mr. and Mrs. Howard J. Vickars. Mr. and Mrs. Chas. Chad- dock. Churches of Augustana, Swedish Lutheran Synod. Various persons . Adams, Ill .. Astoria, Ill . Greencastle, Ind.... Merom, Ind . Davenport, Iowa. . . . Des Moines, Iowa .. Hon. W. C. De Pauw — New Albany, Ind. Various persons Various persons . \ Theo. M. Da vis . ) Miss C. L. Wolfe . General F. M. Drake _ Fairfield, Iowa . Fayette, Iowa . Indianola, Iowa . Mt. Pleasant, Iowa. Mt. Pleasant, Iowa . Mt. Vernon, Iowa .. Oskaloosa, Iowa New York, N. Y. . New York, N. Y.. Centerville, Iowa . Various persons Various persons . Various persons Pella, Iowa . . Tabor, Iowa . Toledo, Iowa . Baldwin City, Kans. Washburn College . I Topeka, Kans Various persons .. f Mrs. Eddy . < Francis White. .. ( Various persons ( H. C. Curtis - < E. G. Barker _ t V ari ous others . . . Various persons .. New York, N. Y. Baltimore, Md ... Atlantic, Iowa... Winterset, Iowa C W. R. Morley . I Others . ' . i Collections from churches l Other sources . Brush Creek, Iowa. New England. STATISTICAL TABLES. 793 to inquiries by the United States Bureau of Education — Continued. Benefactions. Endowment and gen¬ eral purposes. Grounds, buildings, furniture, and ap¬ paratus. Professorships. Fellowships, scholar¬ ships and prizes. To aid indigent stu¬ dents. Library and museum. 6 7 8 9 10 11 ( . $10, 000 10, 000 i $15, 190 4, 000 8, 000 f 300,000 J 2,460 3, 800 $220 $350 a.. . $10, 846 c . 3, 000 } 2, 500 r 20, ooo j 5, 000 5, 950 5, 000 3, 278 18, 000 C 550 500 C 2, 000 56, 000 (6, l: c . 1 18) 2, 600 5, 400 \ . f 1, 250 \ ' 7,000 16, 000 Object of benefaction and remarks. 12 $20, 000 313,876 3, 5,500 25, 000 5, 950 5, 000 3, 278 600 900 18, 000 3, 050 8, 000 Gift of a fine improved farm near Quin- cy, valued at $10,000. For additional buildings. For maintenance of an institution giv¬ ing general Christian culture, and specially for fitting young men to be useful as Lutheran ministers. For general purposes. Purpose not specified. For general fund; $3,000 in land and $5,000 in cash. On condition that the citizens of Put¬ nam County shall furnish the neces¬ sary grounds and the friends of the institution $150,000, Hon. W. C. De Pauw has agreed to give now to the university $300,000, and provides in his plans for a future expenditure to aggregate $1,000,000. Of the $2,460, $1,000 is the value of a piano given by Mrs. Clem Stude- baker, $1,000 were from Hon. W. C. De Pauw for completion of chemical and philosophical laboratories, and $460 the value of furniture and appa¬ ratus donated; $220 were for prizes; $350 for needy students ; $10,000 for general endowment fund of library, and $846 value of various books for library and money for museum ; the whole of these donations belong to the year 1881-82, and there were besides various gifts of books, specimens, apparatus, &c., of which no money value is given. Endowment of biblical chair. For scholarships. For current expenses. For general endowment, interest only to be used. For general endowment, interest only to be used. For general endowment. For endowment fund. For payment of debt. Purpose not specified. Purpose not specified. For building purposes. For permanent endowment. For enlarging college campus. For temporary endowment. | For professorships and general puf- For endowment, current expenses, and erection of a hall. For main building. For main building. For general support. For payment of debts and improvement of school property. For endowment fund. 794 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for 1882 ; from replies Organization to which intrusted. Name. Location. Name. 1 a 3 Universities, &c.— Cont’d. Benefactor. Residence. 4 Berea College, Berea, Ky Many friends Central University. . Straight University. Richmond, Ky . New Orleans, La.... {S. P. Walters . Richmond, Ky Rev. R. W. Landis, D. D. . Danville, Ky. . Mrs. Rebecca Shearer . (deceased). .Various persons . . . . . . Tulane University . University of Louisiana. Bowdoin College... . Bates College . Mt. St. Mary’s College . . Boston College - Boston University New Orleans, La. . . New Orleans, La... Brunswick, Me . Lewiston, Me... Emmittsburg, Md . Boston, Mass Boston, Paul Tulane . . ( Louis Bush . < Mrs. Dr. J. F. Borde and ( others. (Rev. Dr. Field . I Rev. Dr. D. R. Goodwin .. ] Mrs. John C. Dodge . ( John Patton . . Various persons . Cardinal McCloskey Rev. Edward Martin . J. J. Turner . <( Chevalier J. D. Keiley . . . Gen. James M. Coale . A. Keagy . Many others . Robert Morris . Edward Russell. Princeton, N. J. Bangor, Me . Philadelphia, Pa ... . Boston, Mass . Bath, Me . Brantford, Conn .... Baltimore Md . Brooklyn, N. Y . Liberty, Md . . J Boston, Mass . Administrator of Miss Martha C. Derby. Anonymous friend . Executors of John Amory Lowell. Executors of Chas. Sum¬ ner. Harvard University . Cambridge, Mass Alexander Agassiz H. H. Hunnewell . . A. Agassiz . Sidney Bartlett .... A friend . H. P. Kidder . Various persons ... Various persons ... Henry Villard . Member of the bar Many others . Various persons . . . Anonymous friend. Robert N. Toppan . George W. Wales. . Various persons Various persons . . . STATISTICAL TABLES. 795 to inquiries by the United States Bureau of Education — Continued. Benefactions. Endowment and gen¬ eral purposes. Grounds, buildings, furniture, and ap¬ paratus. Professorships. Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum . O 7 8 9 10 11 $18, 374 26, 000 $5, 000 4,000 $2, 000 288, 700 $350 1, 500 1, 500 10, 000 1, 000 1, 000 1, 000 1, 0001 1, 000 23, 78? 125 5, 000 $90, 000 $20, 000 20, 000 17 1, 000 1, 000 5, 000 5,000 2, 000 2,000 8, 000 » . . i . I . 1, 622 5, 00C 5, 00C 15, 23C 51C 1 . . . 135, 0C( ) . . 15C 1 . . 20( 3, 33( 45( ) ) . . Object of benefaction and remarks. 12 $18, 374 35, 000 2, 000 288, 700 350 3, 000 20, 000 38, 782 7, 140 343,603 $12,034 for endowment fund and $6,340 for current expenses. For endowment fund. Value of library of 3,000 volumes. For endowment fund. For aid to students and furnishing buildings. To found the university. Medal for composition in French. Many books. $1,500 for library and $1,500 to aid stu* dents. Purpose not specified. For liquidation of debt. A library of 1,000 volumes. Purpose not specified. To increase the scholarship founded by him. To found a scholarship. For a new professorship in the law school. $20,000 to be added to the Massachu¬ setts fund for the botanic garden, and $20,000, “three-quarters of the income of which shall from time to time be applied to the purchase of books for the library, and the other one-quarter be added yearly to the principal.” A final payment on the Sumner book fund; also a deed of an undivided half interest in one hundred and sixty acres of land in "Wisconsin. For the botanic garden fund. For the botanic garden fund. | For the endowment of a physical lab- j oratory. For endowment of divinity school. 1 To establish a fund of which the in- > come shall be used for the purchase ) of books for the law school. For the endowment of the dental school. For a new building for the law school. For a prize in political science. For books for the library. For the current expenses of the observ¬ atory. To aid in publishing the University Bulletin. 796 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for 1882; from Organization to which intrusted. Name. Location. Name. 1 2 3 Universities, &c.— Cont’d. Benefactor. Eesidence. 4 Harvard University— Cont’d. Cambridge, Mass Anonymous friend Dante Society . R. H. McDonald . Various persons . Through Wm.Gray,treas. Frederick L. Ames . Various persons . John Hargreaves Liverpool, Eng “Williams College .- mj Williamstown, Mass. Committee of arrange¬ ments for the Greek play. Hon. E. D. Morgan . Various persons . Albion College . University of Michigan. Albion, Mich . Ann Arbor, Mich . . . Dr. J. U. Eckel San Francisco, Cal . . Grand Traverse College . . . Hillsdale College . Hope College . Kalamazoo College . /. Carleton College. Mississippi College . Southwest Baptist College . Central College . Lewis College . . La Grange College . Washington University.... Drury College— , Benzonia, Mich Hillsdale, Mich L. Bailey and wife Benzonia, Mich Various persons Holland, Mich . Kalamazoo, Mich . . . Northfield, Minn.... Clinton, Miss Bolivar, Mo . . Fayette, Mo . C Garret Kouwenhoven . . . < A friend . ( Various others . Various persons . f Mrs. E. S. Bartlett . Rev. J. Whitney (dec’d) . . David Whitcomb . I Various persons . I E. W. Bryant . | Ezra Farnsworth . T. Hudson and wife . Mrs. E. W. Blatchford. . . Rev. E. M. Williams . .Various persons . . Various persons ......... ( D. T. Young . I A. J. Hunter . Robert A. Barnes . Newtown, N. Y . | New York, N. Y - . Slatersville, R. I _ Newton, Mass . W orcester, Mass . ... Dorchester, Mass ... St. Louis, Mo . Boston, Mass . .. Kalamazoo, Mich . . . Chicago, HI . Minneapolis, Minn . . St. Louis, Mo. Glasgow, Mo... La Grange, Mo St. Louis, Mo.-. . Springfield, Mo f Mrs. E. Lewis . — ... I R. E. Lewis . ] Misses Rebecca and An- ( nie Lewis. St. Louis, Mo St. Louis, Mo. St. Louis, Mo. G. Conzelmann . Ralph Sellew . . f John C. Whitin . F. B. Knowles . . G. Henry Whitcomb -(.Charles Fairbanks... 1C. S. Greeley . . S. M. Edgell. Many others St. Louis, Mo*. . St. Louis, Mo . Whitinsville, Mass . . Worcester, Mass. . . . W orcester, Mass .... London, Eng . St. Louis, Mo . St. Louis, Mo . STATISTICAL TABLES. 797 replies to inquiries by the United States Bureau of Education — Continued. Benefactions. 51 U a — tf £ o © a - r* ^ CO p leg g£a, If bO g 'S a a ® — 'd Object of benefaction and remarks. 300 $10, 000 5, $186, 000 4,000 50 "i 90, 000 59, 837 4, 000 1,878 37, 350 3, 430 24, 796 700 2,000 20, 000 10, 000 3,500 20, 000 } 18, 546 1,878 13, 000 10, 000 14, 850 3, 430 5, 000 3, 025 500 125 10 $500 36, 163 1, 000 1, 000 2,500 2, 000 ! 9, 146! 700 10, 000 20, 000 5, 000 l,100j. 2001. < 2, 000 . 500 . 500 . 9, 2461 - 20, 000 11 13 To increase the salary of the professor of entomology. $50| For the purchase of books on Dante. 20 For the purchase of books for the French department. Subscriptions for Chinese instruction. For lectures on political economy. For the new building for the medical school. For the new building for the medical school. A picture by “Old Crome,” framed in oak from a tree associated with the English ancestors of the Boston Mathers. A grand piano. Gift of a dormitory valued at $90,000. $17,250 for general fund, $36,163 for Garfield professorship, and $42,587 for various purposes. To erect an astronomical observatory. 50 For the homoeopathic medical college ; annual contribution to the Eckel mu¬ seum. A gift of 80 acres of land, to be dis¬ posed of at the discretion of the sec¬ retary. To increase permanent endowment; income alone to be expended. 1 Of these amounts, $12,102 are for en- > do wment fund, $22, 250 to pay a debt, ) and $2,998 for current expenses. For current expenses. ;• For general purposes. J 5001 Books valued at $500. ladies’ hall. 1 For a ladie .1 For salaries of teachers. Purpose not specified. To endow the Mary Evans Barnes chair of English. For the purchase of new buildings. Purpose not specified. < For Manual Training School build- t ings. For general purposes. 798 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for 1882 ; from Organization to which, intrusted. Bonefactor. Name. Location. Name. Residence. Universities, &c.— Cont’d. Central Wesleyan College - . . Doane College . Nebraska Wesleyan Univer-) sity. 5 Dartmouth College . St. Stephen’s College . Wells College . Hobart College . Cornell University . Ingham University . Columbia College . . University of Rochester . Syracuse University . Shaw University . Buchtel College . St. Xavier College . Adelbert College of West¬ ern Reserve University. Warrenton, Mo. Crete, Nebr . Fullerton, Nebr. Hanover, N. H.. Annandale, N. T Aurora, N. Y . Geneva, N. Y . Ithaca, N. Y , Le Roy, N. Y.... New York, N. Y , Rochester, N. Y. Syracuse, N. Y. Raleigh, N. C .. Akron, Ohio Cincinnati, Ohio Cleveland, Ohio . . 'G. Niedringhaus . . Albert Hausmann . Mrs. E. Dreyer ... Various persons St. Louis, Mo . .... St. Louis, Mo . Wyandotte, Hans. Thomas Doane.. Other persons . . Various persons Various persons - - - {Society for Promoting Re¬ ligion and Learning in the State of New York. Mrs. E. L. Aspinwall . Cornelius Vanderbilt Charlestown, Mass. Edwin B. Morgan - Mrs. Amelia Guthbert. Hon. H. W. Geneva, N. Y . Ithaca, N. Y . Wm. Lampson . N. B. Keeney . Schuyler C. Wells T. Foreman . . I C. F. Prentice . I T. Lathrop . (, Several others . F. A. Schermerhorn . New York, N. Y... Charles Pratt. Col. Wm. H. Harris V arious persons . . . John Slayback . Z Mrs. W. P. Abbott . ( O. H. P. Archer . Various persons in the North. f J. R. Buchtel . Louisa E. Forbes New York, N. Y New York, N. Y New York, N. Y . Akron, Ohio Charlott Robson . Samuel Grandin . A. B. and A. E. Johnson. .Various persons . Port Washington, Ohio. Newport, Ky . Tidioute, Pa . Mingo, Ohio . Amasa Stone Cleveland, Ohio . George Mygatt Cleveland, Ohio . STATISTICAL TABLES. 799 replies to inquiries by the United States Bureau of Education — Continued. Benefactions. P © t£ . r-J 02 'w O p CO c3 o a 3 © dl £ £ 2 a H Grounds, buildings, furniture, and ap¬ paratus. Professorships. Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. 6 7 8 9 10 11 ( . $100 25 $105 1 . 1 C $6, 000 \ 1, 131 (9, 00) $35, 000 | 9, 500 ) 500 500 [ 1, 500 . . 4,480 1 2, 000 1 (20, 000) 5,000 . J 2, 500 ’ 1 1, 000 279 $300 20, 000 10, 000 10, 000 1 | . 1 . 1, 500 1, 000 1, 000 1, 000 1, COO 1, 632 50 r 450, 000 ’ 150, 000 $1, 000 Object of benefaction and remarks. 13 } 7, 14,i 15, 601, j Aid to theological students. .For a sciopticon and astronomical lan* tern slides. Gifts amounting to $70 and donations to the library and museum. For endowment. For endowment. C For buildings and endowment on con- < dition that the university be located t at Fullerton. To found the Webster professorship. For annual expenses and scholar* ships. Purpose not specified. For general endowment fund ; $480 in cash and a house and lot valued at $4,000. For department of history and political science. C To liquidate indebtedness and pur- ) chase residence for president. For furnishing models, drawings, &c., for department of architecture. $10,000 on subscription; purpose not specified. On salary account. $1,000 for various purposes; $279 for grading expenses, and $300 for Town¬ send prize. C To endow a professorship of Greek < and ethics, to be called the Wm. ( Penn Abbott professorship. Purpose not specified. For permanent fund ; real estate valued at $1,500. For scholarship fund. For scholarship fund. For scholarship fund. For scholarship fund. For general endowment fund. Gold medals, valued at $50. For the removal of Western Reserve College from Hudson to Cleveland, Ohio, on condition that the name be changed to Adelbert College of Western Reserve University, and that the citizens of Cleveland give a suitable site for building ; $150,000 to be oxpended in buildings and $450,000 to be added to permanent endowment. For any purpose designated by the president (applied to furnish books for the library in the department of German language and literature). 800 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for 1882; Jrc Organization to which intrusted. Benefactor. Name. Location. Name. Residence. Universities, &c.— Cont’d. Capital University . Kenyon College . . Marietta College . . Mount Union College . Rio Grande College . . Otterbein University . . Wilber force University . Wilmington College . . University of Oregon . Pacific University and Tua- ? latin Academy. > McMinnville College . Willamette University . Muhlenberg College . . Lafayette College . . Thiel College . University at Lewisburg Lincoln University . . Westminster College . . Catholic College of the Holy Ghost. Swarthmore College ......... Washington and Jefferson College. Erskine College ... Claflin University Adger College . King College . . Hiwassee College . ^ Southwestern Baptist Uni¬ versity. University of Tennessee ; Tennessee Agricultural College. Bethel College . Maryville College . Columbus, Ohio . Gambier, Ohio . Marietta, Ohio . Mount Union, Ohio . Rio Grande, Ohio . . . Westerville, Ohio . . . Wilberforce, Ohio. . . Wilmington, Ohio . . . Eugene City, Oreg.. Eorest Grove, Oreg . McMinnville, Oreg.. Salem, Oreg . Allentown, Pa . Mrs. Bliss . C Truman Hillyer . I Various persons . Citizens of Alliance and Mount Union. Mrs. P. Wood . Various persons . Bishop J. P. Campbell _ V ariouspersons Henry Villard . . J. C. Whitin . — . Many persons Various persons . {E. Jonathan Deinimger, esq. Various persons . . . . . Easton, Pa . Greenville, Pa Lewisburg, Pa - Lincoln Universitv, Pa. New Wilmington, Pa Pittsburgh, Pa . Swarthmore, Pa. ... . Trustees of college . Other friends . Rev.G. W.Critchlow, M. A. Samuel J. andAbbioBeck John Bacher . Rev. J. Ash and D. Welty Mrs. J^ydia Kniess . Contributions from churches. William Bucknell . Reuben J. Elick, esq . . J. E. Downing . . Samuel Willetts Washington, Pa ... . Due West, S. C .. Orangeburg, S. C. Prof. Samuel Jones Rev. John Wilson Walhalla, S. C . Bristol, Tenn . Hiwassee College, Tenn. Jackson, Tenn . Dr. L. T. Watson . \ Hon. D. M. and S. A. Key. Knoxville, Tenn. McKenzie, Tenn... Maryville, Tenn... Various persons Columbus, Ohio. Columbus, Ohio. Rio Grande, Ohio . Philadelphia, Pa . . New York, N. Y Whitin ville, Mass .. Reading, Pa. Philadelphia, Pa . . . Allegheny, Pa . . New York, N. Y _ Washington, Pa Monticello, Ark Springfield, Mo - Chattanooga, Tenn STATISTICAL TABLES. 801 replies to inquiries by the United States Bureau of Education — Continued. Benefactions. 51 E Total. Endowment and gen¬ eral purposes. Grounds, buildings, furniture, and ap¬ paratus. Professorships. Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. 5 7 1 8 9 io 11 $10, 000 $10, 000 10, 000 * . ,rn c . $625 > 1, 150 ^ 525 18, 500 $18, 500 1,000 1, 000 24, 300 24, 300 1, 000 1, 000 2, 400 2, 400 50, 000 I f . $1, 314 j . > 12, 211 s . J 1 10, 000 1 10, 000 r . 2, 000 l 2, 000 J £ 16, 600 . 1 C 12, 000 } 4, 600 ( . 500 1 . 500 1 . . 500 > 9, 800 J SCO i -------- 500 . . I 7,300 9, 000 i 9, 000 20, 000 12,000 12, 000 100 $100 45, 000 25, 000 4,720 4, 720 3,671 525 500 500 ? 125 125 5 10, 500 10, 500 ♦ 500 500 4 3,500 3, 500 2,500 2, 500 .... „ Object of benefaction and remarks. 13 For general purposes. Purpose not specified. Additional for professorship. For general purposes. For removing indebtedness incurred in the erection of a boarding hall. For current expenses. For payment of debt. For the beginning of endowment of a theological chair. For current expenses. Purpose not specified. For the Benedict scholarship fund. Purpose of $5,897 not specified. Purpose of bequest of $5,000 not speci¬ fied. Contributions from many persons for a college building. For endowment for support of teachers. For endowment of the German pro¬ fessorship. Contributions to the library and min* eralogical cabinet. For current expenses. For current expenses. To found scholarships. For free scholarships. Purpose not specified. For general endowment. Books for pupils’ library. $25,000 for five scholarships, and $20,000, purpose not specified; the $20,000 is a fifth part of a bequest of $100,000 to be paid in annual instalments. Eighty shares of Pennsylvania Railroad stock, valued at $4,720, to endow two prizes, one classical and one in physics and chemistry; interest only to be used. A gift of 350 acres of land in Arkansas. $2,000 from Freedmen’s Aid Society and $1, 671 from various other person s ; purpose of benefactions not specified. Purpose of gift not specified. For repairs. For repairs. For endowment. For the laboratory of the dental depart¬ ment. For payment of debt. For current expenses. 802 REPOST OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for 1882; from Organization to which intrusted. Benefactor. Name. Location. Name. Residence. Universities, &c. — Cont’d. Southwestern University Trinity University . Waco University . . Georgetown, Tex Tehuacana, Tex . . Waco, Tex . Dudley H. Snyder John T. Snyder . . . Thos. S. Snyder ..T V ario us others . . I . Georgetown, Tex Georgetown, Tex Georgetown, Tex Georgetown, Tex University of Vermont and) State Agricultural College, y Middlehury College . Hampden Sidney College .... Richmond College . Roanoke College . Lawrence University . Beloit Collego . . University of Wisconsin . Milton College . Columbian University . Howard University . University of Washington Territory. SCHOOLS OF SCIENCE ( mining , engineering, agriculture , die.). State School of Mines . Storrs Agricultural School. . . Sheffield Scientific School of Yale College. State College of Agriculture and Mechanic Arts. Massachusetts institute of Technology. W orcester County Free Insti-) stute of Industrial Science, y Stevens Institute of Tech nology. Burlington, Vt. John N. Pomeroy . Anonymous . Hon. L. P. Poland . Burlington, Vt. John H. Converse. St. Johnsbury. Vt Philadelphia, Pa.. fRev. Thos. A. Merrill, D.D. Middlehury, Vt. Various persons Hampden Sidney College, Va. Rev. Dr. R. McHwaine Prof. Walter Blair Capt. H. S. Reynolds. Hampden Sidney College, Va. Norfolk, Va . . Richmond, Va. Salem, Va . Appleton, Wis. Beloit, Wis Madison, Wis . Milton, Wis . Washington, D. C . Various persons . Various persons in Wis¬ consin. C Mrs. J. S. Herrick . ) Many persons . C. C. Washburn. Madison, Wis . W. W. Corcoran . Executors of E. B. Schoals La Crosse, Wis.... Washington, D. C Washington, D. C . . . Hannah S. Toland . Seattle, Wash. Golden, Colo . Mansfield, Conn .. New Haven, Conn Orono, Me . Boston, Mass . Worcester, Mass. . . Hoboken, N. J . . . . . Mr. Henry Villard . Germantown, Pa. . New York, N. Y . . . Augustus Storrs . . Joseph E. Sheffield (dec’d.) New York, N. Y - Hon. Abner Coburn. Skowhegan, Me . ( Hon. Stephen Salisbury. ) P. L. Moen, esq . Various persons . Worcester, Mass. Worcester, Mass. STATISTICAL TABLES. 803 replies to inquiries by the United States Bureau of Education — Continued. Benefactions. of. 5 3 ill <3 '35 aj- £ ft rz a Object of benefaction and remarks. 10 11 1* $5, 500 5, 000 20, 000 23, 000 3, 430 650 30, 000 4, 000 3, 774 25, 000 11, 000! 3, 000 1, 000 175 500, 000 300 500 1, 150 $1, 750 1,750 500 1, 500 $20, 000 $20, 000 $1, 000 1, 000 $1, 000 $1,500 500 30, 000 4, 000 3, 774 { ’’io’ooo 13, 000 2, 000 3, 304 15, 000 ’30'666 5,000 1, 000 500, 000 300 1,000 150 To erect a college chapel. Purpose not specified; in notes pay¬ able annually for ten years. For endowment. To endow a professorship of chemistry. To increase the library fund. A scholarship, the income of which is to pay the tuition of indigent stu¬ dents. A scholarship, the income of which is to pay the tuition of indigent stu¬ dents. A legacy of $1,500, the income to be divided among four members of the sophomore class for prizes in elocu¬ tion. Donations to the amount of $1,930; f purpose not specified. This amount paid in 1882 towards the salary of a chair of English language and literature for which Dr. McIL- ! waine and Professor Blair have un¬ dertaken to pay $100 each annually for five years, and Captain Reynolds $1,000 per annum for the same term. Mostly for building. For current expenses. For current expenses. For an observatory. $2,000 for scholarships and $10,000 for general purposes. For an observatory. For endowment. For purchase of property. A bequest of $6,000; purpose not speci¬ fied. The interest to be given to students in the theological department, belong¬ ing to the Presbyterian denomina¬ tion. Purpose not specified. For apparatus. Purpose not specified. Approximate amount which this school receives for endowment by the will oi its founder. For library. Donor and purpose not specified. For apparatus. For books. Donations of xqoilels, tools, &c. 804 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for 1882; from Organization to which intrusted. Benefactor. Name. Location. Name. Schools of science— Cont’d. Yassar Brothors’ Institute. . . Spring Garden Institute . Wagner Free Institute of Science. Hampton Normal and Agri¬ cultural Institute. Poughkeepsie, N. Y. Philadelphia, Pa . . . Philadelphia, Pa... Mr. T. J. Yassar. Yarious persons Hampton, Ya . . Yarious persons , Eesidence. schools of theology. Alabama Baptist Normal and- Theological School. Institute for Training Col¬ ored Ministers. Pacific Theological Seminary. Selma, Ala . Tuscaloosa, Ala .... American Baptist Home Mission Society. Edmund H. Payton . New York, N. Y _ Jersey City, N. J. .. Oakland, Cal. ( Moses Hopkins . < Mrs. Whitin . t Yarious persons . . f Eoland Mather . . . San Francisco, Cal.. WhEinsville, Mass . Theological Seminary of Con¬ necticut. Chicago Theological Semi- ? nary. J Presbyterian Theological} Seminary of the North- > west. ) Garrett Biblical Institute. . . . Wartburg Seminary . Baptist Union Theological Seminary. College of the Bible . . . Bangor Theological Seminary Newton Theologicallnstitute German Theological School of Newark, N. J. Theological Seminary of the Eefo^med (Dutch) Church in America. Theological Seminary of the Presbyterian Church. | Hartford, Conn .... Chicago, Ill. Chicago, Ill. Eev.John Wood and wife Alumni . J. W. Scoville . Yarious persons" - - Hon. Cyrus H. McCor¬ mick. Mrs. Sarah A. Collins (deceased). Evanston, HI Mendota, Ill . Morgan Park, HI G. M. Spillmeyer Lexington, Ky. Yarious persons Chicago, HI. Chicago, lYl Chicago, Ill Lostant, HI . Kentucky . . Bangor, Me . Newton, Mass.. Bloomfield, N. J Yarious persons . Hon. J. Warren Merrill . . . Cambridge, Mass . . . New Brunswick, N. J. Gardner A. Sage, New York, N. Y _ Princeton, N. J. Mrs. Isabella Brown . Baltimore, Md GeorgeS. Green . Trenton, N. J. A member of Eev. Dr. Paxton’s church. <{ A friend . I John H. Scribner . . . I First Church in Philadel- phia. I Through Eev. J ohn Da, U,Witt, D. D. ! New York, N. Y - New York, N. Y _ New York, N. Y. . . . Philadelphia, Pa.... Philadelphia, Pa.... STATISTICAL TABLES, 805 replies to inquiries by the United States Bureau of Education — Continued. Benefactions. $10, 000 5, 200 91, 330 1,200 100 11, 938 42, 938 76, 700 7, 360 371 27, 000 15, 000 1, 500 G€0i 9, 014 50, 000 16, 000 a o tC . OQ rr -J1 5 2 li $ 3 ® A fclJCS 2 5 4.11 || a 5 05 s CO o cm o Ph c! . o § ft SI O-rJ 08 ft ! ora ft a 3* W rn Kft AA T- O 2 A To aid indigent stu¬ dents. Library and museum. 6 7 s D 1© 11 $40, 000 $16, 658 * $21, 436 $2, 848 4, 461 2, 325 6, 720 250 $508 929 284 1, 200 100 50, 000 5,000 1, 000 10, 000 / 1, 000 938 $10, 000 75, 000 1, 700 371 27, 000 15, 000 600 6,544 2, 000 50, 000 500 300 12, 000 2,500 350 300 200 350 J . 1 Object of benefaction and remarks. 13 A building and site valued at $35,000 and $5,000 as a repair fund. Purpose not specified. Numerous specimens of natural bistory. For annual scbolarsbips. For general purposes. For beneficiary fund for colored stu¬ dents. For beneficiary fund for Indian stu¬ dents. $34,911 for specific purposes. For endowment. For Indian girls’ building. For new workshop fund. For Armstrong library fund. For pastor’s salary. For Butler school. For teacher’s salary. For general purposes. (For endowment; toward a fund of C $100,000. For 5 scholarships or for the general fund; to be called “the William Thompson memorial fund.” First contribution to the “ William Thompson Fellowship.” For the alumni alcove in the seminary library. For professorship of elocution. Purpose of $32,938 not reported. For professorships. For scholarships. Donor and purpose not specified. For endowment. For endowment. For endowment, that young men may be educated for the ministry. Small balances from former bequests. To pay for a course of lectures. For payment of debt, professorship, and scholarship; there were also contri¬ butions for current expenses. For professorship. For painting and repairing Brown Hall. To found the George S. Green Hebrew fellowship. To purchase books for the library. To procure new and repair old furni¬ ture. J 806 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for 1882; from Organization to which intrusted. Benefactor. Marne. Location. Hame. Residence. Schools of theology— Cont. Auburn Theological Semi¬ nary. General Theological Semi- 'i nary of the Protestant > Episcopal Church. ) Union Theological Seminary. Rochester Theological Semi¬ nary. Christian Biblical Institute.. Lane Theological Seminary.,. Heidelberg 'Theological Semi-1 nary. Theological Seminary of the United Presbyterian Church. Meadville Theological School. Union Theological Seminary. Mission House... Mashotah House . Auburn, M. Y Mew York, N. Y — Mew York, N. Y. Mew York, M. Y. < Rev. C. W. Rankin, rec- ( tor St. Luke’s Church. Baltimore, Md . Stanford ville, M. Y. Cincinnati, Ohio . . . Tiffin, Ohio . Allegheny, Pa , Meadville, Pa Various persons J. Purdy . Various persons Mansfield, Ohio. Hampden Sidney College, Va. Eranklin, Wis . Mashotah, Wis . SCHOOL OF LAW. Union College of Law of the } Chicago and Northwest- > ern Universities. ) SCHOOLS OF MEDICINE, DEN¬ TISTRY, AND PHARMACY. Chicago, HI. Cooper Medical College . College of Physicians and Surgeons of Chicago. Minnesota College Hospital. Leonard Medical School .... Medico-Chirurgical College of Philadelphia. INSTITUTIONS FOR SUPERIOR INSTRUCTION OF WOMEN. Mills Seminary . . . . Lucy Cobb Institute . Georgia Baptist Seminar y . . Wesleyan Female College .. Rome Female College . San Francisco, Cal Chicago, Ill . . Church contributions .... Rev. Josiah P. Tustin, s. T. D. {Callaghan & Co.... _ 0. H. Horton . Faculty of Law College Prof. Levi Cooper Lane.. Cambridge, Mass . . . Chicago, Ill. T. J. Hutton T. R. Cruse.. Minneapolis, Minn.. Raleigh, M. C . Philadelphia, Pa — Mills Seminary, Cal. Athens, Ga . {Hon. E. S. J ones . Harvey Brown ...a... A. C. Rond . Corsey & Co . V arious persons - - - The Leonard family . . . Wm. Wood & Co Lentz & Co . Mrs. Wm. E. Dodge . ( Citizens . San Francisco, Cal.. Fergus Falls, Minn. Wappinger’s Falffi, Minneapolis, Minn. Hampden, Mass ... Mew York, M. Y... Philadelphia, Pa... Mew York, M. Y Athens, Ga . j Gen. H. R. J ackson l George I. Seney - Savannah, Ga. . . Mew York, M. Y Gainesville, Ga. Macon, Ga. Rome, Ga. . George L Seney . Mew York, M. Y STATISTICAL TABLES. 807 replies to inquiries by the United States Bureau of Education— >- Continued. Benefactions. j Total. Endowment and gen¬ eral purposes. Grounds, buildings, furniture, and ap¬ paratus. Professorships. Jj o- O rd * & P* P & Ph ! ,23 •3 ® To aid indigent stu¬ dents. Library and museum. 5 6 7 8 9 1© 11 $31, 733 $1, 032 $29^18 $9S3 \ $18, 000 V 20, 500 2, 500 100, 000 l 100, 000 95, 000 5, 000 4, 000 4, 000 25, 000 25, 000 '200 5, 000 5, 000 5, 000 5, 000 25, 000 25, 000 5, 287 5, 287 r . 100 175 50 1 . 25 100,000 100, 000 100 ^ 125 \ . 25 5, 000 1 5. 000 20, 000 20. 000 L. . 2, 500 2, 500 1 r . l 18, 000 j . J 1 125, 000 ($125, ,000) 1, 500 $1, 500 l Object of benefaction and remarks. 12 For general purposes, professorship, and scholarship. For building. To endow "the Bishop 'Whittingham scholarship. Purpose not specified. For general purposes and scholarships. For current expenses. For new buildings and furnishings. Donor and purpose not specified. For two scholarships. For endowment, beneficiary fund, and boohs for library. For scholarships. For general purposes. Gift of 850 volumes to library. Annual prize for best scholarship in senior class. Annual prize for best thesis in senior class. Annual prize for best scholarship in junior class. {'Building and lot to be used as a college of medicine forever. If diverted from such purpose, to become prop¬ erty of the city. Annual prize for best examination. Anatomical prize. Chiefly for hospital support. For the medical education of the col¬ ored race. Anatomical plates. Aspirator. For scholarship. Purpose of gifts amounting to $3,500 not reported. Purpose of gift of $500 not specified. Purpose of gifts amounting to $14,000 not specified. Small d onations to help educate orphan girls. Building, endowment, and equipment. To aid in education of a daughter of q Presbyterian minister. 808 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions foi' 1882; from Organization to which intrusted. Name. Location. Name. 1 3 3 Institutions for superior instruction of women — Continued. Benefactor. Residence. 4 Shorter College Rome, Ga. Alfred Shorter Rome, Ga. Highland Hall College for Women. St. Mary’s School . Rockford Seminary . . De Pauw College for Young ? Women. 5 Highland Park, Ill.. Elisha Gray Highland Park, HI. . Knoxville, Ill . Rockford, Ill . New Albany, Ind . . . W. C. De Pauw E. A. Eriedley . . New Albany, Hid . . . New Albany, Ind . . . Mansfield Female College Maine Wesleyan Seminary ? and Female College. } Abbot Academy . Mansfield, La.. Kent’s Hill, Mo Andover, Mass Various persons . ( S. R. Bearce (deceased) . . Lewiston, Me. . I Ammi S. Loring . Yarmouth, Mo. Various persons . The Swain Free School New Bedford, Mass. William W. Swain (doc’d) New Bedford, Mass. Smith College Northampton, Mass. Mt. Holyoke Female Semi¬ nary. Howard Female College - South Hadley, Mass. Fayette, Mo Moses W. Payne Hamburg, Iovra. Synodical Female College. . . . NewHampshireConference 1 Seminary and Female Col- > j lege. ) St. Joseph’s Academy . Cincinnati W esleyan College . Lake Erie Female Seminary . St. James Hall.. . Murfreesboro’ Female Insti¬ tute. St. Cecilia’s Academy . Young Ladies’ School of Southwestern University. Baylor Female College . Vermont Methodist Semi¬ nary and Female College. Marion Female College . Wisconsin Female College... Fulton, Mo Tilton, N. H . Rev. B. H. Charles (presi¬ dent). C Irah E. Chase, M. D . 1, 100 \ . 1,000 > 500 1 J 75, 000 C 10, 300 l 64, 700 r (5< )0) \ 700 s' 200 1 1 1,500 1, 500 500 500 2, 000 2, 000 600 600 l 5, 000 (5, 0 00) J 3, 000 3, 000 3, 000 $ 250 3, 000 * \ . Object of benefaction and remarts. 12 $40,000 in stocks and bonds, $5,000 in cash; to pay teachers and educate poor girls. Purpose not specified. For stone chapel. Donor and purpose not specified. For. general purposes. To furnish supplies and for general expenses. Purpose not specified. fFor endowment; also donations to > library. For building, chair of literature, and to complete a scholarship of $1,000. "Wf W. Swain, of New Bedford, Mass., left his homestead, land, and personal securities under his will for founding and maintaining a free school; vested in trustees and to be used at their discretion for purpose named. $3,000 were for music department, $30,000 for art building, $10,000 for art collections, and $5,000 for schol¬ arship fund. $7,000 for “education fund” and pur¬ pose of $65 not specified. Value of house and lot adjoining col¬ lege, given to enlarge building and grounds. For improvements and apparatus. For endowment. Scholarship to aid indigent students. Donor and purpose not specified. } For liquidation of indebtedness and 5 repairs. To be added to fund for education of needy students and increase of library and apparatus. Pictures, books, and furniture from classes and individuals. For general purposes. Money value of the use of property al¬ lowed the school by the owner. For new building. To improve the buildings. f College buildings and land and cash } for endowment. Pledged for endowment fund; about one-fifth paid. For building. Purpose of gift of $250 not specified. 150 books for library. 810 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for 1882; from Organization to which intrusted. Benefactor. Name. Location. Name. Residence. PREPARATORY SCHOOLS. St. Helena Academy. Phillips Academy . . . Cushing Academy . Monson Academy St. Paul’s School . Colby Academy . . . . i Peddie Institute . . •. . . Cazenoria Seminary . Cook Academy . Fairview Institute. .. Wilkes-Barre Academy. Manchester College. . Way land University Concordia College . Markham Academy . n University of New Mexico .. INSTITUTIONS FOR SECONDARY INSTRUCTION. Greene Springs School. Mt. Union Seminary. . . Talladega College . Southland College . Prairie Grove Academy ..... . Hopkins Academy . St. Joseph’s Academy. St. Matthew’s Hall - San Joaquin Valley College. Wolfe Hall . Tillotson Academy St. Helena, Cal Andover, Mass . . . Ashburnham, Mass , Monson, Mass . Concord, N. H . N e w London, N.H. . . Hightstown, N. J . . . Cazenbvia, N. Y Havana, N. Y - ... Saratoga Springs, N.Y. Wilkes-Barre, Pa . . . Manchester, Tenn Beaver Dam, Wis. Milwaukee, Wis .. . . Milwaukee, Wis Santa F6, N. Mex . . . f John Lewelling . . - . . . (John Allyn . Mrs. H.E. Neinberger . . . Various others _ _ _ Lady Elizabeth Sumner Buckley-Mathew-Flem- ing, debeased. Anonymous . ( Joseph Fairbanks . . London, Eng. Fitchburg, Mass . . . A. T. Lowe, M. D. Boston, Mass C James P. Colgate ..*■... I Various others.- . Hon. William Bucknell . Yonkers, N.Y ... Philadelphia, Pa . J. B. Erhardt ' J. W. Hollenback . W. L. Conyngham H. B. Hillman . E. P. Darling . J. H. Swayer.. - New York, N. X — Wilkes-Barre, Pa . .. Ev. Lutheran congrega¬ tions. John C. Spencer . HI., Minn., Wis., & Dak. Wilwaukee, Wis. . . . Greene Springs, Ala Joel E. Mathews . Mt. Union, Ala . . . . ( Benjamin De Forest . Talladega, Ala . < R. B. Graves . t Various persons . Helena., Ark . . . Prairie Grove, Ark. . Citizens . Oakland, Cal . Moses Hopkins . Dallas County, Ala Hartford, Conn . . . Morristown, N. J. Sacramento, Cal San Mateo, Cal . Woodbridge, Cal. Denver, Colo Trinidad, Colo Prairie Grove, Ark San Franci&co, Cal Mrs. Murray . ( Mis. J. S. Hager. San Francisco, Cal.. Mrs. George C. Perkins. . J. L. Miner . Alpena, Mich C Mis3 Catharine L. Wolfe. I Miss Cammon . ( Rev. G. J. Tillotson . (Various persons . New West Education Commission. New York, N. Y .. Geneva, N. Y . . Wethersfield, Conn. Chicago, HI . . STATISTICAL TABLES. 811 replies to inquiries by the United States Bureau of Education — Continued. Benefactions. Total. Endowment and gen¬ eral purposes. Grounds, buildings, furniture, and ap¬ paratus. Professorships. Fellowships, scholar¬ ships, and prizes. To aid indigent stu- | dents. Library and museum. 5 G 7 S 9 1© 11 i $4, 520 J" $600 $1, 000 j 300 j i 2,620 r _ .... $1, 000 l 26, 000 f J { . 25, 000 f . 325 1 | 400 I j . $75 220 200 20 5, 000 .5 oon | 12, 000 ’ 1 no, nnm 400 400 5, 000 5, 000 2, 425 20, 000 20, 000 160 70, 000 70, 000 14, 000 20 20 10, 400 (10,4 =00) 25 25 c . S 27, 000 1 . 5, 000 1 . . 1, 000 1 . 1, 000 2, 000 2, 000 50, 000 50, 000 20 ■j r . 50 > 400 ( 100 . 950 9.39 232 . ) \ e i son C 2, 000:1 ’ inn . 1 . •) r ? _.J C .... 1 - - * . J > 700 1 l 1, 700 ) 1, 000 J 11 1 1 Object of benefaction andremarks. 13 {To establish and maintain the acad¬ emy. }To pay tuition; income only to be used. The $25, 000 subject to annuity at present. For telescope and books for library; also from various persons of Ash- burnham contributions to museum and library. For general purposes and scholarships. For general runa. ( House for president and money for | payment of debt. For library, pictures, &c. For endowment. Donor and purpose not specified. Astronomical charts, globe, and maps. C For general fund ; notes at 6 per cent. I payable in cash within five years. Donor and purpose not specified. For endowment; a residuary bequest of $50,000 here included is not yet available. Purpose not specified. V alue of a gold medal called the Spencer prize in declamation. For buildings and general uses of the university. A fine telescope. To pay teacher’s salary. Purpose of gift of $21,000 not specified. For scholarships. For scholarships. Donor and purpose not specified. For building. For liquidation of debt, $20,0 ;, and general endowment $80,000; condi¬ tioned on the raisingof a like amount for the Pacific Theological Seminary, which institution is under the same board of trustees. The condition was complied with. Purpose not specified. For two medals for deportment and scholarship, respectively. For three medals. For a telescope. For apparatus. | For general purposes. ^ Toward new building. For teachers’ salaries. 812 REPORT OP THE COMMISSIONER OP EDUCATION. Table XXIII. — Statistics of educational benefactions for 1882,; from Organization to which intrusted. Name. Location. Name. 1 ft 3 Institutions foe secondary instruction — Continued. Benefactor. Residence. 4 Mystic Valley English and Classical Institute. Gildersleeve High School.... St. John’s School for Boys. .. Cookman Institute . Mulberry Grove Academy. . . Mystic Bridge, Conn G. A. Slack . Boston, Mass Portland, Conn . Faufkland, Del _ Jacksonville, Fla Antioch, Gfa . Sylvester Gildersleeve. Vai'ious persons. . . , Various persons. Antioch, Ga IJome School for Young Ladies Storrs School . St. Joseph’s Academy . Howard Normal Institute. . . . Jennings Seminary and Au¬ rora Normal School. Chicago Athenaeum . German- American Academy. St. Mary’s Training School for Boys. Elgin Academy . . German-English College . Young Ladies’ Athenaeum . . . Vermilion Academy . Bloomingdale Academy . Central Academy . Athens, Ga . Atlanta, Ga. . . . Col am bus, Ga _ Cuthbert, Ga . Aurora, Ill . . John McCarthy (deceased) American Missionary As¬ sociation. Various persons . Columbus, Ga. Chicago, Ill. Chicago, Ill Des Plaines, Ill School Association of the German-A meric an Academy. Chicago, Ill Elgin, HI . . Galena, HI . Jacksonville, Ill ... . Vermilion Grove, Ill Bloomingdale, Ind . . Plainfield, Ind . Mrs. J. A. Carpenter Friends’ Quarterly Meeting Various persons . Bloomingdale, Ind.. Union High School. Albion Seminary. . . . Westfield, Ind . Various persons Albion, Iowa . Various persons Marshall Co., Iowa. . Birmingham Academy. Coe College . Denmark Academy . Danish High School . Lenox Collegiate Institute. . . Humboldt Academy and Normal School. Friends’ Academy . . Cedar Valley Seminary . Birmingham, -Iowa. . Cedar Rapids, Iowa. Denmark, Iowa James Corry and others. .. ( Mrs. T. M. Sinclair and < citizens. ( John Sinclair . . ( Mrs. C. W. Perkins . < J. W. Field . (Henry Fairbanks . . Cedar Rapids, Iowa. New York, N. Y - Hartford, Conn . Boston, Mass . St. Johnsbury, Vt. . . Elk Horn, Iowa. . . Hopkinton, Iowa _ Mrs. Sinclair. Humboldt, Iowa - Citizens . Cedar Rapids, Iowa. Humboldt, Iowa .... Le Grand, Iowa. Osage, Iowa.... Citizens . . Various persons Le Grand, Iowa. . . . Marshalltown, Iowa Gould College . Kentucky Normal and Theo¬ logical Institute. Jessamine Female Institute. . Princeton Collegiate Institute Academy of St. Catharine of Sienna. St. Hyacinth’s Convent . Evangelical Lutheran Pro¬ gymnasium. Harlan, Kans ....... Louisville, Ky ...... Nicholasville, Ky . . . Princeton, Ky . American Baptist Home Mission Society. Citizens . Various persons . New York, N. Y. (Temple Court). Jessamine Co., Ky.. {Hopkinsville, Ky .. Louisville, Ky . Owensboro, Ky .... Princeton, Ky . Springfield, Ky Various persons Monroe, La . . Young Catholic Friends’ Society. New Orleans, La _ Congregations of the South¬ ern Dis ' rict of the Evan¬ gelical Lutheran Synod. Monroe, La . Missouri, Ohio, and other States. STATISTICAL TABLES. 813 replies to, inquiries by the United States Bureau of Education — Continued. Benefactions. Total. Endowment and gen¬ eral purposes. Grounds, buildings, furniture, and ap¬ paratus. Professorships. Fellowships, scholar¬ ships and prizes. To aid indigent stu¬ dents. Library and museum. 5 6 7 8 9 io 11 $100 $100 15, 000 $15, 000 2, 600 $2, 600 150 150 50 700 80 80 1, 500 1, 500 2,335 '700 700* 16, 972 300 300 300 4, 000 160 100 100 470 400 70 2, 000 2, 000 2, 000 2, 000 225 225 | 20,000 (20,0 00) ^ 300 522 522 160 400 400 ] 300 300 > 4, 500 3, 500 500 500 3, 800 2, 590 2, 500 3, 000 3, 000 > 9, 000 (9, 01 10) J 500 100 $100 300 300 Object of benefaction and remarks. 12 Books for library. To found an academy. A gift of books for library. To aid in erecting building. For repairing and enlarging the academy. Books for library. Donor and purpose not specified. Purpose not specified. For teachers’ salaries. For reroofing, renovating, and refur¬ nishing the school building. Purpose not specified. To elevate the standard of the school. Purpose not specified. For reseating school rooms. Purpose not specified. Purpose not specified. Purpose not specified. For repairing building. $400 for building and $70 for library and apparatus. For general endowment. For erection of a boarding hall on con¬ dition that $1,500 be raised and build¬ ing erected 'within one year. Condi¬ tions were met. To relieve distress from fire. For building and endowment. Purpose, not specified ; fto be used as trustees find necessary. For liquidation of debt. Purpose not specified. For repairs on building. For general purposes. $3,000 for liquidation of debt, $500 for building, $500 for apparatus and library, and $500 for. endowment. Purpose not specified. To pay teachers. For new buildings. f To pay for property and improvements, i and for endowment ; income of por- I tion for endowment is to be used only I. for professors’ salaries. Purpose not specified. For education of indigent children. To educate scholars as clergymen and teachers. 814 REPORT OF THE COMMISSIONER OF EDUCATION Table XXIII. — Statistics of educational benf actions for 1882; from Organization to which intrusted. Benefactor. Name. Location. Name. Residence. 1 * 3 4 Institutions for secondary instruction — Continued. Peabody Normal Seminary. . . Corinna Union Academy - - Fryeburg Academy . Hallowell Classical and Sci¬ entific Academy. Lincoln Academy . New Orleans, La.... Corinna, Me . Fryeburg, Me . | Hallowell, Me . Newcastle, Me . Various persons . A. M. Burton, principal, students of academy. Mrs. Valeria G. Stone _ C Mr. Clapp . . . . 1 Miss S. A. Parsons ...... Miss Hattie S. Dixon . Pupils and friends . . Malden, Mass . Bath, Me . Hallowell, Me _ ... Damariscotta, Me .. Pawtucket, R. I .... Bromfield School". . Tabor Academy . «... Wesleyan Academy. « . Minnesota Academv _ Marion, Mass . Wilbraham, Mass. . . Mrs. Elizabeth Tabor . Marion, Mass . Owatonna, Minn.... Hauge College and Seminary. Gustavus Adolphus College.. Wesleyan Methodist Semi¬ nary. Cooper Institute............. Bed Wing, Minn. . . . St. Peter, Minn . Wasioja, Minn.. Citizens . . . J. P. Thelander and others Various persons .......... Bed Wing, Minn. . . . Daleville, Miss ...... Various sources .......... Cool Springs Academy . . Avalon College . Butler Academy....... ...... Molino, Miss Avalon, Mo . Butler, Mo . . I W. A. Robertson ... - Various others . Various persons .......... Citizens... . Molino, Miss . Northwest Missouri and elsewhere. Butler, Mo _ Bellevue Collegiate Institute. Wentworth Male Academy.. Marionville Collegiate Insti¬ tute. Morrisville Male and Female Collegiate Institute. Lutheran High School. ...... Caledonia, Mo ...... Lexington, Mo...... Marion ville, Mo .... Morrisville, Mo..... Members of Methodist churches and citizens. S. G. Wentworth . Various persons . Various persons . . Caledonia, Mo . Lexington, Mo . St. Louis, Mo . . . r . . . Salem Academy . . Salem, Mo _ Nebraska Baptist Seminary. . Nebraska Conference Semi¬ nary. Proctor Academy ......... _ Gibbon, Nebr. ...... York, Nebr. _ Various persons .......... , Andover, N. H...... Gilmanton Academy. . . . School for Boys . Gilmanton, N.H ... Holderness, N. H... ^New Hampton, N. H. Tilton, N. H . Obadiah Wheelock . V arious persons . . . . . Philadelphia, Pa. . . . New Hampton Literary In¬ stitute. New Hampshire Conference Seminary and Female Col¬ lege. The Simonds Free High School. Blair Presby terial Academy . South Jersey Institute . . Centenary Collegiate Insti¬ tute. C Hon. G. G. Fogg... . 1 Oliver Chase . Concord, N. H . Sandwich, N. H . j Warner, N. H . Blairstown, N. J _ Bridgeton, N. J . j Jljickettstown, N.J. C Hon. John Foster . < Citizens . (Pupils of school........... Hon. John L Blair . Hon. Wm. Bucknell . f G eorge I. Seney . . J George J. Ferry . 1 M. H. Gillette - - - v [ Various persons . Boston, Mass ....... Warner, N. H . Warner, N. H . Philadelphia, Pa.... New York, N. Y _ STATISTICAL TABLES. 815 replies to inquiries by the United States Bureau of Education — Continued. Benefactions. i i Total. Endowment and gen¬ eral purposes. Grounds, buildings, furniture, and ap¬ paratus. Professorships. Fellowships, scholar¬ ships, and prizes. To aid indigent stu- , dents. Library and museum. 5 & 7 8 9 io 11 $1, 500 $1, 500 20 $20 10, 000 C 3, 000 | 3, 400 i 400 6,000 6, 000 '300 2,500 1, 650 $850 4,800 350 1, 400 1, 400 1,303- 3, 000 3, 000 1 f 1, 500 l 1, 650 j . 8,000 8, 000 250 250 900 900 2, 500 2, 500 2, 000 2, 000 300 300 500 8, 000 8,000 3, 000 3, 000 1, 200 1,200 75 $75 11, 000 | 2, 000 2, 000 32, 000 ) $1, 000 150 S 325 ) 100 5 ) 75 15, 000 15, 000 100 100 r 15. ooo! _ j 4, ooo > 36, 000 i 4, 000 J (. - 13, 000 Object of benefaction and remarks. 12 From local contributions for general support,- also $3,200 from Peabody fund. In books for library. Purpose not specified. ^ For general purposes. "Webster’s Unabridged Dictionary. A gift of piano from pupils and friends. For observatory and library. For best good of the. school. $1,650 for support of school and piano valued at $850. $4,000 on condition of six- per cent, an¬ nuity during life of donors. Purpose not specified. For erection of new hall. Purpose not specified. For endowment. Books for library; {Value of grounds, buildings, and fur¬ nishings supplied by W. A. Robert¬ son to found a school fqr the benefit of the public. ( $150 donated by merchants of Loujs- i ville. For endowment; interest only to be used. For apparatus. For building and improvements. For erection of building for boarding department. For payment of debt on building. To aid faculty. Donor and purpose not specified. A donation of 25 volumes to library. For endowment and general expenses. For endowment. For completion of bparding hall. For prizes ; the interest to be used af¬ ter five years. Purpose not specified. For general purposes. $1,000 to aid indigent females, and pur- pose of remainder not specified. For chemical and physical apparatus. $700 per annum to principal; remainder to general purposes. For library. For payment of debt. 816 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of edmational ’benefactions for 1882; from Organization to which intrusted. Name. Location. Name. 1 Institutions for secondary instruction — Continued. Benefactor. Residence. 4 Moorestown Academy . German American Element¬ ary and High Grammar School. Paterson Seminary . Albany Boys’ Academy . Moorestown, N. Newark, N. J. . J. Various persons Paterson, N. J Albany, N. Y. ( Rev. S. Bourne . < Miss S. W. Doremus ( A. B. Wiggin . Various persons . . Paterson, N. J. Albany, N. Y Union Academy of Belleville. Adelphi Academy . . . Belleville, N, Y Brooklyn, N. Y Various residents John Gibb . Belleville, N. Y. Brooklyn, N. Y. Delaware Academy . Clinton Liberal Institute .... Ten Broeck Free Academy . . Hudson Academy . Macedon Academy . St. John’s Military School _ Millbrook Academy . . Peekskill Academy . Pompey Academy . Law’s Classical School . Delhi, N. Y . Fort Plain, N. Y - Franklinville, N. Y . Hudson, N. Y . . . Macedon, N. Y . Manlius, N. Y . C H. 3L Thurber . I Citizens . < Miss Gage . i Various persons . Various persons . Trustees of Academy. ( Fred. A. White . I Various persons . New York, N. Y _ Delhi, N. Y: . Hudson, N. Y . Hudson, N. Y . Marion, N. Y . Millbrook, N. Y. Peekskill, N. Y . Pompey, N. Y. .. Shushan, N. Y . . E. W. Lane N. G. Swift Poughkeepsie, N. Y. Milbrook, N. Y . Citizens ... James Law Pompey, N. Y Southold Academy ... Bingham School . . . t . . Southold, N.Y . Citizens . Bingham, N. C . Various persons Southold, N. Y Boston, Mass . . Scotia Seminary . . Bennett Seminary Concord, N. C...? Greensboro’, N. (j E. A. Graves — Various persons Morristown, N. J . . . J Brown Seminary . New Garden Boarding School Leicester, N. C — New Garden, N. C ' Freedmen’a Aid Society . [ Bishop Warren . Albany Enterprise Academy. Academy of Central College . Hartford Academic Institute . Poland Union Seminary . Albany, Ohio . Central College, Ohio Hartford, Ohio . Poland, Ohio . Various persons . . . . ( Alvin Wright . . . . $ Various persons . Citizens . George P. Miller (deceased) Columbus, Ohio . . . Hartford, Ohio. Poland, Ohio... New Lyme Institute. So. New Lyme, Ohio . Judge Wm. S. Doming So. New Lyme, Ohio. Indian Industrial School . Eldersridge Classical and Normal Academy. English and Classical School . Friends’ School . Western Pennsylvania Class¬ ical and Scientific Institute. Friends’ Select School . Westtown Boarding School. . Friends’ New England Board¬ ing School. Carlisle, Pa ... . Eldersridge, Pa Various persons ... Dr. James McCann Pittsburgh, Pa Johnstown, Pa...... London Grove, Pa . . Mt. Pleasant, Pa ... . Cambria Iron Company. . . Johnston, Pa ... . Friends’ Yearly Meeting. . Philadelphia, Pa. Various persons . Oxford, Pa . Westtown, Pa . Providence, R. I - Friends’ Yearly Meeting. Philadelphia, Pa _ Friends’ Yearly Meeting. Baltimore, Md . Mrs. Hannah J. Bailey - Winthrop, Me STATISTICAL TABLES. 817 replies to inquiries hy the United States Bureau of Education — Continued. Benefactions. 2, 150 4, 000 100 6, 000 5, 500 7, 243 300 75 3, 000 300 1, 000! 52 E Endowment and gen¬ eral purposes. Grounds, buildings, furniture, and ap¬ paratus. Professorships. Fellowships, scholar¬ ships, and prizes. To aid indigent stu¬ dents. Library and museum. 6 7 8 9 10 11 $280 $34 1, 072 $500 1, 000 1,000 1, 150 . C ... . . | 1, 000 3, 000 $150 100 C . 100 150 \ . 20 . 35 500 200 25 50 $1, 700 c . 8, 000 \ :. . 2, 259 650 C 25 \ 25 (22,0 00) 200 C . 1, 000 500 i . ;; 100 6, 000 5, 500 7,243 75 3, 000 150 150 li . 1,000 Object of benefaction and remarks. 12 Purpose not specified. For payment of mortgage. ( Gifts of books to be awarded by teach- \ er's and a committee, and library t books to be property of the school. To fit up chemical work room for stu- For a “ Garfield memorial fund.” A Steinway grand piano, valued at $1,000. Also various additions to the library and museum. )For improvement of academy and 5 grounds. ^ For general purposes and gymnasium. For books and apparatus. For books for library. | For desks in school room. Purpose not specified. Cash and gymnasium apparatus. To purchase arms. For repairs on building. Use of building, together with fuel for use of school. For general purposes, books for the library and gymnastic apparatus. • To be loaned to indigent students to pay board, especially such as expect to teach; such students must fur¬ nish their own books, clothing, &c. For building. For scholarships. To aid indigent students and for fur¬ niture. j For teacher’s salary. For endowment and improvement of building. To aid indigent students. ( For young ladies’ boarding hall, on < condition that amount necessary to t finish it be raised. To pay teacher. Beal estate valued at $6,000 for endow¬ ment. $1,100 per annum for five years to pay teachers’ salaries. For various purposes. 30 volumes to the library. Purpose not specified. For text books and apparatus. Furnishing rooms, books, and cash. | To purchase apparatus. Purpose not specified. For engravings, busts, and photo¬ graphs of wbrks of old masters in carbon, for instruction. 818 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for 1882 j from Organization to which instrusted. Name. Location. Name. 1 2 3 Institutions for secondary instruction— Continued. Benefactor. Residence. 4 Benedict Institute. Penn School Milligan College . West Tennessee Seminary. .. Lynchburg Normal . Lauderdale Institute . . New Hope Academy . Jones Male and Female In¬ stitute. Houston Seminary . Bishop Baptist College . Wiley University . Rhea’s Mill Academy . German-English School . Coronal Institute . Goddard Seminary. . Vermont Academy. Leland and Gray Seminary . . Stonewall Jackson Institute. Storer College . Lake Geneva Seminary . „ . . . Rochester Seminary . Lewis Collegiate Institute . . . Harrell International Insti¬ tute. Albuquerque Academy . School of the Good Shepherd. Ogden Academy . . Brigham Young Academy . . . Rowland Hall . . St. Mark’s School . Salt Lake Academy . Columbia, S. C Mrs. B. A. Benedict. Pawtucket, R. I _ Frogmore, S. C . Cave Spring, Tenn. . Hollow Rock, Tenn. {Mrs. J. H. Towne . . Misses Towne and Mur¬ ray. Mrs. R. C. Lincoln . Various persons . . Boston, Mass . . Boston, Mass _ Lynchburg, Tenn J. Motion (deceased) Lynchburg, Tenn... Ripley, Tenn John Y. Barber . V arious persons Alto, Tex . D. W. Tidwell (principal) . Alto, Tex. Goliad, Tex. Capt. A. C. Jones . Beeville, Tex Mrs. A. C. Jones . Beeville, Tex Houston, Tex . Marshall, Tex . Marshall, Tex . Rhea’s Mill, Tex.... San Antonio, Tex. . . Texas M>E. Conference. .. ( Mrs. C. C. Bishop . . ( Various persons . Freed men’s Aid Society of M. E. Church. W. Miller . . ( Proceeds of school fair. . . < The Volksfest commit- New York, N. Y - tee. San Marcos, Tex. Barre, Vt . Saxton’s River, Vt. . Townshend, Vt.... Abingdon, Va . . Harper’s Ferry, W. Va. Geneva, Wis . Stevens Calef (deceased).. ( Lawrence Barnes . Julius J. Estey . . < Jacob Estey . . . Levi K. Fuller . ( Dr. Alva Woods . Various persons . D. Appleton & Co . Free Will Baptist Home Mission and Woman’s Mission. Various persons . San Marcos, Tex. . . . Providence, Ii. I - Providence, R. I - New York, N. Y _ Harper’s Ferry, W. Va. Rochester, Vis . Lewiston, Idaho _ From students.. Various persons Lewiston, Idaho .... Muscogee, Ind. Ter . Now Albuquerque, N. Mex. Ogden, Utah . fNew West Education < Commission. C Citizens . Various persons in the East. Chicago, HI . Albuquerque, N.Mex Ogden, Utah . Provo City, Utah . . . Various persons . Elder Abraham 0. Smoot. . Provo, Utah Salt Lake City, Utah . Salt Lake City, Utah! Various persons Salt Lake City, Utahl . STATISTICAL TABLES. 819 replies to inquiries by the United States Bureau of Education — Continued. Benefactions. Total. Endowment and gen¬ eral purposes. jf a, fete? a 'B § ® K -! g flag o.s S f-Vi Pi 0 Professorships. Fellowships, scholar- ships, and prizes. To aid indigent stu¬ dents. Library and museum. 5 G 7 8 0 1 10 11 $25, 000 1 S 200 2, 400 300 250 j 5, 000 149 | 125 442 j 10, 000 3, 523 30 | 1, 914 1,250 1,000 j 13, 000 1 J 340 ( . $150 . i 50 $2, 400 300 250 1, 000 4, 000 149 115 10 442 5, 000 5, 000 1, 700 30 c . 1 _ _ f . . c . ^ . l . $1, 823 f 1, 414 ( 500 1, 250 1, 000 ( . 1 . i . 1 . ( . 340 2, 500 2, 500 30 5, 000 8,200 | 1, 800 1,500 500 2, 500 12, 000 6, 363 12, 100 an (5 0001 8, 200 $1, 800 1, 500 500 2, 500 * 6, 363 . . . 12, 100 Object of benefaction and remarks. 13 Purpose not specified; interest only to be .used. t* For education of freedmen’s children. These ladies give their services apd eachpays one teacher. For education of freedmen’s children. For building. For improvement of property. A lot valfted at $250 for school building, jf For building on Condition that the in- < stitute be under the charge of the l Southern M. E. Church. $49 cash and lumber, nails, &c., -worth $100, for building. | For boarding hall. Fitting up building. ^ For a girls’ boarding hall. For building, repairs, and payment of teachers. A clock valued at $30. | For general purposes. For addition to building. For permanent endowment. Purpose of gift of $3,000 not specified. Purpose of gift of $3,000 not specified. Purpose of gift of $3,000 not specified'. Purpose of gift of $3,000 not specified. Purpose of gift of $1,000 not specified. For general purposes. A small box of books. For payment of teachers. The Higley Herbarium, consisting of .1,200 specimens, and the Wells C. Bake collection from D. J. Lake, of Lake Forest, Ill., consisting of about 3,000 specimens of coin, fossils, min¬ erals, &c., and small additions to the museum from other sources were re¬ ceived during the year. For improvements and repairs. For erection of building and maintain¬ ing the school. A large part of the gifts was in land. To erect school building on condition that $10,000 be raised. For teacher’s salaries and scholarships. Given chiefly by a system of scholar¬ ships of $40 each. For bui! ding. For building. The academy was also given an organ by the school board. Purpose not speoified. In scholarships. For building. 820 REPORT OF THE COMMISSIONER OF EDUCATION. Table XXIII. — Statistics of educational benefactions for 1882; from Organization to which intrusted. Benefactor. Name. Location. Name. Residence. 1 c* 3 4 Institutions for secondary instruction — Continued. Salt Lake Collegiate Institute Salt Lake Seminary . Tooele Seminary . Benj. P. Cheney Academy - INSTITUTIONS FOR THE DEAF AND DUMB AND THE BLIND. American Asylum for the Education of the Deaf and Dumb. Maryland Institution for ? Instruction of the Blind, j "New England Industrial School for Deaf-Mutes. Horace Mann School for ? the Deaf. 3 Institution for the Improved Instruction of Deaf-Mutes. Hew York Institution for > the Blind. 5 TRAINING SCHOOLS FOR NURSES. Connecticut Training School for Nurses. Illinois Training School for Nurses. Orange Memorial Hospital Training School for Nurses. Mount Sinai Training School for Nurses. New York Training School for Nurses (Bellevue Hos¬ pital). Nurse Training School of? the Woman’s Hospital. 3 INSTITUTIONS FOR FEEBLE¬ MINDED CHILDREN. Illinois A avium for Feeble- Minded Children. Massachusetts School for Idiotic and Feeble-Mind¬ ed Youth. Salt Lake City, Utah Home Mission Board ...... : f Missionary Society . Salt Lake City, Utah < Woman's HomeMission- ( ary Society. Tooele, Utah . M. E. Mission . . Cheney, Wash. Ter. B. P. Cheney . Hartford, Conn. Baltimore, Md . . Beverly, Mass . . Boston Mass _ New York, N. Y . Tooele, Utah.. Boston, Mass . ( Estate of Thomas Arm- < strong. t Estate of Henry Watson Various persons . . ("Prof, and Mrs. A. G-. Bell. J Sir Moses Montefiore .... 1 Various friends . Washington, D. C . London, Eng . New York, N. Y - New Haven, Conn . . Chicago, Ill . Orange, N. J . . . New York, N. Y - New York, N. Y - Philadelphia, Pa. . . . Lincoln, Ill f Simeon Abrahams, de- I ceased. { Caroline Goff, deceased.. | Catherine P. Johnson, . (. deceased. Various persons Various persons Various persons Various persons Various persons Anna T. Scott — South Boston, Mass A friend . . {A lady, by Richard C. Greenleaf. Sir Moses Montefiore, by A. A. Marcus. Chicago, Ill STATISTICAL TABLES. 821 replies to inquiries by the United States Bureau of Education — Continued. Benefactions. Total. Endowment and gen¬ eral purposes. ' „ . * of CL a -3 * GO 3 "a O g o £ c3 $ . O <& r— « SI O *rj ® Pi aT Ph 0 s * ft To aid indigent stu- - dents. 1 Library .and museum. 5 6 7 j S © 1© 11 $1, 500 | 9, 000 225 12, 000 1, 000 | 1, 215 3, 000 [> 390 8, 638 1 1 } 6, 941 1 J 13, 000 1, 020 800 3, 951 6, 373 ^ 155 316 ] | 306 $1,500 £ 4, 000 i 1 $5, 000 12, 000 1, 000 * C 999 \ 216 3, 000 ( . J . i . i . r . ( <> . 13, 000 20) (1, os 6, 373 £ 95 • $60 316 f 50 I 250 i 6 Object of benefaction and remarks. 13 For current expenses. f $5, 000 in cask from tbe Woman’s Home ' Missionary Society for building, and tlie whole amount of $9,000 given to establish college. Yearly appropriation from the society. Buildings, grounds, and equipment. To provide illustrations for books and school rooms. ^ Used for general expenses. For shop fund. Purpose of gift of $350 not specified. Purpose of gift of £5 not specified. Purpose of gifts amounting to $16 not specified. Donor and purpose not specified. Purpose of $2,249 received during the year from estate of Simeon Abra¬ hams is not specified. Legacy of $4,162 from estate of Caro¬ line Goff. Legacy of $530 from estate of Cather¬ ine P. Johnson. For nurses’ homo. Donations of money to support the school and build nurses’ home. Purpose not specified. Purpose not specified. For general purposes. > For general purposes and scholarship. Bequests and donations for ordinary expenses. •For general purposes. Table XXIV.— Publications, educational, historical, 4c., for 1882; compiled from publishers’ announcements hj the United States Bureau of Education. 822 REPORT OF THE COMMISSIONER OF EDUCATION. g g§8 gg £ggg; rH lO f-1 lO rH rH ft ft <3 c5 fc Ph £ $2 CO CO T— < CM ^ + ec co +^ + P? Hi! O O a a Soo oo oo CZ2 oo Si ■ N • I'd! ajjz OQ -a S'JS SaJa. ^g*g' .§ |-s ►■s O ® o oRm^pq ;t* ; ©W ; H . .2 o S[>H 3 ©r "O hi £ : ^5 © • wft : ££ <.2 =3 i3 © a §Or |f4r Wcc( O o a SJO go W W <3 S ® a © a3 Ph> W! S3 O © g'd'd £ *4 O' O b£ « a M g ® O-E & O © ©,© S a o Oh : W«JO » aM So-, «iaSa^ © P 00 . fcSj'T.H o |SsMi £ a'2 .a a «s St: 5 >> 11 •a s.s a a © © ajg-S > ' © p,sss1<2,3 gg-sSS.2 ,© c ©.„ 3 R ° b£ bCO o © o? ®-S apP ■© %■"* © Etc? t>> '5 © £ O ByA •0:aW pq £ ° ©^3 H§ pH © gS .5 a g,d Si w 0rB £ © ?3 S.2 * ■c R © rC |d1 6+3 ® . tg .a a 6_ ,® o R ® O t> 3 P eu ©■g . M.S ^ R3 I oSSrfl W« s® o • a >-2«g 3 a 'Q ^2 o a'2°d : 1.2 1>(£ .s as £^»n:====Isi a a c6 £« W^s hW i © 3 a © t*co b( >'o a '-2 3 © ® 3 ^ 7 3 aa^a a a g .g|i,S w Oaa gi-gB-2 .5 bfl . tJ.9 «| ; gP4 a 3 3 ■ ra a bfl a £1 i *jO ■ is 23 *<•= ©■ WQ bil .aw Fnlfa ©Jw -a ,H ® O O'Hr^ ■■ ® « © oO£a 3 -^*«S4S -gg; SMTP'S -S-gJI b 'ta*^-!S^r© o i o S a . 2 1 ©M^^q 8 3 ^ j .5 a.©(> •2^^ © ©7 Sw 3 a S o g 3 ^ ?2Mtr 7,3 © 7 ® Sc.® 7 m ^ co © oc-g ^g.scg * 'S^J^ g a pr g ® o‘®w ■g s.a aS'gp.et'll ccOW H W<4 o <1 Pi 15s *■ a d ® © §©3W2D305^,®©®iSoo22 g°a .s 3%- >>'- a^ots ©^a^ -I - - - bt+iC ^®®2o-«&a >1M o 3 ®33-ri §2 § . g 3 2-g ®aa A ^ © r— i 7r 73 Cj ^ pa3 3 © ci^© ®yp-3-®rt?|^ I i ^©6 g ® >)^-3 a © ..^npqCH h>3'^3’-P 0,3 3^®f^ gifs g«i 5W «® • P si © © h a •c5 iogi^aa « n O O . © h © J3 &JW2 OtjM j‘n w C ® ‘ ©^^^“ 21®1 6a§c" . s © cc . land dr © . Boo. ■^c Wr on &| ^_- ■■g « ^ a 2 h S ®Hd gaa^1 a OQ g © <; ©.2 ■IS® !■§ ®w 'Is-'S i - po lg6P i m . . sUa; © apM S3§.. fee 3 .3 o I f X . «S l! . rb ^ PciWf*^^ 5 a >-fQp • .ih . . a i*aj£g Ip c^1 -S 3 la ® k3 s W«2 nJ d © 3 !•? ® rd a « r-l c3 ° ® fl §W3 CM .H jffit £ .P a 9x15 tBS-5 flp4 ~ i* a p © §^p" □ ^33 >s c3H R rt 5 5 9 -rt 5 ^ ®^lhj(§.2 M'S O *! *-§ o^bjgiS' l^-g ~ _ »rs Qh .rrs^Zrs ■$ .9 O o §>©' 8’gVla rt ®£p.2.®.® s~p5 2£ § fl o q c? & c$ jg ^ 1! ^ ® o ? ©^ ® ® £“©M Sfl pfl §"SH| g o.2 o •_£ © o q-^ 2 fcr.-S U1 w 3 S g 3 > w j-s M o ^■Sg* ” So w£p * .3 « g° *«-« . ©,=.■ p® P-® § i §-Jo2 . ®p § s.s3 *■§ a ItfgAj* *j-g ©« g^P'SJa.S a o^cEM' l^pd' §^M g 9 B” O ®ls --H 3 *- >4' , a J’S >.Qh 3 S 55,5 > as 2 a .T- • ®r- ®X P ® 'S S ® § ofi ^ S^^-43® ft'3 "P >2 °a .• ® 3JS*S l&s i M« 9 <1 S 3 rt O O I u H ^ i. (^ 2 2^ , ..aa©©*P'gs bn fee © © R x> 5° op®®s.” ©^H- +3 +3 "S 'S ©.M > H _ >. .^■:'9'§3^<5sm j=s «jjj3 © >iM PP-^'^cqS'^cs'”© PCMOO^IO a^gS2 ®P > O rj H PP ^ p:, 15' Ig S £5a o p w >5 P HP cd rn2 r i ! QQ ^ *43 i rrt .*8 13 2 I fl © s-i ci .3 ! rtSP g !l|M^ « -2 ll'S © ® S Pi s 2^2 R cc t <) o o 2Z °<12 © |a 4 S .. ®'C- P a §P Table XXIV. — Publications, educational , historical, tfc., for 1882, cf-c. — Continued. 824 REPORT OF THE COMMISSIONER OF EDUCATION. I O 5! © d 2 3 O © © O v .5 '© rC dS rB ! § ?§ c -t f o o © © a a > > CIN 00 00 HH 0«NON CD 00 CD CO CO O © © O a a a a © Cl (M CD CO > t- 9 w'S a © rP © O d<3 o— a ^ -3 g it 2 2 Is tf *3 P3 5 S m H iO o g U a W <=> • ■< © . A to . H >> « A a -+2 ® B , k h o#«o ’aw a ^3 fc 2 5 |s - «8 O A O ►3 O ^ a a o g 8 W ^ C3 flr^H ® ■;sgi © S ta-CB ;ao l” “ ^ a - © o rt CO A H >a . £ -8 © rj a/1 92 . ® 0 M © S 8 £5 . *S fl £ 25 -a p.’i 55 si* d « © II •sis ^ ^ M <0 3,©'z;itd o ©a dW02 S,*"J « 3fV02H -g flrt-.S p ® n a A © . « ~ a Pc£ © > cc £3 © .ifl,.S'B as'S «2 a S ©rf3 ts aA ©IgAggoawg « S'o :H g f3 B © * <3 SS © 2^gS .1^ aV - - C— a = _ ^ g .. O *o a © c®a © « d a «a b-3 a H <1 © g 8^ g S S 2W ®a l**'slwc4j;eM a.©,© B'2'2-2'2 a 9 © 1 esT5T3 « © a © .© d sc ®P"3WrSdAp A 1*3 Pi W S an <3 Statesman. Editor! by John STATISTICAL TABLES. O o CO CO 825 g o -PH- w r—i o o o J_Ci 1 o o _u Cl 72 88 70 • CO 1 o + o 00 o + + o a o O O a a 2 2 a a o © © © © © © g* m3 Hp M A 2 © 2 tC .s» ^ © a O.S O g c o M ^gpT >» ®-©.-2 rt JO rP © c3 t»1 M .9 a-© siS pfi 3 - *© M © 3 >» p - <3 1 C .% .9M wtn 9 ^ i ops § a^p % t> . © <1 2 M ^ rgOnj -M § = &fej,3 ^wwq!j! 2 cj pq pq w a © n V M W . rm .2 ©Ob p1© P1© . fc. « >, >> © s •+S © •c a © © ns ° B * || WM «w o © _P5 ©M trills nun c$p a »s. ©>>..© G^ao a x p p: ®-p o'-; o>-o bs»»Z gfc s !•§ 3 g-3 3 <33 ®J§ £ S g g © a;p' pOn H i ® a © p a ® gU-S §25 o*® « aaj. <5fc©*0 CC ►>i cO pq^PQ © a >* © c? ! 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"tijs .«*-!§ a C ® 5 ? ° 8 fl $^£3 2 S3 >-§ 2 5 © =*- § ti © ^ rt’a 8.9*2 S « »s® •=a?gg|^ " tsL g.s-g §£^>,.2 5 2 bi © bt~3 o H gg W o > Pi ci: PS <0 -5W .•pa • nO fl 1 8L - . ■Sto! g|a 2 ®W I >, S 2 ^ i? *53 5 PQ — a ®« 1 § Woppo c; d O rg 1*3 .d gf’JJ g « .2 ccoo * s .® g £ « oo'c^d ® "!Hg ! >*$ 3 J.P3 _ ®g a fvc g<~3 a §3 § §1 | ® !=• 3 o ©" S-P cir-S c+3 © a 2J< .© © 2 h^3 % § 2 ft 5-Sr mJj aJ3 2 © H M w -. © H - £ ® o S»* ® © r=l-+i © © © « l>s 'S'd © © .w .. pi a > — < © o o ®00 ‘ <3 S £ ,2 ® §3 ?** ' ^ fl'S IH|§ © ©| -til a y-a y! m|h hw . n ci cn -5% % ■ S£JS g^sSp'sf 2 2 3 © §^2 ® S 1 |pp •H C ® 5 -jjl* M a LoH1 o s fw t-.Stw *2 © ®m?> o2‘2^M ff) 0.0 or’ . IOHH W cd © ®^_t> a STATISTICAL TABLES. 827 PhPhPh o c Ji^ 00 r-lCO © o s a o o > > 00 00 © | o o 1 o i > 05 > > CSI r~ » IH R © O a a Q g1 h§ ^ .2 p< © hP< 1 II co <3p sS 33 SSS o|=.o CO o |P ◄ OOP* p -O 3 2* PWS -'S’SQ 03 rd Q pH o g r§ g'Sb g s >s C 0 >><* © CU-5 O >» >» -3 HH pa ss OQ ^ J*6 © $2 fl2 2 fl¬ oes O o swa g 2 to^ © £ ©.2 b. -g^pH ip ©PP rtrgr-J ® P3 © 3 3-£ © » 2 III o 30 5W_ © ql 3sl o 02 -3 .— ^©^3 0 "2 0 §•2 o£ ^2 >’© © s >3 W ^ © >>£> Or- q s 5 3 o -3 g q p,tH-© M mil .do .do . 3 R 3 bd • S « O . hs 3 : : : tcWWH Ph a ; ; ■ o h© P-j 1 3 S3 ■S £ rHH R-q 4t o a £|| tH O +S © > fecop po-j rS 0 © M OS he p3 ® £ £ .2 3 © pm +? o g 2m .2 © 9 ° be 5^3.20 a M 0 _ •— o 3 P w w O gp 28 3 © -Ig "© I2M o 30 M c— o §1 +3 3 iwbll! ©R . g ® tH -e & a p cs M R.2 ^ © a * ®.2pf! 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3^J?02WPMP-i-2^.2^ bgpMHWW j •g^ a^-g-g1 9 g g.a^w.3.2 © fco W0 khpMW 1 ’ O w 2«^M.1 2 H<1 <*lWa © ftp p a +2 ^§©-^1 Po-2”^ © MC.3 © a a © ©ft ^ W ® W 2 >-• © ft ft -- P 3 | IV© “a .2 e eft C9 c ,® ® a ® * m 25 a«MVv :©Tc £ 'a © ,® 2 Mij kSP rWh^wN Table XXIY. — Publications , educational, historical, $c.t4ifor 1882, $c. — Contiimed. 832 REPORT OF THE COMMISSIONER OF EDUCATION. £ o ® u ®:2 JE fe S « £,2,2 ,2 3-3 ^<2 « 2 ^ O O O O ^,2 g 3 >i of Elo< STATISTICAL TABLES. 833 lO rH ■<* rH 05 rH l© oiflww mo u u © ® © cj MM a a o o © o a a a a -M i-H 00 00 00 00 © © O 0 O O O 3 .© 3 3 3 o A a 5 bC .a o ^ J fl II , O I* o © © © © go O-tf cs © fe -S o FQ rtf u © 5o 4= e-«-S,g Q © 3 «8 ” § 5 g. 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R75 (i« sla'ga^ss'sa'Sa'sa’sa »s-sa lllllllllllllllllllf Table XXIV. — Publications, educational, historical, $c.,for 1882, r” HHHHHMR ©v°® cgR.* © o © > > > oo oo oo I * § K * * CG R © O OO ca 2 p fr • cS-^02 si © a e© PM .Pm" MnO §■2 “<3 ■?"© & a# g s «§, «‘S ^ * J lIj > l! ^ O PH W.H O Qffl R £ CO C R tc k) © © -§H o a >.© OmJ-S Ms © © s © >» . ,Q ® c© *-a ®~R • r-< P.c3 W) S &.9 :®3S : § t»s •2 .* ■ Pm t>>© :« g he : &a .*45 ©'£ • ^ t- 2^ •S : ®~<2 t> s * • O'© a MM «S g c« m £ rj 3 TriSRP® t. fl a .• Sr© © c3 e8 Ml j?.s §£ |o © © w □ 5 M< *2 53 M O © O O 05 ©O (-5 jpl 23 >> . © I s 3 *15 &4 © jd^S w _ >>2 t 8 Ja«8 ©'M a § in £ o g-p* fiig3 V ®: ci © i Ml u egg ^|o >1 - © n .-2«m r© ,® O O p| -J © © * s 1 1 4- *C o *§ S5 ss«g +S -M -M -M M< ® ^ 3- §§§§&*«> |#&3 m|6S3S^ i*. » -§ lewS s© o J2 fl gig3 s li P< r© . -1M3W © cs-©/-^ flKaft aM2> B"©.9 ^ 5 w fl 0.2 ©0 00 il!l^l|2s5 W'i p,° ow^ o.o M3 § ^ »0 M 9 "SlPigiSlS! ®oW||Ms"W^o .SSS&31S.3 © tri pm istitutional Hi: STATISTICAL TABLES. 837 o o o o o o O o ++© ++ ^ocoeCN CO CO (M CO to + + + 5 o • 00 r-l © © © © OQOO p at td 3 M c3 OO ©>• r* 5§'o 0 £ : o a • © © I©* " ©*§ oo 'a ^ a 1 ^-© M W.1§ a H ^ > x 2 © I «f* | g'l Sgai-0 w >* • r 22 g a S?’« •p aa ® £ PM $5+S P © M . cS © p.- « 's t: t-5 ^j-qJ-Ta ®,£M’ 02 ^3 bO d p H 02 (x <\ m ®: • b®& M ® a ©ms ftSS S.Sm © p o bs ® >, p j?® •d co ® P © -^ cS PM MCLi^ :M © ( , cm ' I a b 4s ®.£ © ■ ^Ko ffl « ©^ 3-g cc _g S^s.. S ©M^l ®-PQ >5 . ^slw 5£®-w ’S g,wP e«^ SI'S ° p ^.2 be^| ^l! ^,2° ©.2 © r® ® fl t > 3 Occ _ ..ox ©O Xre © §1 c o C °o 0 00 ’pa© "■ a r ® lasgig 2'g'B'S^S 2 i ^ s.a'I S S.s S ^qdtn c.2 o° 5 O 43 g ®P(V ■S ^ a .© © d . ■p ^ £ ”© e3 P p p^Wm | " ® a P3 XO S.-2 SJ-S-g 'mCCP j, ■prM cS © ® ©2 „ © a pj ^ ^ ^ Ph o co i!cSP®©'gt’©t>;.. ^ H ®fl2 © © s .2 rfl S (j d 'y _ Obq o-p a a xxg p ® S pq W m^P . bo g 222 ©©£*2,3 OM O ORT^lj li"Sf&t?»a!ErS,3« " 0©0®M.-go '', o. ozszS^-Bss^ be £(>.2 .2 .5 0,3 ®.2P Sd H WtoW H W » Publications, educational, historical, > > t> > t* 00 CO 00 00 00 00 <33 © © © © Q ts yfbcbcbcbo 05 cS ci rt at ra £ PPPPPPct b s a o a a • -is CM PH «-T O ft a Ph ' © © © "j 17 7 S i ■ rCr^rO ’ ' 0 : ;p° | ,_^P fp Cp Cp rO 'b 'G Cp tJ'P Q 1 l l 1 1 1 (i is 0 ; : : :° 3 ^ • 1 • • • • • 1 < ■ 2ft cjH W p >1 .an * « '•2 6; B ® WcS © © •g a S Hp oH Ph m -n gn g«* ©ft gf« oS O a W 1 ft OJp t-5 « 2 a® K o — > 1 2 S.g 5 ©w.3 * © © §* l'f-2 6 " 11 p *5 ©ft |1 03 « 31 jjj| ©" m c ©.ft g ® © © 03 -5 © © •'-, ©2 § ©p tea _E B PC O-Urt^ -K-S ©Q*© ^ft §£ o jH © _ © < » p © 0 2 |W S >ft .^'S 'p <§S a "© -Sn .2 d w g © -cf P © ft"3 a flo IS' of -fl -2 S 7-0 2 b p ® ft »® 3 2^0 3 © a 2 c* ci rh ^ 5 2®,g >-.'i®ft l3i CD 'C += jq ’cS ^ O - © B-P „ g ® S a ® -2 O h es e3 alSft^g © ©ft ^ © sts^l W *.© ©I © g-Ss -s^o© • go a a .s-g • 5 0 ;J © 2o° I . :o~< 2 p£- Iftft J^' * •na'ft.7 ft p 2 oS 'P £ pft pjz; m 9*8 a p .a ®' HfH. w ■p2 M ft o il^ ICO >s ; « : r7ft ■ n © z P IS m : t-b cc © O © 3 +3 s-l .2 ft §i|o g S 2 IS H3 a © .S ft ft ' n g ^ rt >5 o.g g*^ e^&sSa®s- p © © s ft© - - «£.g»eag&S c. • p. W H ^ H h .2 .© t-s ^ WHW Hi 3 Si ft p .. je c8 ft ^ i— ! rH O ft ft < ;* « ! C ‘5 © +; ft »• ! © 27: & * a 1 p d B be p § <1ftHft |p .3 © 08 o © So S .2^ ft • ? > *^ft «5b ^!l 3 2«- ;-p ©§ ft :^ © © ! 2~r= iftHcH ! .. ft .ft -3 gjjS ii©2 ^ft to »hI| tils ft ft © p O (•• -r H- ftP3 ft B ftp STATISTICAL TABLES. 833 WlOO s s 2 H — I — h * -^ISa^S^is v‘I£s3w*k § in J -5.2 5 50 .'ll!) O ^ooO >> --fl p£ "M pH o « >j E P E? .£ ® ta ® t-p2+s s"* SIMS'S' _ •l«r?Wsi’2&§! ^ Seijis od a o wgo 3«> 5 ft o ^ © U H r Table XXIV.— Publications, educational , historical, #c., for 1882, $c.— Continued. 840 REPORT OF THE COMMISSIONER OF EDUCATION. 'ONW lO i o m e* OOfflM^OCO r-l O- P p CS « ci Ph Ph Ph © si la CO CO oo Ph W O oo oo o o o a a a 00 CM CM o © o o © o a a a a a a eo CD CM CM CM M £ * & ® Ph6 o •§§ P3 Pa » :6 * ;,©• =3 : © =2 *P4 |o §3 SI3 2 Pa £ © t-C >5 q ^ © © OOOOOOfeSp-H*^ r© r© ;.s^ EhPPH M :«3 . • ®pp pq r© • H ‘ etf ■|c (S| '§2^ »-b PP O . 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W ©©^^©r^O^do© a^oa^^S ©^,8 cc WB HM H c a 2 is gw m © t-/a © ^ WS w s . >30 * ©I© © ©- “ CO Oj CTj rH . ® ’> .2 "£ o o •© © b ©*-*3^ >Ph ©W © © pT« si © . P -rH -T^ ©ns ©ns S° © CO'S a o nS © c3 © x .• sw ©W s 8 3 -©kS' o a Peg o a Og •p © x- .2 bn C .a | 9 ® © © ®-"i i-ootsoo^ ^ t Es'g 2 O o g «® ®® a5 2 w^®ppppe£ixo: ifsissfSih dg3 _ PrccBW^w- pj rt p pa . . rj dj cd r-i 2 aaasa%- gig 8£w'o :W Table XXIV. — Publications, educational, historical, $c.,for 1882, $'c. — Continued. 842 REPORT OF THE COMMISSIONER OF EDUCATION. © © © © © m ift HH i-t 00 i O © O * I 'O'0'O pH ’co <3 £^ • !T ogS, '©.5_-© : g© :wfi O © C3 «8 a % -2,2 I1* « © tc p ]" © o ®« o g co P< 51 Em o o o M 1 5 2 .M P ra . -> d* So g flft o W Ik H.^ta O’S^1 s • S3 g *© an fcbS © . JP © ? fcfi 6^ £S a tto cj w o M 02 0 U h.3 »3 3 p> M ®d S -2 ,23 « -©If S^'g 2 § _'© ^©.3 g?gg3§ ^£w«^ 5 °3pq':Sr£ p § I §w **j-s ift©l*-§ © © fct § Jaf g 3-3 S'-rt © / : -a 30 J • rP <0 x' © © p £ o ^ © ©£ x . © ^P co JWH S-s -a p p . © © es !*•« a .PStS « M P bC © >» CJ gft ££3 p ilstL! X CS M M ft ,2 © i ® m © ◄!< >i*rj .3 p P * cS P O' p-o P co^ gj| fct 3 *W .S+o . ® o © £ P P 0 t> be w a ce p © a p_p p a2 «S 3 ® © £ | i p >> -P rS © ^P 3 N © £ p p 13* W , 3 .Mrs PS.' oft CJ.'*~ ll ^ CoC5 W © 15 ®3 2 be >■9 rt c5 S3 ,2,© fee* p§ H t-i SI |W go ^ s S 3' >-.©>©© — ~*Z >a CO ft r-fC ® © ^ c^; JS © t> 3 ^ c © •- ^ 2 oj ^ ■ >.rs °s & £S £■$*»% tr. ^ <© l ^ .^5 5®ss23|*,i'g,S« -§ I 3 S'© p P 3 © o tJ cS • So llj 0<1 M’n f*. jwJ: lb ■ © 1 r- ©'C^ft^a S33 p © • dll-21 1 1 ■ 3, . Q"* d)3 C X ^ ©"gb. ©k 3coco-. o P © © 'S "c3Vh ® © gidllSs ism |Jis 5^ l©kg^i'S p3!jt5C s® -< k3C -po®rt r3_; S © ttfl STATISTICAL TABLES, 843 kO CM kC ‘8 P o ■8© ©O S'© p a :.n 0 fi ci "S N ot> >,.2 |§ OD © -t- © .B W 02 dd O CD -ss § u 3 I ca , ©,3 v5 &-3.S: « a ^ © ia O • c H 43 S c3 • © &£ : a i'© .2 .2 d^a g a >.-© - 1 ® » IS ?el rj a W £ o § « c£j w^2 ® •h d+3 ^ o g H • o g o fl rP^ •Ijso SM , ;P>p.S of S a^1 • CS w pss 3s • o ©‘ >» y 2 >-2 smf a i-3 .2 E £ SccM-g© m rj .+3 .q2 . S R *£"2® jStO^Aa •g Efeil 2'J.SM • -5 a p- £[>.•© g i 8 §gfc^gjtsi j a q . rSH. § P © 3 , ® 3 i-SJS^-o-S^SlSW^ tO% g5 0 ©WA 1,2 2m Hi v. a >>bt M a HP .M U ZQ O PJw 1-1 ■© , H \dH p m r^t 1 « H © II H § a. a « . a ob,^ >o© a a_:-<§,i4 2 ^ 2 ©>j pc-3, ,^a sal*! WJ&f'bM §Sh > 2 PJ _ W © rh r© . Q2 ~ ™ > ©2 © g w w r^cu ^5 gSfll £ >>£ 2 a 2^ g 2 |n ©P'S p2ra a rffW biS5 ®aW®“W^w5a^rg§ •c-o^aP. 'a„a-'-,oo© a g ©5 ©^np*3©,a©^r©aaPS_ fec^©^ ® ®coS g g i 3P bp H §a .SW®2 ^ a ,• e.-r ®° g 1 19 | i >jbJD-S 1 Jli’g'f-! If d t.vr_i c W * a K S o HJD ci»-'aM J ©322 2_^_, _Uf3r1>Hr„o.2©jpp'©'© : ■ or3H P a 3 >,3® fe te fe o a . ©.fc** oat-S,© j bra © © ■£ ° ■+* © g rt ^ __ >- > a w, £-1' alro © © 3 ® Table XXIV. — Publications , educational , historical, $c.,for 1882, tfc. — Continued. 8-14 REPORT OF THE COMMISSIONER OF EDUCATION. ‘OOOMOCO PS T-I to m T-I I ^ ®S M •H'S.OflH pa A g-S ®«'r toO 1! 3 “ HftftO fttf W P o’? © „ * 8 ,2 © a a fi O rJ=5 fe £ ^ o :<« © © © S£ © © £ . O W'l z:5 ^ft o • ►I “A ft ^ CS * 'I «§ji j 9^'SrJft > 5 ^-3P C2 © fl S'® 2.2 . ►» 3 ©gHP |S|^1|1H^ ® ©42 fa >>a ft £ ft^s’ls® .®G0 & S"a o^t-3 2 ^o“ll°53s B g^d p O =© -A -A © g'G -a P r^P © 3 'I | i ?. ft !S: g p' a r =© P © a btft '3 © ©•g P © £ £ ro,b © a t bjo c4 c B fa E £5 ^wj'd 2 © ..1 *3 r- P P . 42 k: a 'S^ ? P^p © © la j =BBSS;hr° f ft . 3 . •- fa © .2 o o ® bio = | * 35 be £ ^ rt © t® ft © o o B >>’E o bcO © * fa cS >. ft «-2 § SM '3 be • ai ^ § S'bgS |«2 ©I J.5f3 1.II&3# Hj3 g-rl > OS' ®Hr®^ .©fa a t»® t-a , ■acQj3 a ©^rrf ©^■g §o § ms ft g fas ® Bfafe Sr^1 ^ . • “ © 2 Ci ^ « al'g1 d-.20 © £ - .°^wWrt-§s *© fcrnftS a ® .1bK ^ P e t> § -g © a j « 'So © © go | a . i ® ° g £ p £ ^faofa gwwaaar P £ £eqOfa - - .* o ©^ a co ® * o --p d +2 CO .2 CD ftj ^ eg c3 c3^ 3 § 2 ft -^^Ho ft3 |a5i|gS||^|gg ^ O 0=2 CcM-g^fa §w ®N S'® © ® So wy-2 S B^c£ © g Pa! Is? In ^^HO'HOft Oft <1 1^p.§£ra£5g5B- .◄ ® S^-S-r Ef^° gfa|^=2^0i| cS!>)©S' -P-JslO>-®K Pfa-c-c^ 0=0 § ^ I a 3 5>»[g:3>S5pg*< cg*0*-b'©-2©^jP •r'tt ©®© (pOa-® ® ga a ® a ©O h »a Sr ©5 I 2 o B £^5^8 $ £co|pp©-gaao> .2 w m _j§;§ © © © 1Z2 ■ o _ . • Sl* ci -h cj *13 4^ ® 2 ® cs^ ®^,2 ©B*5i 2sa dan 'S eSgrt^JSrt^qp-B.^ >J5 fe tfj £ £ £hH £Him gaS-ffOeaH eH H O !°S « £3^: .« 22 H £ a ^ £ a aio © ® -© © 2 .2 o-.pm g g §3 g .2^ 55 %'a ^ $^5 § J Kiii-3 PT© d’U ®'2*’© . r- (-lrd£ ^.d'S broP(^>>.fe(?,S'-' °a . >» S'B-C a i Oo K =a sB ^ S-S o33-sl° s •* • J § ajOH S-.^'S a | § i,g5is §3| A 1^.-3 S a § ■ -® s-a ?•* © © * ®o; •fe’eS 03 - P'3 5 «<->- © g S'PO'd © 2,1 5 ©7; ®M .£ ,2 ® 5j OC Ph 2.S g © is t> *W O -£ ,; iSOg. 5>cm®-ijCi3_®2-d0S+3?»^ .”s,ag,-2.s§ ^ § o-a^oS-JI -g ^ g|<§ a §^^W^5(§MJ-Jl5 |*S § £ & |f ll g P oW j w P ‘P o p< £ W If o -5 ^ (5 Table XXIY. — Publications, educational, historical, fyc.,for 1882, $-c. — Continued. kA REPORT OF THE COMMISSIONER OF EDUCATION. C» N W O O W W WWWlftlCOOOOO r-1 CO Q PQ » o-g s© O !« io Q© OO p4 oW © © o o o o o as © © © © © ^3 g© 31 3<» £! 1*3 © © a fcJD *5 PP EC© ^ © © I > o^PP • +2 o PP . M. *2 H Jj >> co ? £ bfi ;Mts ;,© ■w 'H _ , Si S'©’© °9S PP' &r© « ^jg© b- ce d M d £ i_J & 1 s _j §>1 .H 5 £ ^ © ?P3 © © a!E.S S^^pcbl s ■ag ■ o'?? o |»s I'S.I &®5s ^ggisii^tufi © § fH ilsf «M © © H ° £ £ a, © cs © © ® g^a^>3 eSj°«H ft+J a*B .2 S 2 ^ s-» o*S ©,2ppof=t -g © O © spg EPO sJ^S §,s,a&fc,ai3 »8.s ./ft .-£©_•,? © ©£-* S^Sft^ |H ^ 2 s'llqdo.S.S'S'gft o'g^ P,ft© © rt«3.coco 0.0 ° ©,5?< H CO S’©1© V.^gSftS 03 2 g > gaa g^^fflccooogbfe* . feRa®Stefla9flB£jS0a ^2©.>; ©-p^S © ® o « “ W'Wnk^ STATISTICAL TABLES. 847 o o o o o CO co o *o o Cl HH. 2JP4iVrjfc'«r© H.3 .■£,§ S?jf^ £ gvg^S&f* tfitUSi g 61 * ! « 2% 5-25*3 0 1:4 % 'ZTZ ^ 2 c is H •" a Sk ST Pv K . doje^cj s g's ^ g.cQ s § g a S 6 wmm^'Scsj® fls:li^||£iii- S|f®4iWS4l£® = ~’£ d 8 8 &i.g-s.§^5§.SS^fW 2 OHM OjJCbEa Ea <1 e XXI Y. — Publications, educational, historical, $c., for 1882, ^c. — Continued. 848 REPORT OF THE COMMISSIONER OF EDUCATION. Cl M £ ;0 : :^o : (goooooooooooeooooooogr-i , * • ••••*••«*•»••»•*•• p* m i i i ■ > ■ • • • i • • • ■ ■ • • i ■ ^ r~w * I I I • I • • I • • ■ I I I • I I I • Jr r -i £1 © a M ©3 & a a to g a © 3 S a H .. ©•« © © ^ a a © n«2 >» «§ a ® t>-3 S‘|5- I la¬ ss • 3-3 © ,©H S a: o +3 © J | -a © <1 a 0 s-ti tH S a 03 03 a a S S te © Si a -3 5 03 02 W £ t>> 02 ^ P|§ 03 Ph I §6 tM O-. 0.0 ©r 2 «p* £« f- r-- r- f- o P O C3 vg sP-rtOW©®© - ■*< a © J* ®.S o bo a O S ®.rt ^ S ’© © >. a S3 >J3 bo bo biP © t* Q CD © ® 02 JE j 02 JO 02 CO 02 JO JO *3 ^ -S ^ L J n H a 'a “a *a a 'a a p Vs a a a S ’fi '^OO^OO^CpOOpP^OOO^O rpl3rprpfprprc?rprprprc5,ppp*r! 2 9 S . 2 pp © © £ © 02 rO d ◄ £j?§ a. © .H a . p p. © . >J 5 O P,H -U +3 CO O . o 2 ©Cb «3 jS ©'g ®m p a © 51 raH a s k2'aaCrK a <*_, 2^!z 2*2 © § 2^ g 3 ©'-*35 o«PP © 'a >i S 5 *c O ^ © H^rcOW,.) =1a|)^o5^ s cs 3 c? °.a_- a ■** o.lh © a © 2 ;r -L §5 © © a £ ©^ g- M OrCC8-a«ft-^C Third revised edition, by lto.lney G. Kiiuball. Illustrated. STATISTICAL TABLES. 849 0 93 O O 0(0«!00 o 3 o o o o © a o a s a o H ? a a o o a a ON WWW w w -C-iO-Ct r3 -d E! 2 rt w a O 3 d 'O §.2 ee © cc'b -3 ^ tpooooo o orn g « -d -d 'd dj -d rg rg to £ •8 -© r3'3 -d a g& ^ & Wrd n .s s'® ^ 's* ?■) c S -So 43 -a «a o © • O-i »3 3 <0 5 i ..2§ g-T-i !3 go . £ q 3.W sy © « >52 - 52 ►© Ph,3 o'-1 © t- £2 i* N § e © >-.59 POO 053 rai_: go •pha ft* " *- 2d ^ a 55 >j PhPP ii g-fl^-s o § § ©72:3 0®S^^j2 rgsj©* :£a^3 13 & Wj n a pq fcC TO a « db .rd‘-d O D > D lie? ■®!> an b a §-ea« Sail © © § g 3 g a p © d d 3 o i» Eh P< » g ft 52 % a a &,a § i/J CSZj o H3 ph § 5 ®« 3 § 1 .Sfe S2 0 ; So 3S .S£ 2d H 0,0 Js^l g-J!=s c« © © a m ^«2-a " Wi D cS y 05 a ,. a g *C a •-« s-sog® O-gfx] ®.2d^ Srt ^ o ®w-3 © g ^d=2.S-b^| go glbj^ «£§*S d S'goO ^•gaS w-^d §, §JgC” •43 3 -J Ofl © 3 =2 2 . © © 9 2 -2 ^ © ‘So a rt-_ a aM- o a r O bs-i_ © a-ri d S* * g| >-,© g ©-3 a v?OPh 3 :£ O-S.® >-w S © oj +j WIS «g,_• d • « . ® O H, ® C3 “ CO g ; o «d s-d flr O §1 c© ^3 9 a H s^opIm 1 I *°J Jr^ •'O'rt 2 - ^ai=io2--P3 S jfS|W« I 5 S w eu .^1 c: ^ Z.'O :-o • a ■ © ;* ■ u ^PQ 54 E 3 ® w «' w (2|H O'. y w © 2 2 © t ||s§!a *g o^u^ o © o2 ! ©ip © ®5 2 goo ®-r •” 0,5 ’2’2--3 < ooSllflt 9a3% ' HHHPHPh.^ S^O^i ^ Ma .0 ,2 ca - p > ^^52 . © U'o a - ©d.2 § ^«3 . g ^ t?C ® P 5 >> ® >.tri S PP'gM”^ © fa a .-S> © fl 0 a >i-o ©■C ®PP s -e ©± ® •J . §”o|| ,^11^1 ! © t; « -5> e-H p< 2 I g 9 © O o X o ! 2P« S SPi. - > . i « n © 1, cS © :S Jw a I'M Ei3®^ ' 0 © 72 g3 '52 a _ . w ^ IIS d^p O L_* C© 1 ts -"S >j p 2 tT'd * 1 — i 1 rw ® S e ^ h4 H o «S5hH © fS -s S3 53 © rH pK- cc ® 2 «« .do ®-g ©rtf O .9 o d a - ■Publications, educational, historical, $c., for 1882, $'C. — Continued. 850 REPORT OF THE COMMISSIONER OF EDUCATION. n ^ O rQ 1 1 +313 S J o-*3 o ®.2 a ws^rgj^g'g g a g a g*'? 1 a § S' H S cS ® ci SH S m*O.S i ' a £ t-i © ® « 2*2^^ 5*3 sS's Sis a u 13 =sH 2-5^H» CO (M Tp .1. CO r 4" — 4" 4* J 4“ O O a a O > GO 00 p o a 0 0 ^ W P hi -d 1 - £ 2 I d * o' o fl‘ *tg P IS £ « o p 3 d<5 II l-o j© o.-d P ^ © ^ A-3 R O P © R R £ § H Ci rtf | 3 Is I a 3 A, .s © •• MS 'IP'S © o © a Mg © 2^-2 .2* ft1 © Sf$ •sJ£t • 5 • O :P ! © : r n3 © ^ w 3 ° «1 R © R p, © R R © 3 2 P A >!« .WJ 5 R 5 cS W -d >5 P “I ft R o R © A 0, >s p -p‘ 1 2 ) fl .§0§ ?r® © ® ?fr^ asss 1 §I1j ■Jifiis, R P 2 P-r^ ;3fR , p|'1p § © ►'Ol ? r~^ £-s © ’"A j ’SW5hr«2^ P H ® £5 r|1 r ,2-r o lft| _p|A 3=| R ^7.ti * 0-3 Pro S I§1 “ "3 § §>, 1 H 55 p .p _R § . m R p P P °rR £ II §«j ^"r © be rR © O A -p 8 |-§:j co eS'i ©?p?;h a® a^rg © § § ®:R_® g bS-P © trs-s o m ^ o ® W R H -R I -§"l &J.2 «d3 •gS^^R *sw a. o J © o oW «d ptirr) rR R 3 ^ 2 la P g P0 pp S R © 2 go g H,c © ,■20 .9 1 § 1;^ P ° . .-i'2 b R<^ _hi ?> rp r © -r a ^ g 1 ° R 'S Mr^ X ©I ® |» I •2 'R £ WS R' O R © f? P R+3 yS43t>s §R -R © ^ tc R fq flHg* ; • © -p o'® ©’3 3 P °ffl p a*® | f| 5, • ^P 05 © R^r-S P 3c j®43iSR,l— ]RRH©'lrgtd|-S Pfl^S^^feS ^P®.2§R«lg^ © R • R "rH © • Q a OO^OKHS^g V3 23 © © C-^ w R R •«*§£n?g. • © © !"rc3 ■fta ;si ■pp r M ell _ . ^ R g fl 0^3 . w ® p ^2-1 1 kT-© 5s Rj o® ate fled, 3 J Cv rfl PA.^S ll © fl pb OsR ^P o c ^ © . ® ©tS h«3'R a r v® 3^ ®^ ®p^«c® 3 "g © r o H <1 fp -a< co o ^ qjdc; 2 *£ hO©:3 I Jlg^ •§ .'StSofe* pfiaw - r O ^ C3 o -S r.S © g d .3 ^ • 2 ^ s ^ P g a g s g.o iA p 3 H P pSeg Publications, educational, historical, $c., for 1882, <$-c. — Continued. 852 REPORT OF THE COMMISSIONER OF EDUCATION. o o o woo o <2 bJD a £ d ^ £ *0 > rH 00 CO 12 04 00 o © a a C4 04 £ £ 00 00 ©'ft Sj.g ^3 OP p< ra © pq c3 G o ! ! p 03 © G • H IJ ’ § ■ pi rP rr: p o 8 !42 • . • a •- © g « gg G © rG EH o p a o r*. © j ig- o H s © p rt :w 03 O A PS 1” © M :h ‘ >2 “a? |£ £ © t © . o t>-. 03 »s r-3 68 .2 41 *5 .2 bP 05 s £ 2 ^ S-S 2 c ’* ’ 02 rj. g® © S * S 03 JG .G 8*3 pH C © S3 C o, 11 1| -2 ttMH g >> r2 JggP ■g.2 c8 © £pjp.j R’w ©t: ns © © & 2c§ 03 . «« R> ps >s .©« © l>> « ft PS 53 O .2 .a g .©CO O p* © g ®r© 2 p 2 © ps © C-S-rJ P So, -§ _ -*J M ci 2 §£8 isp^h hm ®* .W s x a ps d P © cC * ^*•5 s’35 tf«gi 5 s j= c8 '§'§ fi ©>,h © a p "'©w « £p . •*■*3*3 ©_2 © U ©^ rHf = £ 3 g "-3 © o 05" bC •2 5s 63 _ f> 9 M PS E p_; cW M ©S © w a <-> 2.- 3 cm © © © «© pg .2* .'5 » 36 -g « p © B-g © PS _j"p o" ' ' >p © p o o ! S s- . S_3! 3 © EH~.Sc/2 _ «apH|M1 tc © ^ k2 • rs g S 1-5 2s £t£ « ft kf'g — © o:0 © 2 £P£=* g® ©3 2 c3 .. 3=13 © =- 03- © .2 ~C8 rP «M© ©” • © o , 2 ,.'*,p o t « t»- . , .. ^+J w B ® * gP ^ST.SMJZ) _ ; -t*m r*#g ^ lwog^5|||«§|o! StiS -S © hi’n A ^ ri S ^",FH *r2 >^.rr- err d K5 a 05 M X O ■^.Ec 03 >j r © sw 'o >i n £ tu tJ © P © ”s w & 5 g r3 66 o gH o « |p|!^g| ft^ojp § I Eh P M PS fcLP' 1 O'wtO 5 rt ® p9 <®" © 2 Pg .© * 00 © .2 t»» © ^ _C3 P- Pt - li pip § a&% biHU* .sic | -S g § ^ - „ a w°f p § « 5'^ ggsso^g^ w ft >, Ph * 5 «.§ PS _-g 5 p-Sco go < d t d © .p c-i <1 <1 OO © c$ ® 2 ° G *43 *43 * |||. pp © BO © • 03 CO- G f3 p— I P P'd P .£ | a J g I II of Cliildr STATISTICAL TABLES. 853 o o o HliSUl owoo o o OMt-O © i© »h to n T-t s g © o S g o ogo 4* 00 00 cS _ O „ s-i © be a K'H g ® g :3 8 t n :opq © o « a 5 d td ® .P n : h> • © o 3 w MO a3 '6 2 r-1 ; O.S ^ -as a'o a/o © . si*’ H©72 © © rcJr-5 cr. -fi R * g © I • .2 02 * 2 p? © & © . P5 a ® 3 ap fico ri .a .a © "* c«5 ©Ph Sh . 2 ^1®iS ro a^J © n © 3 r-M .2 w o .3 «t 2 2 £ = 'cc tc fcc t.~ o jor* - a a 5 as 3 1? ^ ^ td ® 3'3 g aP . =3 WMK bj>d r3 ^ §!►# b« *« «f «.S © ?? .• •3 .2 © & ?frt a P "2 5-1 ®-*-* £s9 l|o ®-J a •2^§ 3 ©j t*1© i? 30.2 ts S ©O^ d.2 >ora • . FQ^ SO . 2 a „ bs a a J O' pq M ffl. £ §22 ^ 1® rO eS ^a'sll^l H|J « © t© '3* © • ^ £ J2-s| 3+3 a © t>> t- © bfi .5 -- as a a <1.5o. o“3; ©-2- oH . si a a a o a ® g-9 >;CC L, . t© © .p a .2 o s rtP o £e § ®S 2.® ga®2-3 M9 |lj of 1-5 © -e _• * rO H : >> ‘.rO OS Sh §^§ gP bO i^l P .03 _,:« © >>c3 P a gn M . ° a^O . w _, . _ O ®r© arak4^©&iJ t^Sw^S d % © ®r.ar^ Hcb w 0,43 ^ a" >:W-S ^ c .. • „ - 2 © S § a S gS a o • X O O Q S c3 C7; f-1 Sea ° .M « ^.2 3d a^5 5 See 5'§grt ©'d'sFilS.S^ <45 b.«S © • ^ ® 4>£3f< _-*2 Im’3 S-M < ®ja.2 Or- ©S'0 <5 o> 1§^S®1s§-a2 |®2|©2®rH§2 « .2 _r2 aj © -a • a es a«§Mg§2Q.a§ a .2 a a «1P <1 o-S wJ •S' %.s C Crrt _ © © I'll a ©■ Ph H w c3 rf.2 ® g © a be, 5 gH<1 P ^ ©s .ac-» H a ^ w h_. — aMt>ogrtu;2 ^ - IP. I |>^o “ 1 a 2 2 a.a.23 2£5« ®^fi » P 8 a .H • o'Sd'-gflW'gHjSSgS^ g a © S ©^ L®«'g0a1 S g <© ^ ci cs_f-3.a o_r° QrH o'w Jj £ 02 OQ T3 r-, ‘Jj rO "g *12 «S Q r>*'23 2 |COCO p J5 j-j ci f-j H q P^ *^<|H H <13 <1 H be to © 3 a 5 ®43 •3 SO a l£Pn=!-g ^<1 9 a >>71*5 n (O-d a O 25 « 'a a ®, co' » *3 op a ©ta >-.9 UlJ ©^0 Si? ©P NJ ©43 ?s as-2 © a r2 ^ 50'^ , o.o 2a a « ^ < v xn £?’&{ © :® ® ►*< .2M 85 « 02 _ j; M (^©H^ 2 — oa3 ◄ ° j § ff ^ £^2 a I £ . g a|« §2 om nO ^ iO + ^ + + + *++ d cj i> a o e| 00 pH O 3 g to t» o o s a o a > (M o o o a a a W to .7' © >. S3 «3 -ss •3 o >■ 5® tn H wP* O >j iw 02 .gw 0‘S O 02 tn.3 © © o ^ S 0«-H : f* If 3 ◄ a .2 1,0 ci .2 or r^H 2 . ci -g site 2 .2 3 © oo lilll Sg, H >>•! a£ >» n °r2'5 2^ ^§■§3 H .2 bin-g 3 2s ..b ® |§q\g Jg|«EH ^o&-s||lS|£ o-^ ©O © ©t> ® • 0®S _*ci&©rf 5 >> PlWrtj „ >1 .2 ©2 s £ ££ ® PH'S"® 5.2 ££ t’ .2 § b£«, OOfl ca « ., M r»j CO jg © a 03 0 |-d ^ ci o-.g .«l a 3 i I :fc O ’ ^ 2 2o 32 ■ © ci . K. © .S Ph >-. :0 ■21^ to -is . Bgt> W +3 ® •g «Ph C3 J3 . O— >J oRW. ^ 05 J© nS’eS’p. © g © •£.3 © 2 oPh bfl © n o =3 © a o ci _ © © fsM a ® ips 1 I 1© H S3 5iO.SO ^ --H B ^3®2©rt * 2^3 g-S ©tgecc's !l|o aij^S I a ..-d rtggffS, S^'-g-s © rO a j © ® » ©, .2 rh n -d [>,M W - © y/r- & J3 g S-gHOg^-ijp § 'a|11«w'ipi" i i&l| 3M-33©^2 . 3 •• o ©Is.2.2 « § 4!^®«aft2-2 2©| ■& _ H 1-n 1 CS © " © 1-1 1 • j " ' *B RR O <10 r. ,®§ C3 '©Soa ©H feM‘«rrJ ? O H W fl co'lj * -! C w O « Cj d S^O O^j ^ ;« r© © © §^5^5 g.s ” rt g H p 33 -h a^S^s® 5"© ci ^ ci ci *P>‘g pi © H HHhw H STATISTICAL TABLES. 855 1C O 10 00 o © o WIO(MOOO LO O !9N e o 2 2 o o S o o > CO t> > CO r-l 00 00 2 2 O o 2 2 (M SO •a be © a s o 2 gjo c"o is 5 g to is^tJ ' g ®'£ • * >•.•3 © OJOhI f* : : to ^ , iS^r : * 2 • tt£ fltHpS - • 2 > ■ 03- £ ‘ O © ' o : a — < Oh © a cS O tH £ ft g ;o © P? Ph !o©3© £ t> © 2 fcc so • ®i o £fi O P4'72 o o 2 OOM SB' s ■ w to a_3 ,5.2 a PPB ® . ra ' a ; k>ju ; 2^ ' C_i ^ : o g • © 2 : au • -^-s ! o © "Si * -*g *daa ° - s Kira'S o a a © 8 k *»«S -I ©^ © £*%. ®s km a a^ t tng.2®3rt.-n |«£-S£*M3* FhSs nf to^gi? r^S’S.a ^ O-eur O ^ 2 0 02 7. iVs*Mn% ?fl^ti? SO © § ©rtj *3 3 o sdi.a'-' ©o+J NC^HH BN : 0 : • d | ; a” ! . a ! w.a . t>i 3S Sg «H • • p d« : ir-l & :1a r~1 . a §* M S © | ; ©:d : o c* a >a< ; © © J & o o m 2 a o PM I. D o © Mrg PB 2 as © .a t# 0.12 sf. rE l . © 22 >« ata o M .2 -a s a PH «* ©2 ^gtS l| .2 i— < fT> o. PQ'H •|S.c? -a© ^ a M2__, ©■a : 7^2 ; 1*1 ■<) to I >1 © © «?§ betas a fi .a PB p .©'O c^o S to O^rn- l“'S ,o ^ 2.® ^ a § a ®PB m$u M H a-® a •;a gQ pufl ® ^ a §7 ^ -a ^ . 1:3 2^-- 2 -Ipl-sy « a a © - l2 ©hJ'S ^ a "11H1 lipgjs- JSpb >> —~- ^ M O' 8MJgJ« 5 a.® .S © g-©1 O to §1 .Sh< *£ . a ^ © o id -Sa h. id a © 2P o . 'q,P3 P a a so = ®iP£2a-s WdiHu £a KPB CO1- © ts ® &1 >; O a a * PB m ^ §1 .- to 35 ^T“ c_ Tt a a §'•1.® o a ., is a 73 -2 a 1 1 pX n j? P ^ a -2 S u mm o'© > qo '<£ PB.S © : s © _ I S hJ § ©j a ^© W ; p o -p a ki Ilia Si H H a 1s^-a © 3 Tf >-| 5«-c3 BB O Table XXIV. — Piiblications, educational, historical, $c., for 1882, S'S 0 a •Sja © ©22 . ® Ph£ V ■H „® O I g^ w c 0 > ® ® "C oj 4a £- «Ph o g gS g 1gS§g-eEiS 'SM3£r» goo a Qj ^ PH -S'-1 1:4 M ri-i - o^-3 ft >>3 S © M«<£ a® a ft .5 > )W1 © ri ■Efl ® 'O CC >> « £ S * « £rP {*«•♦» .9 a £2f£ 2° 2 g S -2 CO <3 0.2 o ®A O o : © 9 :* >, -w l§2 © Pp JJ Ss £g wa Ph as >> Pm rn PM »© -+s 1-3 CO & * .. .?3 m ® 3 ^ PMS . go® 9 8 bp ‘r I o 3 ® © ® f iS^Si S”~J IHo^S-S^Ss •rH Wl»0 « hr~a3W^ im a a^ ! oH o 50,2 £>P o 1 fcfsS “ © 4'' q w® . © « acS" a ^ Prdr-H PO ©3 §H ©1 >-.*□ pfl'4 HriSaPud1 «££§ 'S.H|3.l8i?J pq • (3 >>P © g £V"2 © ® cs i ^ ;M *1 ^ P-° ©S.2 ® ©p ^gas ^g'dgcbsg-gsSSSS! -«d2® OTd ®ri - rH o 2 r>£ ■ do ® ,5 OgJjS « © Pqq ® o'© b£ :PhJ© 0 i^S h 5 ®.g ? hal 33^ e* :tdSp r— 1 -’gr© <1 +B 2 o^.So dSW-S'w^ 0 ^ ( Ph tJv'Z -+» p «{LH J 0 fflSa a §>--®PHr©’® + ” .s*5:r'r-~' rt 2 - - « .W oHh -Sew r^rPr-J :2 . © ®H a ^i9rb .-a O-c p,a o "je CO -q a a ti ® 43 ftj ® ® a , « 5 © O -rH 3 O - - - jScoPn'3ra2o’3 H pH H PM 2— •— .© ®Hag”or©1 S'gs^iw^aa.iS H tjj+a t^cS f-> rt o rs © g pn • . ©42 «w © Ca'g’C ©^ 1 a -*• 'S © Sh .2PME’ 1 ^3o- fn a Ph P ^ © « • b“S :n f-. — r*i „• 2H ; p 9 "w^h M <5 2 rl©Pr© pHM^a © - • - • - - H ^ 3S g O sationa on the Principal Subjects STATISTICAL TABLES. 857 rH CO ?H O Olft O 10 ON wo rH CQ rH rH rf* r- CO §•2 §P£ o ^-P ©P^ S .P P^ a ■ : ■§ : . 4^ © t> ’. "3 ’3 ’a 11 : : ;o • rr> N : m. fl © 2 1 “ O c3 ft 0 ;Ph : « : P P <(fi ; : : HP P Po P :p ! ® ■■ft R o a ft § £p ^ft H 5 3ft ,0 P © ©2 P'S 4J o ««p ®«2 03 o w H .a * ft ft >-. ft TO .

>ft ■- .P a >, r-< do °hSp ft 'g | g1 gftr©^ o' © 2 M & 5 M .a >> P .w ©ft Oi® 4a 0.3 g®_P a sa l-3| ft'S.S5 cS a td © ..9 '3 CS* H W .a ft © o • ft o >5 p a =2 1 h ■§ H 5 * t5 .8 :p BPS t® ,2oP_.^ § :p 1 a • +2 . a © Q . ,© „,-5 ft a 1-5 © r 5 0 ~ a S !p S3 '© hoPW 2-ofi®'L- 3 -•' d ||2o TO « © CQ ft <* © . • § | flx®^W ft goS’S^P*. t* =2^2a^©w & P 0^02 . Cdf:.aftri-r'+;'OT £g&l«g5fig < ft a te 2^P -aft O ft o<^ ft m P3 © ©„^ P'S •+3 a .do ” rA *h .PgP0 © S2« I1 "ft| «S'SP®W3^P ■2 1 i Is ■ '" lslfes»fis .■el-la.aga’s 1 ! >> MS^S^W d .-Kfi ® ® . o a a ' 1 1 iP s a^P jo'gW'H ® >a © «2 W) _-l= -2P ft 'Sw.p ^g-d 43 © ^ © a^p * acd a §^l^> © © W r*H gQ p- flPH OcS. flo^J -ti © . ©.t-i >sS w d . a *i . ®^>2P'd42r2 R< iji'Z Bo © a awp •9 §Pft ,w © ft ©+j © ©-H ^ a-d a O co 'd o'© ■ .a °"a bC© c3 o ©ft ^5 °P a ”*S OrC O »3l a 6 <0 EH'** 80 tC© Sl5 a § © a ®P ©^3 +* © © «M *h«t° © © >a °8 pPh sM g . . >a PP P d f^P 2 & P o >-.1 ^2 a 'SP 0 o © k a si fft x Op Pao >,®PP 8 pt a C. > ©; •Sc'^g. Sip ©'Sri: '2-9'S • ©'d c 3 ® o ©^ © d i-Sloo^g o 2 CO ©ft - a ® © q^gP ^ |’|Wp 5 fto --.3 ®aw|5 H^|p§P2nfl>dSp|wl ftft ft o p o Po JC ft <| S P* '£ ©S^lo^gPofi-g^P-a^^ 35o5®0fi®„L^,3SooM &5>®-a:£MP'2 ®P ®3.a > ft ft ft H 02 ,«H ft Mk o 'g ..a a S 2 © >>01-3 §.2PU^ °2 -^1 rH ?H O? Qj ^5 _ _ 05 ^ O rH (jp S|l^|isl ®PP tdPpO t>H< © ©Jd’Sft a ©jSao o,d ® a «odPS ^ft < PH P « ® d 50 ft Pd a ' Table XXIV. — Publications, educational, historical , tyc., for 1882, $c. — Continued. 858 REPORT OF THE COMMISSIONER OF EDUCATION. r® b£ & * 0 <=• Ph Ph Irt O Cl i-l «o Cl 00 00 Cl Cl Cl + O _ - p o 3 Soo ft- -£ 00 +* I-l Cl 00 00 f* : : : : : : i : : £ ; • - • ■ ill : P4 : : ; : : : : ; f- ; , , , ... ■ o kj o o o o o o © o. o rg ro >d -d d r©J • fa ©^ 3d s i g o ^2 of MPh Ph 3« 0# 9 ffi :p o or* o> ^ Mg hS : Ph m s ^ £ m 6 •§ m>; • Mo m t>3 ,® d © .O J3 O 0 Ph^ Pi co o O :g o d d d 2 ® i a o CO ' •S3 _ i ® Sg - *2 © PQ ;g vc rjs O bt. C u Z. -cS P® ^ . o' © H 00 fH , ©> >3 .WPP © © . o° co .. ftp> © <3 § ? .3 £ s <© g * O 2 M1© d ^ . af dw n9§P © O bfi-P r© 03 #8) *03 d © © d.-^ - ^ d o h • o"£d = p,S © D P-<*s> rj ^ § jjtn g ► d O *I-P d1^ d ^ « m ■&' to g*3 ^ si1s*G 'g .-gdpPMw.M os d 3 ® © ©o » O -4—1 M ** p> f-H ■r-l^-l XOCM®^ - O 1 © o^cs a sf£lls5lsK W ©tf^ 2 « .d - - - H 0 ©’ fcffc! O+J'C -ups) g <£ h3 ^ ^ ^ x © ©d © © a rS - •m g cb ^ ad'ElosSo ® . § Sq.3Hx 2 sflH'Sp,vfe . o d.2 -i^K r-, *r ® © -g ^ C.-S^S 'i'S &JZ o rc-j3 32gr^p©S'H5 ®-s o'SWm^ ® — •f • S3 © cfe >3 |S © 2 b3 « o d^ •S5 OrH s^rigfg, ^5«8l6s ^O ©_b-2 fl 2 ® ,* -+-* QJ o • rp r~^ P* O © . 2 g d a rM rt O 13 ® • O ^ *j M. mM O •2 5 flp 5 *^3pD 5 ® g >3© Sc3 5 >■ .o'|1^.2H-fP4 © ^ © b's'© • ©Hdr© 3 © M § PQ © ® ^d 0 oi ^© ®'® s • g*|H Sg'Sfe © M cOr^ P^ . j >3 *3 ©i-3 S^3 d >'CS IW'S-J o S b2 ©2l Hi « M "H .-g k © O © 05 Hbb ©t © o ” " !3 .S8 :ph Q 2 . a s g ’d 0 |hJ da'd © g © aS un iS © E ® « a “ a ©a-pPnfe- 2. 3^ >• § d1.., ifsl^ gS X3 ca * +a -eg C« .-s*? .5*11" 520 a a tSaj^3*.a cs ^ (-1 * g d-g +» 1 si.? ® 5 d ® 5o p S . O ^ HM © M K rJ © © O^B «2 E-i •RSitfg*!??? i3^Sbs^®-|* ◄ M H M ^.-g-Soda 'Orl® • .S3 -b © © M Sr2 ©r-g^ .2^0 °.-s o 3^|gjSga.!a3st>a . *s *3 . vbo ©3: ® co tc 5 ^>n osS s 4» 5/2*«h o 3 aci- a s^.© bcicSw^B^ ®-'-g BKi'd- SglsIcT! 2S-g s g 2^'© 'Z~1» X rOt~3 04 2ft SftftO) 0 +3 ^ H © ‘C © 5v ©p © £ rii ® © tj d © /X f+^++ g o g ®b3 ©PpBd.a ©.duaM 6 C 0S8O HBhi H for 1881. STATISTICAL TABLES. 859 LO to »© . o o o C<1 C4 O to to CO COCO CO CO CO CO CO rH CO CO CO + + + CO CO 0050 H CO d ^ CO ^ +++ • • ' joo ' o © • • o © o • o o • 1 ! ! 1 , Q o o o o © o a O a o © III o a a O o o © g‘ a.a a a a C4 rH OO S 00' 00 sss CO rH C^I v* tH 00 « > OO CO 00 00 00 00 pH H 3 t> 05 -rj* CNJ (M Joo •s © m Gr<£ © a 03 ;g •83 ll H § Sm 'sfp t>|o . ■gg**g *3£jM§^ © oo ft © gSfa'2 © Oro « X. rH £ Ph M § * £ ®g|| s'© >33 *i'i tssL § £ _ H 'O'S §.-3 V* ^ r^J 02 <0 . rH O H ^ © © k U O ^ . 2 O -3.2 ©i« ©^.2 frg-g © rirf • - § ll * 9? 9 S 'S^ 8 H >a ES HM h >a A M© *§ .§ # 13! o©3_o® _, — ^ ^ 3 j PSo-g ga^ , > &0 I-agi ®w -Sr©] HE* | M pq ffl cj Q ilijo ©-£ oX? . s O »nS ?? 3 '3,2 «S a © a ggi-j a <0 O ® . *iH H gftH | (.an o a • © « a 05 c5 © a © ■S-g3 RP! © >£ 22w a - © Sh i£ ^ ,d ^3 2 ‘a ■£ ° ©tjpa © ft; -t-3 ft ^ >■ © © .. wH osa^ £ b«M £3^0 ^ ~ pcIw^ ^ 1 tp^ a! * § $ Sa a ..S a3 §(M Ift'ft'SH §.S £ 8 © 3 ©.^“na^l E-g ° ® ^■g.a-g EJ 4lSg§ S^llaB mJ © ©I .C5Ci5 ®pM |-g © |C.® fH-aa .2|®OU.2flo©5^"!(1S8 sg , s^.-gsg a>« « g ® §|.-s -g-2 ^ g ®| 1 1 § ©| §. «5tr . .1 s“aw| ^ a ml a's^ | gjgS^Sd.—HM^ 1igS^a^^-sa5ii ° c3 o^^ ooo r— ; 2 ^h »g a 5 o ®-J |1|? >> . |i«1 -a 2.2 g 3 05 a^a ©^So O-agg Or^® os £^> a h° ©'te a o ® 3 h a-+i K P-t Pn W i—3 -g r-?c4cO-, 3 <1 rft 3 -a t> g ft g | © |© sx-a'C® a o ® © "® a "a r© of © .S —2 *-a ^S’e. o-ft OB g H •2 |J§ 0| ccH H g © a S *HaE o ^§o& © a a o ja^a-M © a1| a «w © g‘rt ©O 2 a ■ua., 2 ^ o . © ^ P« a 7-ccm 0+3 „© w a,a a^ © H .'S .2 S 3 ^.h 8 aW .i®®| •2'g g.2 a-ao 5g cs’-g 1 &| « ®?3'a'S 1 > © p,© © ©,© g’g a ft te H _r u © © © £ a a © 2^ Is SH o' Table XXIV. — Publications , educational, historical, $c.,for 1882, © HPSPh £ * 42 . p ,© . *1 % S ◄ J _ _ TO © g p.,2 55 ° © I»k 48 § a ci. ©rrj a ® 1-S ,o| PS rH« C P( 2 W 12 Is nB hS fe© » . a M >>£> ©w« "£ o © © |t5£ H £ ~ >>® Si ^5 § ^ 'aJJa® £>5 ©^ S s §43 -©-gfc 0 §5 © 5.2 . © 2 © §•03^ §' an a aS^© £ 2- £ C o ©P3 e+'oSo O Hfc OOO STATISTICAL TABLES. 861 Table XXV. — Improvements in school furniture, apparatus, ventilation, ... Gould, J . Reiman, R . . . Pope, R. W . . Wagner, H . Goetz, A . Heeseder, W . . . Dougherty, G. H. ...... - Knox, G. L . . . Foerster, H . . . . Powell, G. M . Maxstadt, F. W . . Brown, M. W . Brownell, W. H . Gardham, J . Lamb, W. F . . . Lipman, C. C . Peard, J . . . Saunders, J. . Smith, E. C . Whitman, S . Cutler, A . Drake, T.J . . Baltimore, Md . Baltimore, Md . Baltimore, Md . Taylor’s Island, Md. Chicopee Falls, Mass East Walpole, Mass. Lowell, Mass . Milton, Mass . Springfield, Mass... Worcester, Mass ... Albion, Mich . Tecumseh, Mich.... St. Paul, Minn . Kirks ville, Mo . Chatham, N. J . Egg HarboiyN. J ... Elizabeth, N. J . Elizabeth, N. J . Hoboken, N. J . Hoboken, N. J . Jersey City, N. J . . . Jersey City, N. J . . . Newark, N. J . Vineland, N. J . Albany, N. Y . Brooklyn, N. Y . Brooklyn, N. Y . Brooklyn, N. Y . Brooklyn, N. Y . Brooklyn, N. Y . Brooklyn, N. Y . Brooklyn, N. Y . Brooklyn, N. Y . Brooklyn, N. Y . Buffalo, N. Y . Gasport, N. Y . 263, 904 265, 602 254, 981 259, 837 263, 236 263, 602 254, 094 251, 942 257, 630 267, 290 256, 462 255, 004 263, 613 265, 744 258, 721 262, 221 265, 443 268, 431 262, 191 257, 315 254, 215 269, 778 261, 729 258, 225 268, 432 257, 825 254, 984 257, 285 257, 653 260, 473 261, 000 266, 169 268, 275 264, 197 256, 062 254, 081 262, 009 260, 956 Adding machine. Music leaf turner. Air cooling apparatus. Book support. Tellurian. Calipers and dividers. Blackboard eraser. Sheet music holder. Alphabet blocks. Calipers. Ellipsograph. Cyclometer. Writing tablet. Pantograph. School desk. Arithmetical frame. Automatic siphon. Combined pen cleaner and paper weight. Device for teaching arithmetic. Lead and crayon holder. Gymnastic apparatus. Lead pencil. Parallel ruler. Calipers. Polyscope. Siphon. Writing tablet. Artist’s box. Easel. Surveying instrument. Adjustable easel. Letter copying book. School desk. Siphon. Calipers. Air cooling and purifying apparatus. Inkstand bracket. Compass alidade. 862 REPOET OF THE COMMISSIONER OF EDUCATION. Table XXV. — Improvements in school furniture, apparatus, $'c. — Continued. Name of patentee. Residence. Number of patent. Title of patent. 1 3 3 4 Birch, J. S . Blunck, G . Boman, C. W . Buscall, (J . . Hafner, H . Boyce, G. W . Hasbrouck* F. S ... . Heilprin, A . Hoffman, J . Kelly, W. H . Kraus, S . Liddell, W . Pitt, W. A . Reckendorfer, J . Schwenniger, A. B . Senn, J . Snell in g, W C . Stafford, M. B . ... Townsend, T. C . Van Kirk, A. E . Hill, G. W . Faber, E . . . . Schrag, P . Roblins, DeG . . Campbell, C. D . "Wheatley, H. D . Doubleday, A . . . Holland, d" . Livingston, H. S . Smith, J. G- . Cott, C.M . Rankin, R. F . Silcott, O. F . Henkel, G. H . Smead, I. D . New York, N. Y - New York, N. Y - New York, N. Y .... New York, N. Y .... New York, N. Y.... Englewood, N. J - 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 _ New York, N. Y .... New York, N. Y _ New York, N. Y _ New York, N. Y _ New York.N. Y .... New York, N. Y . . . . Olean, N. Y . Port Richmond, N- Y Port Richmond, N. Y Rochester, N. Y . Bellefontaine, Ohio.. Centreville, Ohio. . . . Cincinnati, Ohio - Cincinnati, Ohio .... Cincinnati, Ohio . Cleveland, Ohio . Columbus, Ohio . Columbus, Ohio . Felicity, Ohio . Middletown, Ohio. .. Toledo, Ohio . 267, 134 266, 754 256, 961 251, 829 • 264, 768 256, 856 253, 043 259, 759 252, 041 267, 545 264, 716 268, 822 264, 564 264, 572 269, 724 257, 775 266, 546 252, 546 259, 441 256, 142 255, 961 262, 836 267, 256 250, 975 260, 071 251, 705 269, 290 259, 562 256, 396 265, 247 268, 824 254, 168 264, 695 261, 879 Smith, W. E . v Wetmore, J. W . Patterson, A . MiUer, Gr. C . Brown, E . . . Le Bar, J . MaUatt, F. W . Rappold, A., and E. Leith . . Berwick, Pa . Erie, Pa . Idle wood, Pa . Johnstown, Pa . Philadelphia, Pa ... . Slatington, Pa . Slating ton, Pa . TitusviUe, Pa . 261,776 255, 227 255, 885 257, 736 261, 905 267, 902 268, 252 260, 414 Cross, A. T . . Blackwell, E. D . Galloway, W. L., and G. V. Wood. Providence, R. I - Montpelier, Vt . Smith ville, Ya . 263, 392 256, 958 263, 449 Lead and crayon holder. Parallel ruler. Lead and crayon holder. School desk. Inkstand. Writing tablet. Music leaf turner. Lead and crayon holder. Rotary blotter. Pen holder. Music leaf turner. Y entilation. Lead pencil. Apparatus for teaching arithmetic. Lead pencil. Adding machine. Ventilation. Blotter. Combined artist’s case and easel. Surveying instrument. Pen holder. Combined pencil sharpener and holder. Y entilator. Copying book. Music leaf turner. Combined ink fountain and pen holde*. Pen. • Cyclometer. Calendar inkstand. Writing tablet. Hydrocarbon burner. Book protector. Inkstand. Apparatus for heating and ventilating buildings. Ink well. . Pen holder. Thermo-electric battery. Inkstand. Pyrometer. Folding slate. School slate. Setting retorts for heating sulphurio acid. Lead and crayon holder. Writing pen. Inkstand. Kiistermann, G . Stedwell, M . . . Rogers, S . Gibson, E. T _ _ ....... _ O’Connor, J. L . Kullrich, F. F . . Illfelder, J . Rudholzner, G . Schubert, F . Green Bay, Wis . Watertown, Dak. . . . Dayton, Wash . Fort W ashakie, W yo Toronto, Ontario, Canada. Berlin, Germany - - - - Fiirtk, Bavaria, Ger¬ many. Reichenhall, Bava¬ ria, Germany. Zurich, Switzerland. 256, 223 "255, 545 256, 742 253, 368 266, 189 254, 986 256, 802 267, 940 256, 245 Lead and crayon holder. Clip for holding books open. Writing implement Tracing desk. Copying book. Pencil sharpener. Lead and crayon holder. Tejlurian. Spring back for books. INDEX Note. — The reader is respectfully invited to consult the prefatory note on page 3, from which it will be seen that the arrangement of the report is such as to obviate the necessity for many entries which would otherwise find place in this index. Academies. See Secondary instruction. Adrian, Mich., schools of, 127. Agricultural and Mechanical College of Missis¬ sippi, 143. Agricultural and Mechanical College of Texas, 251. Agricultural education, cclxxxiv. Agriculture, colleges of. See Science, schools of. education in, clii-clv. in schools of Ireland, ccxxviii. Akers, John W., term of office of, 78. Akron, Ohio, schools of, 201. Alabama, summary of educational condition, xl. abstract, 4-9. Alaska, summary of educational condition, xlv, xlvi. civil government for, xlv, xlvi, note. abstract, 278-282. Albany, N. Y., schools of, 176, 177. Albany Normal School, remarks on training in, xcvii, xcviii. Albion College, 129. Alcorn Agricultural and Mechanical College, 143. Alexandria, Va., schools of, 260, 261. Allegheny, Pa., schools of, 219. Allen, William Henry, obituary notice, 230. Allentown, Pa., schools of, 219. Alsace-Lorraine, overwork in secondary schools of, cxxiii, cxxiv. educational condition of, ccxvii, ccxviii. Altoona, Pa., schools of, 219. Alvord, Henry S., on agricultural education, cliii. American Association for the Advancement of Science, 312. American Asylum for the Education of the Deaf and Dumb, 34. American Institute of Instruction, 308-310. American Instructors of the Deaf and Dumb, 313. American Medical Association, 311. American Philological Association, 313, 314. American Social Science Association, 314. Amherst College, 117. Anhalt, educational condition of, ccxviii. Ann Arbor, Mich., schools of, 127. Annapolis, academy at. See Hinted States Naval Academy. Apgar, Ellis A., term of office of, 173. Appleton, Wis., schools of, 271. Apprenticeship, disappearance of, cli, clvii. Arbor day in schools of Cincinnati, 202. Argentine Republic, educational condition of, cclviii-cclxv. Arkansas, summary of educational condition, xli. abstract, 10-14. Arkansas Industrial University, 12, 13. Arizona, compulsory attendance in, xxxv. summary of educational condition, xlv, xlvi. abstract, 283, 284. Armstrong, H. Clay, term of office of, 9. Armstrong, S. C., Indian work in charge of, 296, 297. Art, instruction in, in Colorado, 26. in Illinois, 58. in Louisiana, 93. Art, instruction in, in Maryland, 106. in Npw York, 185, 186. in Ohio, 210. in Pennsylvania, 226. in Rhode Island, 234. in District of Columbia, 292. Arts and trades, training in, in Massachusetts, 120. Association for Promoting the Higher Education of Women in New York, resolutions of the, cxxix. Associations and conventions, educational, 308- 314. See, also, the heading Educational Conven¬ tions, under the respective States. Atchison, Kans., schools of, 80. Atherton, George W., on agricultural education, clii. Athletics in American colleges, cxlv. Atlanta, Ga., schools of, 45, 46. Atlee, Dr. J. L., on improvement in medical ethics, clxv. A ttleborough, Mass., schools of, 110, 111. Auburn, Me., schools of, 95, 96. Auburn, N. Y., schools of, 176, 177. Augusta, Ga., schools of, 45, 46. Augusta, Me., schools of, 95, 96. Austin, Tex., schools of, 249, 250. Austria-Hungary, compulsory attendance in, xxxvi. provision for higher education of women in, cxxxiii. educational condition of, ccxiii-ccxv. Authors’ days in schools of Cincinnati, 202. Average attendance, public school, in the TTnited States, xiv, xv. comparison of, for ten years, xxiii. B. Baden, overwork in secondary schools of, cxxiii. educational condition of, ccxviii. Baginsky, Adolf, on school hygiene, xxx. Baker, B. M., secretary of the State board of edu¬ cation of Texas, 252. Baltimore, Md., schools of, 101, 102. Bangor, Me., schools of, 95, 96. Barker, Judge D. R., gift of library to Eredonia, N. Y., clxxxvii. Bartholow, Dr. Roberts, on recent medical schools, plxix. Bates College, 97, Bath, Me., schools of, 95, 96. Bavaria, educational condition of, ccxviii. Beach, H. N., on the Venezuelan school system, cclxv. Beadle, W. H. H., term of office of, 287. Belgium, compulsory attendance in, xxxvi. provision for higher education of women in, cxxxiii, cxxxiv. educational condition of, ccxv, ccxvi. Bell, A. Graham, remarks by, on instruction of deaf-mutes, cxcii, cxciii. Bellaire, Ohio, schools of, 201. Belleville, HI., schools of, 52, 53. Benefactions, educational, summary of statistics of, ccix-ccxi. statistics of, 790-821. 863 864 INDEX. Bethany College, 267. Beverly, Mass., schools of, 110, 111. Biddeford, Me., schools of, 95, 96. Billings, Frederick, gift of, to the University of Vermont, clxxxvi\. Billings, John S., on higher medical training, clxx. on 1 4 Heating and ventilation of a school build¬ ing,” 310. Binghamton, N. Y., schools of, 176, 177. Birney, Benjamin, school superintendent of the Chickasaws, 297. Blind, schools for the, of the colored race, lii. summary of statistics of schools for the, cxciv. methods of instructing the, cxclv-cxcviii. table of statistics of institutions for the, 710- 713. See, also, the heading Special Instruction, un¬ der the respective States. Bloomington, Ill., schools of, 52, 53. Bloss, John M., term of office of, 70. Bonn, circular on University of, v. Boston, Mass., truancy in schools of, lxxvii. examinations in schools of. lxxx. general condition of schools of, 110, 111. Boston College, 117. Boston University, 117, 118, 119. Bowdoin College, 97. Bradford, Pa., schools of, 219. Bremen, educational condition of, ccxviii, ccxix. Brewster, J. L., remarks of, on compulsory school law in Massachusetts, lxxxii. Brewster, O. H., president of the board of educa¬ tion of the Cherokees, 297. Bridge, Herman, remarks of, on Chicago high schools, cxviii, cxix. Bridgeport, Conn., schools of, 30, 31. Bridgeton, N. J.. schools of, 169. Briggs, W. R., on suburban school-houses, xxx. British Columbia, educational condition of, cclii. Brockton, Mass., schools of, 110, 111. Brockway, Z. It., on industrial training in reform schools, cciv. Brookline, Mass., schools of, 110, 111. Brooklyn, N. Y., schools of, 176. 177. Brown, Le Roy D., State commissioner of common schools of Ohio, 211. Brown, Sylvester, remarks of, on promotions in Quincy (Mass.) schools, lxxxi, lxxxii. remarks of, on the teaching of arithmetic, lxxxii, lxxxiii. Brown University, 234. Brunswick, educational condition of, ccxix. Buchanan, John, sale of medical diplomas by, clxviii. Buffalo, N. Y., schools of, 176, 177, 178. Bureau of Education, library of, vii-xL Burlington, Vt., schools of, 254, 255. Business colleges. See Commercial and business college^. Butcher, B.^L., term of office of, 268. Butler, Noble, obituary notice, 89. C. California, compulsory attendance in, xxx, xxxi. summary of educational condition, xliv. abstract, 15-21. Calisthenics in schools of Memphis, Tenn., 243. Cambridge, Mass., schools of, 110, 111. Cambridge (Eng.) examinations for women, cxxx, cxxxi. Camden, N. J., schools of, 169. Campbell, F. J., on teaching the blind, cxcv. Campbell, Frederick M., term of office of, 21. Canada, education in, cclii-ccliv. Canton, Ohio, schools of, 201, 202. Cape of Good Hope, educational condition of, ccli, cclii. Carbondale, Pa., schools of, 219,220. Carlovitz, John, library and museum of, at Milton, Fla., clxxxvii. Cedar Rapids, Iowa, schools of, 72, 73. Chapin, William, on education of the blind, cxcvii. Chapman, H. L., on the development of the pupil’s character by the teacher, 99. Charleston, S. C., schools of, 237, 238. Chattanooga, Tenn., schools of, 242, 243. / Chelsea, Mass., schools of, 110, 111. Chester, Pa., schools of, 219, 220. Chicago, Ill., schools of, 52, 53. Chicago Manual Training School, clvi, 59. Chicopee, Mass., schools of, 110, 111. Chillicothe, Ohio, schools of, 201, 202. China, educational condition of, ccxlviii. Chinese, education of the, in California, 20. Cincinnati, Ohio, schools of, lxxvii, 201, 202. Circulars of information and bulletins, list of, pub- lished in 1882-83, v, vi. Cities, summary of school statistics of, lviii-lxxi. expenses per capita of average attendance in, lxxii, lxxiii. condition of public schools in, lxxiv-lxxxvi. table of school statistics of, 324-379. City and Guilds of London institute, cclxxxi, cclxxxii. Claflin University, 239. Clark, T. M., circular of, on rural school architect¬ ure, xxx. Cleveland, Ohio, schools of, 201, 202. Cleveland Educational Bureau, 209. Clinton, Iowa, schools of, 72, 73. Clinton, Mass., schools of, 110, 112. Cloud, Thomas, superintendent of schools for the Seminoles, 297. Cochin China, educational condition of, ccxlix. Cochran, Yarnum B., term of office of, 134. Coeducation in Bavaria, ccxviii. Coeducation of the sexes, circular on, v. Cohoes, N. Y., schools of, 176, 178. Colby University, 97. Coleman, W. E., State superintendent of public schools of Missouri, 151. College of Medical Practitioners, 150. College of Hew Jersey, 171, 172. College of the Holy Cross, 117. Colleges. See Universities and colleges. Colorado, summary of educational condition, xliv. abstract, 22-27. Colorado Agricultural College, mechanical train¬ ing in, civ. Colorado State Industrial School, ccii. Colored race, comparative statistics of education in the South for the, xlviii-lvi. medical schools for the, elxxiv-clxxvi. changes respecting schools for the, in Ken¬ tucky, 85. Columbia, District of. See District of Columbia. Columbia, Pa., schools of. 219, 220. Columbia College, petition for admission of women to, cxxijx. Columbian University, 289, 290. Columbus, Ga., schools of, 45,46. Columbus, Ohio, schools of, 201, 202, 203. Commercial and business colleges, statistical summary of, cii, ciii. remarks on, civ. table of statistics of, 399-415. Compulsory attendance, school laws in the United Spates and abroad respecting, xxx-xxxvi. in various American cities, lxxvii, lxxviii. in Bavaria, ccxviii. in Arkansas, 14. in Connecticut, 29, 30. in Kansas, 80. in Illinois, 52. in Maine, 94, 95. in Massachusetts, 109. in Nevada, 159. in New Hampshire, 161, 162. in New York, 175. in Ohio, 200. in Vermont, 254. in Wisconsin, 270. in Wyoming, 306. Concord, N. H., schools of, 162, 163. Connecticut, compulsory attendance in, xxxi. summary of educational condition, xxxvii, xxxviii. abstract, 28-36. Connecticut State Reform School, ccii. Continent, education of artisans on the, cclxxi. Contraot labor in reform schools, ccv, ccvi. Conventions and associations, educational. See Associations and conventions, educational. Cook, George F. T., superintendent of colored schools in the District of Columbia, 292. INDEX. 865 Cookery, education iD, in London, ccxxv. in Massachusetts, 120. in Pennsylvania, 230. in District of Columbia, 291, 292. Cooper Union for the Advancement of Science and Art, 186. Cornell, Leonidas S., term of office of, 27. Cornell University, Sibley College training shops at, clvi. Corporal punishment, in schools of New Jersey, 168. in schools of New York City, 179. Correspondence of the Office, v. Correspondents of the Office, number of, for eleven years, vi. Council Bluffs, Iowa, schools of, 72, 73. County superintendents. See the heading State School System, under the respective States. County supervision, remarks on, xxviii. Course of study, proposed uniform, for Colorado schools, 26, 27. Covington, By., schools of, 85. Coward, Asbury, State superintendent of educa¬ tion of South Carolina, 240. Cramer, M. J., on education in Switzerland, ccxlvi. Crawford, G. S. W., State superintendent of pub¬ lic schools of Tennessee, 247. Crittenden, T. T., on manual training, clvii. Curry, J. L. M., work of, as agent of the Peabody education fund, lvii. D. Dakota, compulsory attendance in, xxxv. summary of educational condition, xlvi. abstract, 285-287. Danbury, Conn., schools of, 30. Danville, Pa., schools of, 219, 220. Danville, Va., schools of, 260, 261. Dartmouth College, 164, 165. Dartt, Justus, term of office of, 258. Davenport, Iowa, schools of, 72, 73. Dayton, Ohio, schools of, 201, 203. Deaf and dumb, schools for the, of the colored race, lii. summary of statistics of institutions for the, cxc, cxci. methods of instruction for, cxcii, cxciii. education of, in London, ccxxv. education of, in New Zealand, cclxvii. table of statistics of institutions for the, 704-709. See, also, the heading Special Instruction, un¬ der the respective States. Decatur, Ill., schools of, 52, 53. Degrees conferred in the United States, statistical summary of, clxxx-clxxxiv. table of statistics of institutions conferring, 674-693. Delaware, summary of educational condition, xxxix. abstract, 37-40. Delaware Association for the Education of Col¬ ored People, 38. Delaware College, 39. Denmark, compulsory attendance in, xxxvi. provision for higher education of women in, cxxxvi. educational condition of, ccxvi. Dentistry, summary of statistics of schools of, clxiv, clxv. table of statistics of schools of, 664, 665, 671, 672. See, also, the heading Professional Instruc¬ tion, under the respective States. Denton, J. L., obituary notice, 14. Denver, Colo., schools of, 23, 24. Department of Superintendence, annual meeting Derby, Conn., schools of, 30. Detroit, Mich., truancy in schools of, lxxviii. high school controversy in, cxx. general condition of schools of, 127. De Wolf, D. F., term of office of, 211. Dickinson, John W., term of office of, 124. District of Columbia, compulsory attendance in, xxxv. summary of educational condition, xlvi, xlvii. abstract, 288-292. District officers. See the heading State School System, under the respective States. 55 E Doak, W. S., obituary notice, 246. Dover, N. H., schools of, 162, 163. Draper, Henry, obituary notice, 190, 191. Draper, John W., obituary notice, 189, i30. Drawing and modelling, cclxxvi, cclxxvii. Dubuque, Iowa, schools of, 72, 73. E. Early, Samuel S., on the founding of Eose Poly¬ technic Institute, clviii. Easton, Pa., schools of, 219, 220. East Saginaw, Mich., schools of, 127. Electives, remarks of M. E. Gates on, cxliii. Electrical engineering, training for, clvii. Elementary instruction. See the heading State School System, under the respective States. Elgin, Ill., schools of, 52, 53. Eliot, Charles W., remarks of, on admission to New England colleges, cxliii. Eliot, William G., on manual training, clvii. Elizabeth, N. J., schools of, 169. Elmira, N. Y., schools of, 176, 178. Engineering, electrical, courses in, clvii. England and Wales, compulsory attendance in, xxxvi. educational condition of, ccxxii-ccxxv. Enrolment, public school, in the United States, xiv, xv. comparison of, for ten years, xxii, xxiii. Erie, Pa., schools of, 219, 220. Europe, general educational condition of, ccxiii- ccxlvi. technical instruction in, cclxviii-cclxxxvii. Evansville, Ind., schools of, 63. Evening schools in New Jersey, 168. Examinations, discussed by N ew England Associa tion of School Superintendents, 310, 311. Examiners, State boards of. See the heading State School System, under the respective States. Expenditure for public schools, xix-xxii. comparison of, for ten years, xxiv. E. Fall Eiver, Mass., schools of, 110, 112. Farr, Bichard B., term of office of, 263. Fay, Edward A., definitions of methods of deaf- mute instruction by, cxcii. Fay, Edwin H., term of office of, 93. Feeble-minded, summary of statistics of schools for the, cxcviii, cxcix. table of statistics of schools and asylums for the, 714, 715. Finland, provision for higher education of women in, cxxxvi. educational condition of, ccxvi, ccxvii. Fitchburg, Mass., schools of, 110, 112. Flint, Mich., schools of, 127. Florida, summary of educational condition, xl. abstract, 41-43. Fond du Lac, Wis., schools of, 271. Forestry, instruction in, ccxc. course in, in University of Michigan, 129. Fort Wayne, Ind., schools of, 63. Foster, E. K., term of office of, 43. France, circular on maternal schools in, v. circular bn technical instruction in, v. compulsory attendance in, xxxvi. provision for higher education of women in, cxxxiv. technical schools established in, cclxix-cclxxi, Francis, John M., on education in Portugal, ccxxxvii-ccxxxix. Freeport, Ill., schools of, 52, 53. Fremont, Ohio, schools of, 201, 203. Funds, school. See the heading State School Sys¬ tem, under the respective States. Furniture, summary of patents for improvements in school, ccxii, ccxiii. table of patented improvements in school, 861, 862. G. Galveston, Tex., schools of, 249, 250. Gass, Herschel B., State superintendent of public instruction in Michigan, 134. 866 INDEX, General Society of Mechanics and Tradesmen of the City of New York, 187. Georgetown College, 289. Georgia, summary of educational condition, xl. abstract, 44-49. German in schools of Colorado, 23. of Indiana, 62. of New York City, 179. of Ohio, 200. of Oregon, 213. Germany, compulsory attendance in, xxxvi. overwork in secondary schools of, oxxii-cxxv. provision for higher education of women in, cxxxiii. educational condition of, ecxvii-ccxxii. Gihon, A. L., paper by, at the American Medical Association, 311. Gilman, D. C., remarks of, on the qualifications of college professors, cxlvi^ Gilmour, Neil, term of office ol, 191. Gloucester, Mass., schools of, 110, 112. Gonzaga College, 290. Graham, Robert, remarks of, on Wisconsin high schools, cxx, cxxi. term of office of, 277. Grand Rapids, Mich., schools of, 127. Great Britain, statistics and remarks respecting secondary education in, cxxi, cxxii. educational condition of, ccxxii-ccxxix. technical instruction in, cclxviii-cclxxxvii. Greece, compulsory attendance in, xxxvi. educational condition of, ccxxix, ccxxx. Green Bay, Wis., schools of, 271. Greenwich, Conn., schools of, 30, 31. Groves, James H., term of office of, 40. Guatemala, educational condition of, ccliv-cclvi. H. Hamburg, educational condition of, ccxix. Hamilton, Ohio, schools of, 201, 203. Hampton Normal and Agricultural Institute, cliv, civ, 261, 262, 263. Handwork, training in, clvi, clvii. Hhnnibal, Mo., schools of, 146. Harris, W. T., address of, ‘'Do the public schools educate children beyond the position which they must occupy in lifo ?” 35. Harrisburg, Pa., schools of, 219, 220. Hartford, Conn., schools of, 30, 31. Harvard College, admission to, cxlii, cxliii. original research at, cxliv. regulation of athletics at, cxlv. Harvard Medical School building, new, clxxv- clxxix. Harvard University, clxxi, 115, 116, 117, 118, 119. Haverhill, Mass., schools of, 110, 112. Hawaii, educational condition of, cclxv, cclxvi. Helena, Mont., schools of, 299. Hesse, overwork in secondary schools of, cxxiii. Higbee, E. E., term of office of, 230. High schools. See Secondary instruction; also, the heading Secondary Instruction, under the respective States. Hine, Charles S., secretary of the State board of education of Connecticut, 36. Hoboken, N. J., schools of, 169. Holcombe, John W., State superintendent of pub¬ lic instruction in Indiana, 70. Hollingsworth, O. N., term of office of, 252. Holmes, Dr. O. W., on endowment of medical schools, clxxii. Holyoke, Mass., schools of, 110, 112. Horton, W. B., term of office of, 284. Houck, Henry, deputy superintendent of public instruction of Pennsylvania, 230. Houston, Tex., schools of, 249, 250. Howard University, 290. Howe, George E., on shopwork in reform schools, cciv. Howe, S. G., on teaching the blind, cxcv. Howey, R. H., term of office of, 300. Hudson, N. Y., schools of, 176, 178. Hungary, educational condition of, ccxiv, ccxv. Huntoon, B. B., on Kindergarten training for the blind, cxcvi. I. Idaho, summary of educational condition, xlvii. abstract, 293, 294. Hlinois, compulsory attendance in, xxxi. summary of educational condition, xlii, xliii. abstract, 50-60. Dlinois Industrial University, civ, 55, 56. Hliteracy in Denmark, ccxvi. in Indiana, 62, 63. Imbeciles. See Feeble-minded, schools for the. Income for public schools, xix, xx. comparison of, for ten years, xxiv. remarks on, xxvi. India, educational condition of, ccxlvi-ccxlviii. Indiana, summary of educational condition, xlii. abstract. 61-70. Indiana University, 65. Indianapolis, Ind., schools of, 63. Indian Territory, summary of educational condi¬ tion, xlvii. Indians, education of, in New York, 175. in Oregon, 215. in Pennsylvania, 230. in Alaska, 278-282. abstract, 295-297. Industrial art, circular on, v. Philadelphia school for instruction in, cclxxxvii. effect of congresses and exhibitions on, cclxxxviii. museums of, cclxxvii, cclxxviii. Industrial arts, preparation for, cl-clii. Industrial drawing in public schools of New York, 175. Industrial education, clix. in London, ccxxv. in Sweden, ccxliii. in the United States, special report on, vi, clii. in Alaska, 280. meeting of the department of, in the National Educational Association, 308, 309. Industrial schools, summary of statistics of, ccviii. table of statistics of, 780-789. Industrial training, establishment of publio schools for, in New Jersey, 168. in schools of Philadelphia, 221. among the Indians, 296, 297. See, also, the heading Special Instruction, un¬ der the respective States. Infant asylums, summary of statistics of, cvii, cviii. table of statistics of, 773-779, 788, 789. Infants, provision for, in English schools, ccxxiii. Institutes, teachers’, progress of, c. See, also, the headings Training of Teachers and Educational Conventions, under the respective States. Iowa, summary of educational condition, xliii. abstract, 71-78. Iowa Agricultural College, 75. Iowa College, destruction of buildings of, cxlii. Ireland, educational condition of, ccxxvii-ccxxix. technical instruction in, cclxxxii. Ironton, Ohio, schools of, 201-203. Italy, compulsory attendance in, xxxvi. provision for higher education of women in, cxxxiv, cxxxv. educational statistics of, ccxxx-ccxxxiv. Ithaca, N. Y., schools of, 176, 178. J. Jackson, Sheldon, work of, in Alaska, xlv, xlvi, note. letter of, concerning education in Alaska, 278-281. Jacksonville, Fla., schools of, 42. Jamaica, educational condition of, cclvi. Janesville, Wis., schools of, 271. Japan, compulsory attendance in, xxxvi. educational condition of, ccxlix-ecli. Jasper, JohD, remarks of, on truancy in schools of New York City, lxxviii. Jeffersonville, Ind., schools of, 63. Jersey City, N. J., schools of, 169. John C. Green School of Science, 172. Johns Hopkins University, 103, 104, 105. Johnstown, Pa., schools of, 219, 220. Jones, Israel C., on reform school instruction, cci. Jones, W. W. W., term of office of, 157. Journals, educational. See the heading Training of Teachers, under the respective States. INDEX, 867 K. Kalamazoo, Mich., schools of, 127. Kansas, compulsory attendance in, xxxi. summary of educational condition, xli. abstract, 79-83. Kansas A gricultural College, 82. Kansas City, Mo., schools of, 146, 147. Kedzie, Kobert F., obituary notice, 144. Kentucky, summary of educational condition, xli. abstract, 84-89. Keokuk, Iowa, schools of, 72, 73. Key West, Fla., schools of, 42. Kiehle, D. L.,term of office of, 139. Kindergarten, summary of statistics of, and re¬ marks respecting, cv-cvii. in connection with public schools, cvii, cviii. a French view of American, cviii, cix. training in, for the blind, cxcvi. as part of the public school system in Nevada, 158, 159. table of statistics of, 416-461. See, also, the heading State School System, under the respective States. Kingston, N. Y., schools of, 176, 178. Kitchen Garden Association, 186. Knabenhort, Dor, in Germany, ccxxi, ccxxii. Knitting in reform schools, cciv. Knox vine, Tenn., schools of, 242, 243. Ko Kun-Hua, obituary notice, 124. L. La Crosse, Wis., schools of. 271. La Fayette, Ind., schools of, 63. Lake and Hyde Park, Ill., schools of, 53. Lancaster, Pa., schools of, 219, 220. Law, schools of, for the colored race, lii. statistical summary of schools of, clxi, clxii. table of statistics of schools of, 655-659. See, also, the heading Scientific and Profes¬ sional Instruction, under the respective States. Lawrence, Kans., schools of, 80. Lawrence, Mass., schools of, lxxxii, 119,112, Leadville, Colo., schools of, 23,24. Leavenworth, Kans., schools of, 80. Lebanon, Pa., schools of, 219,220,221. Legal school ages in the States and Territories, xvi. remarks on, xxv. Leland, Charles G., circular of, on industrial art, v, cl. paper by, on handwork as a part of all educa¬ tion, 35. Lewis College, 256, 257. Lewiston, Me., schools of, 95, 96. Lexington, Ky., schools of, 85. Libraries, summary of statistics of additional public, clxxxv. remarks respecting, clxxxvi-clxxxviii. table of statistics of additional, 694-699. Library of the Office, vii-xi. Lima, Ohio, schools of, 201, 203. Lincoln, Nebr., schools of, 153, 154. Lincoln, K. I., schools of, 232, 233. Little Hock, Ark., schools of. 11. Lockport, N. Y. , schools of, 176-178. Logansport, Ind., schools of, 63, 64. Loizillon, Mile. Marie, report of, on American schools, lxxxiv. remarks of, on American normal schools, xcix. views of, as to American Kindergarten in¬ struction, cviii, cix. London, education in, ccxxiv, ccxxv. Longfellow, Henry W., obituary notice, 123. Long Island City.'N. Y., schools of, 176-178. Lord, Mrs. Asa D., on blind instruction, cxcvii. Los Angeles, Cal., schools of, 17. Louisiana, summary of educational condition, xl. abstract, 90-93. Louisiana University and Agricultural and Me¬ chanical College, 92, 93. Louisville, Ky., schools of, 85, 86. Lowell, Mass., schools of, 110, 112. Luce, N. A., term of office of, 99. Liibeck, educational condition of, ccxix. Lynch, Mary Atkins, obituary notice, 21. Lynchburg, Va., schools of, 260, 261. Lynn, Mass., schools of, 110,112. M. McCurtin, Edmund, school superintendent of the Choctaws, 297. McLellan, Dr., remarks of, on American normal schools, xcvi-xcix. McDonald, A. A., on knitting in reform schools, cciv. McDonogh Institute, 106. McElroy, E. B., term of office of, 216. McIntosh, John, school superintendent of the Creeks, 297. McKeesport, Pa., schools of, 219,221. Macon, Ga., schools of, 45, 46. Madison, Ind., schools of, 63, 64. Madison, Wis., schools of, 271. Maine, compulsory attendance in, xxxi. summary of educational condition, xxxvi. abstract, 94-99. Maine State College of Agriculture and the Me¬ chanic Arts, 98. Malden, Mass., schools of, 110, 113. Malta and Gozo, educational condition of, ccxxxiv, ccxxxv. Manchester, 1ST. H., schools of, 162, 163. Mansfield, Ohio, schools of, 201, 203. Manual training in schools, clvi, clvii. Manual Training School of Washington Univer¬ sity, 149, 150. Manual work, importance of, cclxxix. Marble, A. P., remarks of, on grading, lxxxiii. lxxxiv. Marlborough, Mass., schools of, 110, 113. Marsh, George P. , library of, clxxxvii. obituary notice of, 258. Maryland, summary of educational condition, xxxix. abstract, 100-107. Maryland Agricultural College, 104. Massachusetts, compulsory attendance in, xxxi, xxxii. summary of educational condition, xxxvii. abstract, 108-124. Massachusetts Institute of Technology, 118. Massachusetts Society for the University Educa¬ tion of Women, cxxix, cxxx. Maternal schools in France, circular on, v. Mather, William, report on industrial education, cli, cclii. report of, on technical training in America, cclxxii. Meadville, Pa., schools of, 219, 221. Mechanics, instruction in practical, clv-clvii. training in, in Pennsylvania, 226, 227. Mecklenburg-Schwerin, educational condition of, ccxix. Mecklenburg-Strelitz, educational condition of, ccxix. Medford, Mass., schools of, 110, 113. Medicine, statistical summary of schools of, clxii- clxv. progress of education in, clxv-clxxix. State legislation concerning the practice of, in Georgia, 48. regulations respecting the practice of, in Illi¬ nois, 57. table of statistics of schools of, 660-664, 666- 670, 672. See, also, the heading Scientific and Profes¬ sional Instruction, under the respective States. Meharry Medical College, clxxiv-clxxvi. Memphis, Tenn., schools of, 242, 243. Meriden, Conn., schools of, 30, 31. Merrill, George C., obituary notice, 123. Mexico, educational condition of, cclvi, cclvii. Michigan, compulsory attendance in, xxxii. summary of educational condition, xliii. abstract, 125-134. Michigan State Agricultural College, 130. Middlebury College, 256. Middletown, Conn., schools of, 30, 31. Milford, Mass., schools of, 110, 113. Military Academy, United States. See United States Military Academy. Miller Manual Labor School, 263. Millville, N. J., schools of, 169. Milwaukee, Wis., public Kindergarten system of, cvii. cviii. schools of, 271, 272. 868 INDEX. Minneapolis, Minn., schools of, 136. Minnesota, summary of educational condi tion.xliii . abstract, 135-139. Mississippi, summary of educational condition, xl. abstract, 140-144" Mississippi College, 143. Missouri, summary of educational condition, xli. abstract, 145-151. Montana, summary of educational condition, xlvii. abstract, 298-300. Montgomery, Ala., schools of, 5, 6. Moon, Dr. William, and his work among the blind, cxcvii, cxcviii. Moulder, A. J., remarks on commercial course in San Francisco High School, cxviii. Munich, education of poor children in, ccxxi. Music, training in, in Massachusetts, 119, 120. in Hew York, 186. in Ohio, 210. in Pennsylvania, 227. in Rhode Island, 235. in District of Columbia, 292. Muskegon, Mich., schools of, 127. Mussey, AVIlliam H., obituary notice, 211. N. Nairne, Charles Murray, obituary notice, 190. Nashua, N. H., schools of, 162, 163. Nashville, Tenn., schools of, 242, 243. Natick, Mass., schools of, 110, 113. National Academy of Sciences, 311. National aid to education, action concerning, in Arkansas, 14. in Iowa, 77. in Minnesota, 139. in Tennessee, 246. in Wisconsin, 276, 277. by Hational Educational Association and American Institute of Instruction, 308. by the Department of Superintendence, 310. by the National Education Assembly, 312, 313. by the American Social Science Association, 314. National Association for Sanitary and Rural Im¬ provement, 311, 312. National Council of Education, 309, 310. National Deaf-Mute College, 290. National Education Assembly, 312. National Educational Association, v, 308-310. Nautical School of the Port of New York. 186. Naval Academy, United States. SeeUnited States Naval Academy. Nebraska, summary of educational condition, xliii, xliv. abstract, 152-157. Necrology. See individual entries in this index ; also, the heading Obituary Record, under the respective States. Netherlands, provision for higher education of women in the, cxxxv, cxxxvi. educational condition of, ccxxxv, ccxxxvi. Nevada, compulsory attendance in, xxxii. summary of educational condition, xliv. abstract, 158-160. New Albany, Inch, schools of, 63, 64. Newark, N. J., schools of, 169, 170. Newark, Ohio, schools of, 201, 203. New Bedford, Mass., schools of, 110, 113. New Britain, Conn., schools of, 30. New Brunswick, educational condition of, cclii. New Brunswick, N. J., schools of, 169, 170. Newburgh, N. Y., schools of, 176. Newburyport, Mass., schools of, 110, 113. New Castle, Pa., schools of, 219, 221. Newell, M. A., term of office of, 107. New England Association of School Superintend¬ ents, 310, 311. New Ha mpshire, compulsory attendance in, xxxii, xxxiii. summary of educational condition, xxxvi, xxxvii. abstract, 161-166. New Hampshire College of Agriculture and the Mechanic Arts, 164, 165. New Haven, Conn., improved teaching in schools of, lxxx, lxxxii. general condition of schools of, 30, 31. New Jersey, compulsory attendance in, xxxiii. summary of educational condition, xxxviii. abstract, 167-173. New London, Conn., schools of, 30. New Mexico, summary of educational condition, xlvii. abstract, 301. New Orleans, La., schools of, 91. Newport, Ky., schools ot. 85, 86. Newport, R. I., schools of, 232, 233. New South Wales, educational condition of, cclxvi. Newton, Mass., schools of, 110, 113. . New York, compulsory attendance in, xxxiii, xxxiv. summary of educational condition, xxxviii. abstract, 174-191. New York City, schools of, lxxviii, 176, 178, 179. public libraries of, clxxxvii. New York Trade School, 186. New Zealand, educational condition of, cclxvii. Norfolk, Va., schools of, 260, 261. Normal schools, for the colored race, xlix, 1. summary of statistics of, lxxxvi-xcv. remarks respecting, xcvi-cii. meeting of the department of, in the National Educational Association, 309. table of statistics of, 380-398. See, also, the heading Training of Teachers, under the respective States. Norristewn,*Pa., schools of, 219, 221. North Adams, Mass., schools of, 110, 113. Northampton, Mass., schools of, 110, 113. North Carolina, summary of educational condi¬ tion, xxxix. abstract, 192-198. Northrop, Birdsev G., educational work of, in Con¬ necticut, 30". term of office of, 36. Norwalk, Conn., schools of, 30. Norway, compulsory attendance in, xxxvi. provision for higher education of women in, cxxxvi. educational condition of, ccxxxvi, ccxxxvii. Norwich, Conn., schools of, 30, 31. Nova Scotia, educational condition of, cclii, ccliii. Nurses, schools for training, summary of statistics of, clxxxviii, clxxxix. in Connecticut, 34. in Illinois, 58. in Indiana, 68. in Massachusetts, 120. in District of Columbia, 291. table of statistics of, 700-703. Nuttall, L. John, term of office of, 303. O. Oakland, Cal., schools of, 17. O’Connor, Joseph, remarks of, on truancy in San Francisco schools, lxxviii. remarks of, on examinations in schools of San Francisco, lxxx, lxxxi. O’Fallon Polytechnic Institute of Washington University, 149. Officers, school." See the headings State School System and Chief State School Officer, under the respective States. Ogdensburg, N. Y., schools of, 176. Ohio, compulsory attendance in, xxxiv. summary of educational condition, xlii. abstract, 199-211. Ohio Reform School, ecii. Ohio State University, 206, 207. Ohio University, 207. Omaha, Nebr., schools of, 153,154. Onderdonk, James L., term of office of, 294. Ontario, educational condition of, ccliii, celiv. Orange, N. J., schools of, 169, 170. Oratory, training in, in Massachusetts, 119, 120. in Pennsylvania, 227. Oregon, summary of educational condition,. xliv. abstract, 212-216. Orphan or dependent children, summary of statis- tics of homes and asylums for, ccvii, ccviii. table of statistics of homes and asjlums for, 730-772, 788, 789. See, also, the heading Special Instruction, under the respective States. INDEX. 862 Orr, Gustavus J., term of office of, 49. Oshkosh, Wis., schools of, 271, 272. Oswego, N. T., schools of, 176, 179, 180. Ottawa, Ill., schools of, 52, 53. Ottumwa, Iowa, schools of, 72, 73. Oxford examinations for women, cxxxi, cxxxii. P. Paducah, Ky., schools of, 85, 86. Paine, Thomas H., term of office of, 247. Parish, Ariel, superintendency of, 31. Parsons, Theophilus, obituary notice, 123. Paterson, N. J., schools of, 169, 170. Patten, Otis, on industrial training of the blind, cxcvi. Patterson, James W., term of office of, 166. Pawtucket, R. I., schools of, 232, 233. Peabody, Mass., schools of, 110, 113. Peabody fund, disbursements of, 1868 to 1882, lvi, Ivii, 185. aid from the, in Alabama, 5. in Arkansas, xli, 11, 12. in Florida, 42. in Georgia, 45, 46. in Louisiana, 91. in Mississippi, 141. in South Carolina, 237. in Tennessee, 242, 243. in Texas, 249. in Virginia. 260, 261. in West Virginia, 265, 266. Peaslee, J. B., remarks of, on truancy in Cincinnati schools, lxxvii. Pennsylvania, compulsory attendance in, xxxiv. summary of educational condition, xxxviii. abstract, 217-230. Pennsylvania State College, 225. Perkins Institution and Massachusetts School for the Blind, 120, 121. Petersburg, Va., schools of, 260, 261. Petroff, Ivan, letter of, concerning education in Alaska, 281, 282. Pharmacy, summary of statistics of schools of, clxiv, clxv. table of statistics of schools of, 665, 671, 672. Philadelphia, Pa., schools of, 219, 221. Philadelphia House of Refuge, coiii. Pickett, Joseph Desha, term of office of, 89. Pierce, John D., obituary notice, 133, 134. Pingree, MissL. B., work of, in free Kindergarten, cvi, cvii. Pio, Professor, on school work in Greece, ccxxix, ccxxx. Pittsburgh, Pa., schools of, 219, 221, 222. Pittsfield, Mass., schools of, 110, 113. Plainfield, N. J., schools of, 169, 170. Political science, study of, in American colleges, cxlv, 185. Pond, Enoch, obituary notice, 99. Poole, Dr. William F.’ Index to Periodical Litera¬ ture of, viii, note. work of, mentioned, clxxxvii. Port Huron, Mich., schools of, 127. Portland, Me., schools of, 95, 96. Portland, Oreg., schools of, 213. Portsmouth, N. H., schools of, 162, 163. Portsmouth, Ohio, schools of, 201, 203, 204. Portsmouth, Va., schools of, 260, 261. Portugal, provision for higher education of women in, cxxxv. educational condition of, ccxxxvii-ccxxxix. Pottsville, Pa., schools of, 219, 222. Poughkeepsie, N. Y., schools of, 176, 180. Pratt, John, obituary notice, 211. Pratt, R. H., Indian work in charge of, 296, 297. Preparatory schools, summary of statistics of, cxii-cxiv. table of statistics of, 567-579. Primary instruction, “new methods” in, in New Haven, 31. new methods in, in Boston, 111. Kindergarten methods in, recommended in schools of Brooklyn, N. Y., 177. “new methods ” in, in Ithaca, N. Y., 178. Prince Edward Island, educational condition of, ccliv. Providence, R. I., schools of, 232, 233. Prussia, overwork in secondary schools of, cxxii cxxiii. educational condition of, ccxix, ccxx. Publications, educational, summary of statistics of, ccxi. A table of educational, 822-860. Public Industrial Art School of the City of Phila¬ delphia, cclxxxvii, cclxxxviii. Public school average attendance in the United States, xiv, xv. comparison of, for ten years, xxiii. Public school enrolment in the United States, xiv, xv. comparison of, for ten years, xxii, xxiii. Public school income and expenditure, xix, xx. comparison of, for ten years, xxiv. remarks on, xxvi. Public school supervision, remarks on, xxvii, xxviii. Public school teachers, circular on licensing of, in the United States, v. number and pay of, xvii, xviii. comparison of number of, for ten years, xxiii, xxiv. remarks on, xxvi-xxviii, xxix. training of, in Scotland, ccxxvi, ccxxvii. sex not to be considered in fixing pa’y of, 159. Public school terms in the United States, xiv, xv. remarks on, xxv, xxvi. Pullman, Ill., public library, founded by G. M. Pullman, clxxxvii. Purdue University, civ, clvi, 66. Q. Quebec, educational condition of, ccliv. Quincy, Ill., schools of, 52, 53. Quincy, Mass., schools of, lxxxi, lxxxii, 110, 113, Raab, Henry, State superintendent of public in¬ struction in Illinois, 60. Eacine, Wis., schools of, 271, 272. Reading, Pa., schools of, 219, 222. Recesses in public schools in Albany, N. Y., 177. Recommendations of the Commissioner, cexcii. Reformatory education in Bavaria, ccxxi. Reform schools, statistical summary of, cc, cci. condition of instruction in, cci, ccvi. contract labor in, objectionable, ccv, ccvi. table of statistics of, 716-729. See, also, the heading Special Instruction, un¬ der the respective States. Reynolds, Mortimer F., proposed gift of library to Rochester, N. Y., clxxxvii. Rhode Island, compulsory attendance in, xxxiv. summary of educational condition, xxvii. abstract, 231-235. Richmond, Ind., schools of, 63, 64. Richmond, Va.. schools of, 260, 261. Rochester, N. Y., public library for, clxxxvii. schools of, 176, 180. Rockford, Ill., schools of, 52, 53, 54. Rock Island, Ill., schools of, 52, 54. Rockland, Me., schools of, 95, 96. Rogers. William B., obituary notice, 124. Rome, N. Y., schools of, 176, 180. Rose Polytechnic Institute, clviii. Rothrock, J.T., lectures on tree culture, &c., ccxci. Roumania, provision for higher education of wo¬ men in, cxxxvi. educational condition of, ccxxxix. Roumelia, compulsory attendance in, xxxvi. Ruggles, William B., State superintendent of pub¬ lic instruction in New York, 191. Rural schools, graded courses of st udy in, xxix. Russell, A. J., State superintendent of public in¬ struction in Florida, 43. Russia, provision for higher education of women in, cxxxvi. educational condition of, ccxxxix, ccxl. Rutgers College, 171, 172. Rutgers Scientific School, 172. Rutland, Vt., schools of, 254, 255. S. Sacramento, Cal., schools of, 17. Saginaw, Mich., schools of, 127. 870 INDEX. St. Joseph, Mo., schools of, 146, 147. St. Louis, Mo., schools of, 146, 147. St. Paul, Minn., schools of, 136. Salem, Mass,, schools of, 110-114. San Antonio, Tex.^chools of, 249. Sanborn, J. W., on agricultural education, cliii, cliv. Sandusky, Ohio, schools of, 201, 204. San Francisco, Cal., truancy in schools of, lxxviii. examinations in schools of, lxxx, Ixxxi. commercial course in high school of, cxviii. general condition of schools of, 17. San Jos6, Cal., schools of, 17. Savannah, Ga., schools of, 45, 46. Saxony, overwork in secondary schools of, cxxiii. educational condition of, ccxx. Scarborough, John C., term of office of, 198. Schenectady, N. Y., schools of, 176. School ages in the United States, xvi. School furniture. See Furniture. School-houses and apparatus, remarks on, xxx. School officers. See the headings State School System and Chief State School Officer, under the respective States. School population of the United States, xiv, xv. comparison of, for ten years, xxi. Science, statistical summary of schools of, cxlvi- cxlix. condition and progress of instruction in, cl-clix. table of statistics of schools of, 632-643. See, also, the heading Scientific and Profes¬ sional Instruction, under the respective States. Science and Art Department, English, statistics of, ccxxix. Scotland, compulsory attendance in, xxxvi. educational condition of, ccxxvi, ccxxvii. Scranton, Pa., schools of, 219, 222. Seamanship, training for, in New York, 186. Sears, J. Montgomery, gift of, to Boston Public Library, clxxxvi. Seaver, E. P., remarks of, on truancy in Boston schools, lxxvii. Secondary instruction, for the colored race, 1, li. statistical summary of, cix-cxiv. remarks respecting, cxv-cxxi. in Great Britain, cxxi, cxxii. overwork in German secondary schools, cxxii- cxxv. tablo of statistics of institutions for, 462-566. See, also, Secondary Instruction, under the respective States. Sedalia, Mo., schools of, 146, 147. Selma, Ala., schools of, 5, 6. Servia, provision for higher education of women in, oxxxvi. educational condition of, ccxl, ccxli. Shamokin, Pa., schools of, 219, 222. Shannon, Bichard D., term of office of, 151. Shattuck, Joseph C., term of office of, 27. Sheboygan, Y7 is., schools of, 271, 272. Sheffield. J. E., obituary notice, 35, 36. Sheffield Scientific School, 33. Shenandoah, Pa., schools of, 21G, 222. Sill, J. M. B., remarks of, on truancy in Detroit schools, lxxviii. Sitka, Alaska, schools of, 279, 280. Slade, James P., term of office of, 60. Slade, Mrs. M. B. C., obituary notice, 124. Slater, John F., benefaction of, for colored educa¬ tion, lvi. Slaughter, John, term of office of, 307. Smith, J. Argyle, term of office of, 144. Society for Ethical Culture, Workingmen’s School of, 186, 187. Society for the Encouragement of Home Study, 119. Somerville, Mass., schools of, 110, 114. South, comparative statistics of education in the, xlvik-lvi. South Bend, Ind., schools of, 63, 64. South Carolina, summary of educational condition, xxxix. abstract, 236-240. South Carolina College of Agriculture and the Mechanic Arts, 239. Spain, provision for higher education of women in, cxxxv. educational condition of, ccxli-ccxliii. Speer, H. C., term of office of, 83. Spelling Beform Association, 314. Springfield, Ill., schools of, 52, 54. Springfield, Mass., schools of, 110, 114. Springfield, Ohio, schools of, 201, 204. Stamford, Conn., schools of, 30. State Agricultural and Mechanical College of Ala¬ bama, 8. State Agricultural and Mechanical College of Kentucky, 87. State boards of education. See the heading State School System, under the respective States. State boards or examiners. See the heading State School System, un.h r the respective States. State Public School for Dependent Children, 132, 133. State reports. See the heading State School Sys¬ tem, under the respective States. State superintendents. See the headings State School System and Chief State School Offi¬ cer, under the respective States. State University of Iowa, 73, 74, 75. States and Territories, summary of school sta¬ tistics of, xiv, xv. school statistics of, 316-323. Statistics, educational, collection of, xii-xiv. Steubenville, Ohio, schools of, 201, 204. Stevens Institute of Technology, 172. Stillwater, Minn., schools of, 136. Stockton, Cal., schools of, 17. Stockwell, Thomas B., term of office of, 235. Storrs Agricultural School, cliv. Sturtevant, John Merchant, obituary notice, 246, 247. Superintendence, annual meeting of the Depart¬ ment of, 310. county, in Illinois, 51, 52. in Nebraska, 153. Superior instruction. See Universities and col¬ leges; also, the beading Superior Instruc¬ tion, under the respective States. Superior instruction of women. See Women; also, the heading Superior Instruction, un¬ der the respective States. Supervision of public schools, remarks on, xxvii, xxviii. Sweden, compulsory attendance in, xxxvi. provision for higher education of women in, cxxxvi. educational condition of, ccxliii-coxlv. Swedish female high schools, bulletin on, vi. Switzerland, compulsory attendance in, xxxvi. provision for higher education of women in, cxxxv. educational condition of, ccxlv, ccxlvl. Syracuse, N. Y., schools of, 176, 180. T. Taunton, Mass., schools of, 110, 114. Teachers in public schools. See Public school teachers; also, the heading Training of Teachers, under the respective States. Teachers' institute. See Institutes. Teachers’ School of Science in Boston, free lect¬ ures in, 115, note. Technical instruction, circular on, in France, v. report of British commissioners on, cclxviii- cclxxxvii. Temperance, teaching of, in public schools in Indiana, 69. Tennessee, summary of educational condition, xli, xlii. abstract, 241-247. Terre Haute, Ind., schools of, 63, 64. Texas, summary of educational condition, xL abstract, 248-252. Texas Agricultural College, cl vi. Text hooks, in California, 16, 21. in Illinois, 51. in Kansas, 80, 83. in Maine, 95. in Massachusetts, 109. in State normal schools of New York, 181 in Arizona, 284. Theology, schools of, for the colored race, li, lii. statistical summary of schools of, elix-clxi. table of statistics of schools of, 644-654. INDEX. 871 Theology. See, also, the heading Scientific and Professional Instruction, under the respec¬ tive States. Thompson, Charles 0., remarks of, on the founding of Eose Polytechnic Institute, clviii. Thompson, Hugh 'S., term of office of, 240. Thompson, W. E., term of office of, 14. Thurston, Eobert H., on schools for industrial training, clix. Tiffin, Ohio, schools of, 201, 204. Titusville, Pa., schools of, 219, 222. Tokio, Japan, University of, ccl. Toledo, Ohio, schools of, 201, 204. Toledo House of Eefuge, cciv. Toner, Dr. J. M., gift of, to the Library of Congress, clxxxvi. Topeka, Kans., schools of, 80, 81. Tougaloo University, 142. Trees, shade, for school sites, law respecting, in Iowa, 72, 78. Trenton, N. J., schools of, 189, 170. Trinity College, 38. Troy, N. Y., schools of, 176. Truancy in various American cities, lxxvii, lxxviii. Truesdel, Zelotes, obituary notice, 134. Tucson, Ariz., schools of, 284. Tufts College, 117. Tulane, Paul, benefaction of, to education in Hew Orleans, lvi. U. United States Military Academy, 184, 673. United States Naval Academy, 104, 673. United States of Colombia, compulsory attend¬ ance in, xxxvi. Universities, statistics of Prussian, ccxx. Universities and colleges, for the colored race, li. pedagogics in, ci. summary of statistics of, cxxxvi-cxli. classical and scientific, preparatory training for and by, cxl. remarks on instruction in and government of, cxli-cxlvi. association of, in Ohio, cxliii. elective studies in, cxliii-cxlv. athletic exercises in, cxlv. graduate studies and degrees in, cxlv, cxlvi. professors in, cxlvi. table of statistics of, 596-631. See, also, the heading Superior Instruction, under the respective States. University Convocation, meeting of, 188. University of Alabama, 7, 8. University of California, 19. University of Cincinnati, 206, 207. University of Colorado, 24, 25, 26. University of Dakota, 287. University of Deseret, 303. University of Georgia, 47. University of Kansas, 81, 82. University of Louisiana, 92, 93. University of Michigan, 128, 129, 130, 131. University of Minnesota, 137, 138. University of Mississippi, 142, 143. University of Missouri, 147, 148, 149. University of Nashville, 243. University of Nebraska, 155, 156. University of New York, c, ci, 183. University of North Carolina, 195, 196. University of Oregon, 214. University of Pennsylvania, clxxi, 224, 225, 226. University of Tennessee, 244, 245. University of Texas, cxlii. University of Tokio, ccl. University of Vermont and State Agricultural College, 256. University of Virginia, 262, 263. University of Washington Territory, "305. University of Wisconsin, 274, 275. Utah, summary of educational condition, xlvii. abstract, 302, 303. Utica, N. Y., schools of, 176, 180. V. Venezuela, educational condition of, cclxv. Vermont, compulsory attendance in, xxxiv. summary of educational condition, xxxvii. abstract; 253-258. Vicksburg, Miss., schools of, 141. Victoria, educational condition of, cclxvii. Vincennes, Ind., schools of, 63, 64. Virginia, summary of educational condition, xxxix. abstract, 259-263. Virginia City, Nev., schools of, 159, 160. W. Waltham, Mass., schools of, 110, 114. Warwick, E. I., schools of, 232, 233. Washington, D.C., school system of, Ixxxv, Ixxxvi. course in high school of, cxix. general condition of public schools of, 289. Washington Normal School, course of study in, xcix. Washington Territory, compulsory attendance in, xxxv. summary of educational condition, xlvii. abstract, 304, 305. Washington University, 148. Washington University Training School, clvi, clvii. Waterbury, Conn., schools of, 30. Watertown, N. Y., schools of, 176. Watertown, Wis., schools of, 271, 272. Welcker, William T., State superintendent of pub¬ lic instruction in California, 21. Wentworth, Daniel S., obituary notice, 59. Werner, Karl, on Leland’s circular, cl, note. Wesleyan University, 33. West Des Moines, Iowa, schools of, 72, 73. Westfield, Mass., schools of. 110,114. West Point Academy. See United States Military Academy. West Virginia", summary of educational condition, xlii. abstract, 264-268. West Virginia College, 267. West Virginia University, 267. Weymouth, Mass., schools of, 110, 114. Wheeler, C. W., term of office of, 305. Wheeling, W. Va., schools of, 265, 266. Whipple School for Deaf-Mutes, 34. White, Andrew D., remarks of, on the selection ox college professors, cxlvi. White, Samuel H., obituary notice, 60. Whitman College and Seminary, 305. Wilkes-Barre, Pa., schools of, 219, 222. Wilkinson. M. C., Indian workin charge of, 296,297. Williams, Thomas N., State superintendent of free schools of Delaware, 40. Williams College, 117. Williamsport, Pa., schools of, 219, 222, 223. Wilmington, Del., schools of, 38. Wilson, J. Ormond, account by, of Washington City school system, Ixxxv, Ixxxvi. superintendent of schools in the District of Columbia, 292. Windham, Conn., schools of, 30. Winona, Minn., schools of, 136, 137. Wisconsin, compulsory attendance in, xxxiv, xxxv. summary of educational condition, xliii. remarks on high schools of, cxx, cxxi. abstract, 269-277. Woburn, Mass., schools of, 110-114. Women, summary of statistics of institutions for the superior instruction of, cxxv-cxxvii. degrees conferred by colleges for, cxxviii. progress of superior instruction for, cxxviii- cxxx. higher education of, abroad, cxxx-cxxxvi. education of, in British India, ccxlvii. education of, in Sweden, ccxliii-ecxlv. rights of, respecting school offices, in Califor¬ nia, 16. in Colorado, 23. in Illinois, 51. in Indiana, 62. in Iowa, 71. in Kansas, 80. in Louisiana, 90. in Maine, 94. in Minnesota, 135. in New Hampshire, 161. in New Jersey, 168. in New York, 175. in Oregon, 213. in Pennsylvania, 218. 872 INDEX. "Women, rights of, respecting school offices, in Ver¬ mont, 253. in Wisconsin, 270. in Dakota, 285. in Washington Territory, 304. table of statistics of institutions for the supe¬ rior instruction of, 580-595. See, also, the heading Superior Instruction, under the respective States. Wood, James R., obituary notice, 190. Woodward, C. M., on manual training, clvii, 308, 309. Woonsocket, R. I., schools of, 232, 233. Worcester, Mass., schools of, 110, 114. Worcester Free Institute of Industrial Science, 118. Worcester Normal School, remarks on training in, xcvii, xcviii. Workingmen’s School, 186, 187. Wright, H. J., remarks of, on “ The place of orig- " inal research in a college education,” 308. Wurttemberg. overwork in secondary schools of, cxxiii. educational condition of, eexx. Wyoming, compulsory attendance in, xxxvi. summary of educational condition, xlvii. abstract, 306, 307. Wyoming Academy of Sciences, Arts, and Let¬ ters, 307. Y. Yale College, cxliv, 32, 33, 34, 36. Yankton, Dak., schools of, 286. Yardley, Henry A., obituary notice, 36. Yonkers, N. Y., schools of, 176. York, Pa., schools of, 219, 223. Young, Charles S., term of office of, 160. Youngstown, Ohio, schools of, 201, 204. Yucatan, educational condition of, cclvii, cclviii. Z. Zanesville, Ohio, schools of, 201, 204. Zorrilla, Benjamin, report on education in the Argentine Republic, cclviii, cclx.v.